Intervention and Support Strategies

Interventions and supports for students should be based on evidence, and take a whole school approach.

When putting interventions and supports in place, schools will:

  • Use “teachable moments” and progressive discipline to address inappropriate behaviour; this includes considering mitigating factors such as the student’s age, circumstances of the behaviour, the student’s ability to comprehend and control their behaviour and the student’s history before determining the most appropriate response.
  • Provide the student harmed by bullying with on-going support which may include debriefing incidents with the student or empowering the student through role playing.
  • Consider a range of options to address inappropriate behaviour and help the student learn from his or her actions.
  • Have in place processes and strategies to identify, report and respond to bullying when it happens.
  • Follow up after each bullying incident with students, parents, teachers and other school staff, where appropriate.
  • Identify strategies for supporting students who engage in bullying, who have been bullied, and who may have witnessed or been affected by bullying, while respecting privacy; these could include school based resources or referrals to community agencies, such as mental health services or public health.
  • Consider mitigating factors like pupil's ability to control behaviour, pupil's ability to understand foreseeable consequences of a behaviour, unacceptable safety risk, and other factors such as pupil's academic, discipline and personal history or where a pupil has an IEP or special education needs. (see complete list in Ontario Reg. 472/07, s.2 and s.3).
  • Communicate to the school community the progressive discipline approach for addressing inappropriate behaviour, and the procedures in place to support students who have been harmed or who have engaged in serious incidents.  (See Appendix A - Building Healthy Relationships: Bullying Preventions and Interventions and Appendix B - Progressive Discipline Chart).

    • In the case of a pupil for whom an individual education plan has been developed, the following factors shall be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being suspended or expelled:

      • whether the behaviour was a manifestation of a disability identified in the pupil’s individual education plan,

      • whether appropriate individualized accommodation has been provided and

      • whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct.

  • Communicate to the school community the progressive discipline approach for addressing inappropriate behaviour, and the procedures in place to support students who have been harmed or who have engaged in serious incidents.  (See Appendix A - Building Healthy Relationships: Bullying Preventions and Interventions and Appendix B - Progressive Discipline Chart).