Bullying Prevention and Intervention Action Plan


Bullying Prevention and Intervention

Action Plan 2020 / 2021

Providing students with an opportunity to learn and develop in a safe and respectful society is a shared responsibility in which the board and our schools play an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential. Bullying prevention and intervention strategies must be modeled by all members of the school community.

from HDSB Bullying Prevention and Intervention Administrative Procedure

Definition of Bullying

Bullying means aggressive and typically repeated behaviour by a student where,

a) the behaviour is intended, or the student ought to know that the behaviour would be likely to have that effect of,

  • causing fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or

  • creating a negative environment at the school for another individual, and

b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education.

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. For the purposes of the definition of bullying, bullying by electronic means (commonly known as cyber-bullying), including, creating a web page or blog in which the creator assumes the identity of another person or impersonating another person as the author of content or messages posted on the internet; communicating material electronically to more than one individual or posting material on a web-site that may be accessed by one or more individuals

from Accepting Schools Act 2012


2020 / 2021



Principal or Vice Principal

Tony DiLeo & Melissa Johnson


Susanne Broe- Vayda

Non-Teaching Staff

Sandi Sakaluk (CYC)


Shawn Haswell

Community Partner

Community Police Liaison Officer, Harpreet Bhathal,

Public Health Nurse Linda Lambert


Troy D’Cunha & Aarav Sharma


(must be a staff member)

Tony DiLeo

Contact Email Address


Types of bullying that exist in our school

(as identified through school based data and information)

The following data was identified through the last Tell Them From Me Survey (TTFM), which was administered to students in Grades 4 to 8. The following results are based on the 2018/19 data. Overall, 22% of students in Sunningdale reported being a victim of moderate to severe bullying for at least one of the four types of bullying. 62% of students at Sunningdale felt safe at school, as well as going to and from school. Due to COVID disruptions, Data shared is based on TTFM spring 2019.

Additional data compiled through our Student Senator “What would make Sunningdale better and what makes it such a great school?”

Compared to other schools across Canada of similar make up, our results indicate that bullying at Sunningdale is in a similar range as the Canadian average of 27 % and the Canadian average of students who feel safe at school/going to/from school at 64%.

  • In 2018/19, 22% of our students across the grades indicated they were a victim of bullying.

  • In 2015/16, 19% of our students across the grades indicated they were a victim of bullying.

  • In 2018/19, 62% of our students across the grades felt safe at school/going to/from school

  • In 2015/16, 65% of our students across the grades felt safe at school/going to/from school

School Bullying Prevention SMART Goal

IF we continue to provide a school environment that incorporates the areas of Inclusion, & innovation (2 Is) for all members of the school community to maximize student learning, and that promotes mental and physical well-being using the foundations of a healthy school, which includes a focus on physical activity, THEN we will increase the number of students who feel safe at school to (as measured in the spring on an independent school survey,

2018/19, 92% attained with a 95% goal), AND we will increase the number of students with a positive sense of belonging (as measured in the spring on an independent school survey 2018/19, 85% attained with a 90% goal). Our new goal for 2019-2020 is to attain 100% of students feeling a sense of belonging and safe at school.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

(for whole school, and those students at risk of bullying behaviours)

Some strategies have become virtual in order to comply with COVID protocols/ rules.

The Halton District School Board believes that “bullying prevention is best met through the creation of positive and inclusive classroom and school culture” (Bullying Prevention and Intervention Action Plan). Staff and students at Sunningdale Public School are working hard to improve the overall school climate with a continued focus this year on Inclusion, and Innovation, and using the following strategies:

A school wide INCLUSIVE approach with a focus on acceptance and tolerance/ Inclusion. Staff Professional Development rolled out at Staff Meetings addressing Harmful Language Protocol and developing an EQUITY plan to support all stakeholders. The plan will include virtual assemblies and in class work.

Tribes Learning Communities ( in our COVID cohorts) which incorporate the four main agreements directly aligned with our Learning Skills for Reporting periods.

Mutual Respect

Attentive Listening


The Right to Pass

The process also focuses on the explicit teaching of twelve collaborative skills: listening attentively; expressing appreciation; reflecting on experience; valuing diversity of culture and ideas; thinking constructively; making responsible decisions; resolving conflict; solving problems creatively; working together on tasks; assessing improvement; celebrating achievement; and participating fully. For more information on Tribes Learning Communities, please visit: www.tribes.ca

Right to Play philosophy is incorporated into virtual school assemblies that focus on tracking and celebrating positive actions in each classroom, as well as identifying and celebrating student role models. Guest speakers/themes discussed focus on promoting learning skills and an awareness of how to be a positive role model at Sunningdale School. During each assembly, nominated classes and individuals receive a Red Ball in recognition of achieving their personal goals (e.g., collaboration, resilience, positive relationships). For more information on Right to Play, please visit: www.righttoplay.ca

Second Step program supports students in making positive choices to resolve conflicts. This is administered by our Child and Youth Counsellor (ongoing)

“Take Care of Yourself, Take Care of One Another” is Sunningdale’s motto. It is a constant reminder to staff, students, parents and volunteers to be community-minded and concerned about their own wellness, as well as the wellness of others. Right to Be Me assemblies thoughout the year will be scheduled to recognize exceptional work. Additional supports have been shared around Mental Health with our current climate-COVID restrictions.

