Promoting A Positive School Climate 2

Guidelines for use  Think of the following as a menu of options for your school to consider.  The activities and practices described here may need to be tailored to your school environment. PROMOTING A POSITIVE SCHOOL CLIMATE: A Resource for Schools: Adapted by Middlesex-London Health Unit Elements School-Level Activities/Practices Classroom-Level Student-Level Public Health Unit Supports Contributing to Activities/Practices Activities/Practices a Positive School Climate

Student Voice  Encourage students to apply for a Ministry of Education  Post a list of appropriate volunteer  Provide team-building training for  Facilitate and support Healthy School Committees - “SpeakUp” project grant. Have students create an action opportunities available in the school, in students interested in supporting support students to identify issues and create action Schools give team to report to educators on the outcome of their the community, or internationally. Include their peers, either collectively, as a plans students the project. opportunities available both during the school-wide peer support group, or  Work with students to help them advocate for their own opportunity to www.edu.gov.on.ca/eng/students/speakup/projects.html school year and in the summer. individually, as peer helpers or health and social issues provide input on  Invite former students who were able to overcome past  Set up peer-mentoring programs, such tutors.  Support various clubs and committees such as social matters related to challenges in their lives to share their personal stories at a as “buddy” programs. For example, an  Train student leaders to lead other justice, cultural diversity, and school councils their learning and school assembly. older student could provide reading students in physical activities  Organize/host peer led sessions such as Teen Panel school  Engage students as partners in conversations about their assistance to a younger student; a during breaks, both to keep them environment.  Support students to survey their school population own learning and about the school’s learning environment. senior student could help with a Grade 9 engaged and to promote positive Students are given about health and social issues Solicit their ideas about school improvement planning. student’s transition to secondary school; relationships and team building. various  Provide student leadership opportunities  Showcase students’ unique strengths, talents, and a current student could help a newcomer  Provide opportunities for all opportunities to  Work with students to organize and implement healthy interests through student-led assemblies, talent shows, or become familiar with the school. students to develop their lead &/or schools workshops musical events.  Encourage students to participate in leadership potential – for example, contribute to  Train peer leaders for peer-led physical activity recess creating their own learning by rotating classroom duties or by school activities.  Support student councils in conducting surveys of program (P.L.A.Y.), peer-led hand-washing education environments. For example, engage creating SpeakUp Councils. Student students to find out what issues are important to them.  Work with students to help them plan assemblies students as partners in researching  Encourage students with a range perspectives are Use strategies developed by students to address the addressing issues related to physical, social, and/or current learning theories or educational of perspectives to volunteer to be taken into account identified issues. mental health approaches and have them share their teacher helpers or to apply to in the decision-  Support a variety of student-led clubs and teams, such as  Support efforts to set up mentoring programs findings with teachers. become members of the Minister’s making process, intramural sports teams, student theatre and music Student Advisory Council (MSAC). and students are groups, and Student Equity Committees. www.edu.gov.on.ca/eng/students/s encouraged to be peakup/msac.html involved at all levels.

Parent  Encourage the School Council to apply for a Parents  Communicate with parents by various  Establish convenient channels of  Provide information for parents on various health related Engagement Reaching Out (PRO) grant, designed to help parents means, including telephone and email, to communication to make parents topics – electronic/paper newsletters, information become more involved at their child’s school. keep them informed about student feel comfortable with contacting sessions, consultation, school ‘Health Wall’ bulletin Schools provide www.edu.gov.on.ca/eng/parents/reaching.html learning. For example, contact the teachers or other staff members if boards parents with  Hold information sessions for parents in venues in the parents of a student who was facing their child is struggling or dealing  Provide parenting information through various mediums opportunities to community, such as the public library, a meeting room in challenges in learning to report that the with other problems at school. such as classes, websites, tip sheets, consultations learn about, an apartment building, the local community centre, a place student is making improvements.  Create a parent-information centre  Provide parenting sessions for newcomers support, and of worship, an Aboriginal friendship centre, or a Parenting  Provide parents with tip sheets and or bulletin board in the school  Partner with parent forums actively engage in and Family Literacy Centre, to reach as many parents as suggestions on how they can support featuring materials about student  Create a health resource centre for parents at school their children’s possible. Consider using translators and approaching their child’s learning. well-being and information about experience at  Contribute to parent nights and meet the teacher nights leaders from diverse communities to help deliver school  Invite parents to volunteer in the community resources that are school.  Collaborate with Settlement Workers in Schools to messages. classroom as reading mentors, math available to assist students and provide programs and supports for parents who are  Invite parents to participate in school celebrations and coaches, or storytellers. their families. refugees and/or new immigrants events, such as sports days, field trips, musical events,  Create a “parent-buddy” program to help  Create a parent centre in the  Involve parents on Healthy School Committees and school assemblies. parents of newcomers to the school school library where parents  Provide materials in various languages, and interpretive  Support new students and families as they become part of navigate the school system. access material on issues that may services (as needed) when offering the school community by providing an orientation  Find ways to show appreciation of all affect their children, such as programming/sessions for parents package, including information about community parents’ efforts to support their children’s healthy relationships, mental resources, in multiple languages. learning. health and well-being, peer  Provide parents with a choice of ways in which they can  Hold teacher-parent-student discussions pressure, and healthy eating. Try participate – for example, by taking part in a parent-in- to go over students’ learning goals and to provide materials in multiple class day, helping with the production of sets for the their progress towards achieving the languages. school play, or helping to organize a school picnic. goals.  Work towards including representation of diverse parent groups on all school committees, including School Councils.