Bullying Awareness and Prevention Week is a board-wide initiative and a focus for us throughout the year, not only during the boards designated week. Different Kindness campaigns, Pink days, Blue Days, Peace Week,Admin visits, Treaties Recognition Week) Community Circles/Restorative Practices are implemented and considered all year long. We try to be proactive and constantly promote pro-social behaviour in all we do (Announcements)

Social Justice Clubs. They are focusing on supporting awareness of human rights issues by helping others on helping others within the school, within our local community and within the global community. This group also provides a safe space for students who identify as, or support, LGBTQ.(to be determined)

Children’s Mental Health Week will be observed at our school this year especially with our current climate, with activities and messaging relating to wellness for the students at Sunningdale. We have also added Well-Being Tips and Challenges, to our announcements, to keep wellness on the agenda year round. Additional supports continue to be shared with our community with COVID impacting the Mental Health of our students.

Staff and Student Wellness and Mindfulness continues to be a focus this year, Research indicates that Outdoor Education programming supports Mental Health. Phys Ed and DPA has been a focus and has been conducted outdoors to support our goal of increasing all instruction outdoors and increasing DPA.

Kindness Campaigns & Challenges are announced and promoted in classrooms during Community circles, giving students ideas for ways to spread kindness. It is our hope that by keeping this focus year round, we will foster a community that experiences belonging and safety. Daily announcements also support this work as well as school connectedness activities For e.g garland with rings from every student connected and on display.

Second Step delivered to Primary/ Junior Classes to support the monitoring of positive interactions with peers etc...

Bullying Intervention and Support Strategies

(for individuals who cause harm, are impacted by harm and are witness to harm)

  • “Report Bullying” button on school website (support bully, bullied & bystander)

  • Bullying Prevention week

  • Admin and Community liaison officer visits to discuss making good choices in everything we do (Harpreet invited October 2020 ongoing)

  • Investigate the report, act accordingly and follow up frequently with those involved

  • Communicate with students, teachers and parents

  • Sunningdale’s Progressive Discipline Pyramid of Interventions

  • Bill 157: Keeping Kids Safe at School incident reporting

  • Child and Youth Counsellor support

  • Individual Education Plans (accommodations, modifications, alternative programs)

  • Community Liaison Officer ( Constable Harpreet)

  • Student Success groups and programs

  • Tribes activities (e.g., Community Circles)

  • School Resource Team

  • Referrals to outside agencies (e.g., ROCK, Nelson Youth Centre)

  • Restorative Justice practices

  • Safe School Social Worker

  • Public Health Nurse & Mental Health Nurse

  • Kelso’s Conflict Management program/ Second Step

  • Collaborative Problem-Solving approach used

  • Sunningdale Public School Student Technology Use Agreement shared with community and students (Contract)

  • Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community

  • Equity and Inclusion lens considered in all our work (Staff PD and school Equity plan)

  • Equity IPL request for support

  • Tribes Learning Communities

  • Right to Play initiatives

  • Community Liaison Officer collaboration with Constable Harpreet Bathal

  • Past Tell Them From Me Survey/Have Your Say Survey

  • HDSB Safe School Resources

  • Wellness opportunities for staff at PD sessions

  • Staff BMS Trained in 2016/17 and recertified in spring 2019 (ongoing)

  • Leading Mentally Healthy schools

  • CYC Second step

Bullying Prevention and Awareness Responsibilities for:


  • Establish a positive culture

  • Practice Discriminatory and Harmful language Protocol

  • Save one student- staff are encouraged to identify students in need!

  • Regular Community Circles and Restorative Practices implemented

  • Set clear expectations and maintain code of conduct

  • Use of Tribes strategies and Right to Play philosophy

  • Support students in developing healthy relationships

  • Integrate bullying awareness and prevention into curriculum (e.g., Big Ideas connected to social justice, Learning Skills, Health Education)

  • Use Sunningdale Progressive Discipline Pyramid

  • Use resource staff and agencies

  • Remain current regarding Ministry and Board policies

  • Staff encouraged to identify and address bullying


Follow HDSB Code of Conduct- “Tell to get someone out of trouble, not into Trouble”

  • Follow school and Board expectations

  • Utilize TRIBES philosophy

  • Utilize Right 2 Play philosophy- Take care of yourself and one another

  • Respect self, others, environment

  • Implement initiatives organized by the Well-being Team

  • Participate in initiatives (e.g., TRIBES, Right to Play, PALs,, possible student leadership opportunities)


  • Volunteer within the school where possible (Covid restrictions)

  • Engage through School Council (Virtual meetings)

  • Participate in community building events

  • Participate in conferences with teachers and child

  • Attend School Council sponsored speakers at Sunningdale Public School and within the HDSB when available

Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)

  • Staff Meeting

  • School Council Meeting

  • Newsletter

  • School Website (required)

  • Other

Resources/Reference: Safe and Accepting Schools Policy

HDSB Admin Procedure Bullying Prevention and Intervention

HDSB Admin Procedure Positive School Climate

TTFM Survey

Safe Schools Social Workers

Public Health Nurses