Community  Enlist community members or groups to participate in  Promote opportunities for students  Engage positive role models from  Host community fairs (e.g., ‘Going Bananas’) Partnerships school activities such as breakfast or snack programs. taking art courses to decorate the store the community to form a support  Assist students’ with identifying volunteer opportunities  Host a school “open house” for community members at windows of local retail businesses. group for girls that can help them  Raise awareness about outside community student Schools engage which students can present and talk about their work.  Create opportunities in the classroom for with issues related to self-esteem, groups that students can join community groups  Encourage the school to participate in community students to “give back” to the local or body image, healthy relationships,  Act as positive role model to students and staff to work with the activities such as charity events. international community – for example, and other areas of concern. school in a  Provide referrals to outside agencies  Provide seniors with a special pass that provides free by donating items built in a woodworking  Engage positive role models from mutually beneficial  Network with community groups to provide increased admission to school events such as concerts and plays. class to a developing country or by the community to form a support support to and involvement with schools way to support planning a food or book drive. group for boys that can help them students and/or  Implement strategies designed to engage diverse  Support development of snack and breakfast programs community partners.  Arrange for the local public health unit to with issues related to self-esteem,  Provide training to set up cooking clubs parents. at-risk behaviours, life skills, and visit classrooms throughout the school  Coordinate small group sessions with community other areas of concern. year to discuss topics such as healthy partners eating and physical activity.  Arrange for students to participate  Facilitate, co-facilitate, or provide resources to support in community or regional  Invite local police officers to the school to small group sessions (e.g., self-esteem, healthy leadership-development discuss bullying or safe Internet use. relationships, etc.) opportunities (e.g., a Model United  Offer ‘Health Fair’ events in schools in collaboration with Nations), life skills training, or community partners sports camp.

Learning  Provide relevant opportunities for students and staff to  Promote a culture of high expectations  Establish classroom routines, such  Develop resources to assist with lesson planning Environment learn about diverse histories, cultures, and perspectives – for all students. as daily check-in, to benefit  Provide professional development workshops for for example, about Aboriginal traditions and treaty  Differentiate instruction and assessment students who require support. teachers Schools provide histories and about women’s contributions to science and to meet the individual learning needs of  Provide opportunities for  Teach social skills through small group work students with a technology. all students. secondary school students to  Host school wide events focusing on different themes wide range of  Ensure that curriculum materials, displays, and print and  Recognize and discuss qualities such as explore career options – for opportunities and  Participate in career fairs to promote health professional electronic resources reflect the diversity and the individual respect, social responsibility, empathy, example, by inviting speakers or ways to learn and roles needs and interests of the student population. Students honesty, and fairness where relevant in having students visit workplaces – to practise and  Act as a caring adult in the school environment should always be able to recognize themselves in their all areas of the curriculum, and draw early in the school year. demonstrate their  Host lunch and learn sessions learning materials and resources. attention to their significance in creating learning. Students  Provide health information to students through face to  Ask students to think of ways to creatively incorporate the safe and healthy schools. learn about the face meetings, health fairs, health walls, and other school’s Monthly Character Traits (e.g., May – integrity;  Teach positive social skills through diversity of their methods June – resilience) into their learning environment – for modelling and role play. Practise positive world and come to  Support classroom teaching by occasionally acting as a example, have them design a screensaver for use on the behaviour, and give positive feedback understand the guest speaker on a variety of health-related topics school’s computers promoting that month’s trait. when a student behaves well. importance of  Reinforce, acknowledge, and celebrate positive student learning.  Rotate classroom duties among all behaviour – for example, by presenting certificates at a students throughout the year. Allow school assembly or by including “good news” stories in the students to suggest leadership roles they school newsletter. would like to take on.  Take advantage of “teachable moments” to address immediate relationship issues that may arise among students.  Develop classroom rules collaboratively with students at the beginning of the school year.

Social-Emotional  Put in place a whole-school bullying prevention program.  Promote belonging and connectedness  Support students who are involved  Provide workshops or discussion groups for males and Environment Teach all students to oppose bullying and discrimination in the classroom through “getting to in unhealthy relationships or who females focusing on self esteem, stress, healthy by helping them develop the confidence to make their own know you” activities (teacher-to-student have been victims of bullying by relationships, mental wellness & other health issues Schools promote decisions and the courage to stand up for what they and peer-to-peer). providing information about  Collaboratively implement whole school initiatives fairness, equity, believe is right. Empower students to take responsibility  Promote positive relationship building agencies that can help them. focusing on various topics such as ‘being real’, mental respect for all, and for their actions, including their choices as bystanders. through peer mediation, conflict  Provide students with tools to help wellness, healthy living, substance use and abuse, a sense of  Participate in campaigns such as Pink Shirt Day and resolution, and restorative practices. them gain insight into building self- respect for self and others belonging and Bullying Awareness and Prevention Week (third week of  Teach skills such as meditation, yoga, esteem and healthy body image –  Link students to outside supports that provide positive connectedness. November) to show that bullying will not be tolerated in the and t'ai chi to help students reduce for example, provide self-esteem relationships building, bonding They create a safe school. stress. Encourage students to notice surveys or worksheets as well as  Collaborate with school social workers to provide one to and caring  Support student-led presentations, including concerts and when they are experiencing learning as opportunities for discussion. one advice to students for staying mentally healthy environment for all. plays, that address bullying, homophobia, and racism and fun.  Develop supportive relationships  Recognize students for their efforts that promote inclusiveness.  Encourage students to demonstrate with students, spending time with  Provide ideas and resources and/or implement social  Host assemblies to recognize positive student behaviour behaviour that promotes emotional well- them individually when possible. marketing campaigns in schools to promote wellness, and celebrate student successes. being among their classmates. Ask them  Establish behavioural contracts healthy living and a positive school environment  Build an understanding of mental illness and help reduce to notice any improvement in their own that have built-in rewards for  Engage students to feel a sense of belonging the stigma attached to it by posting information and sense of well-being as a result. students with behavioural issues.  Work with student groups to plan and carry out posters about emotional and social well-being throughout assemblies addressing issues related to physical, social, the school. and/or mental health

Physical  Organize school-led community clean-up and  Set up and organize the classroom in a  Have a group of students act as  Assist with the application of a healthy schools award Environment beautification days. way that promotes collaborative learning, environmental ambassadors at the  Assist environmental clubs with activities  Support the school’s eco-club to create a student engagement in learning, and school, promoting the school’s  Promote zero-waste lunches The school school/community garden with flowers, vegetables, and principles of inclusive education. recycling and composting  Provide information about green opportunities in environment, native plants.  Display the work of all students in the programs and educating other schools, and support students to ‘green’ the schoolyard inside and outside  Hang a welcome banner produced by students at the front classroom. students about ways they can the building, is  Link students and staff to environmental services at entrance of the school.  Ensure that classroom displays reflect make the school “greener”. welcoming and public health departments (air and water quality)  Hold a zero-waste lunch challenge in the school. the diversity of the student population  Provide tip sheets to students makes the school a  Link students to environmental activities that they could and the population of the province. about ways of making the school safe place that is  Regularly communicate and practise lockdown and participate in outside of school Students should always be able to more welcoming and more conducive to evacuation procedures, as well as fire drill procedures.  Work with student groups to identify their concerns recognize themselves in their learning conducive to learning. learning.  Provide tip sheets to all staff members suggesting ways to regarding their physical environment and create plans make the school more welcoming and more conducive to environment.  Provide information and develop skills to prevent spread learning. of communicable diseases in schools  Facilitate development of School Travel Plans in collaboration with community partners, students, parents and school administration ∗In this document, parents is used to refer to parent(s) and guardian(s).