​​​Our CBE Student Code of Conduct and CBE Progressive Student Discipline regulation apply to all of our students. They outline the roles and expectations for our students to promote positive and inclusive learning environments, help students to develop empathy and become good citizens both within and outside of the school community, and explain the consequences when a student’s disruptive behaviour negatively affects the learning environment.

Our CBE Employee Code of Conduct applies to all of our employees. The CBE maintains high standards for the conduct of its employees, and expects them to conduct themselves honestly and with integrity and exercise common sense, good judgement and discretion.​​​​

Code of Conduct

Dr. George Stanley School Student Code of Conduct

In addition to the other guidelines for our students and school community, be aware of these principles.

All students must comply with the School Act, which consists of five (5) main elements:

  1. Being diligent in pursuing their studies;
  2. Attending school regularly and punctually;
  3. Cooperating fully with everyone authorized by the CBE to provide education and other services;
  4. Complying with the rules of the school; and
  5. Accounting to the student’s teachers for the student’s conduct


At Dr. George Stanley School we tend to refer to student codes of conduct within the context of expectations rather than just a list of rules. This is because expectations based on respect of self, environment and others tend to be transferable and universal. In other words, every culture and circumstance has very similar kinds of expectations, while rules can vary- even classroom to classroom.

Rules alone tend to be very black and white and do not always promote critical thinking or understanding why something is acceptable or unacceptable depending on time and place. For example, a rule like “no running in the hallways” might not make sense in the case of a real emergency, which requires a student to run and get immediate help. Also, establishing a list of rules doesn’t always address the why and alternatives. Because hitting is against the rules, we should address why (underlying issue) and how (tools) to respond to conflict or disagreement differently.

This is why we have taken up Lost at School by Ross Greene, PhD whose progressive research, among other things, proves that students need to learn strategies and alternatives to accompany expectations and consequences. This aligns neatly with principles of progressive student discipline, which should: “focus on support and corrective actions that provide opportunities to learn while focusing on improving behaviour.”

While our expectations are universal, it is important to note that our approach may vary from case to case. Students and circumstances are unique as are different classes and settings. Because of this, it is not unusual for a teacher to have a set of expectations within in one setting and a different set in another. A teacher might allow students to talk while working on a math problem, but expects students not to converse while using power tools. Again, the expectation supports safety and respect, but differs according to context.


Kurt Lewin's research also tells us that behaviour is always a function of people and their environment.

All of our behaviours can differ depending on who we are as individuals, but also the environment or setting. For instance, a quiet and reserved person can act very rambunctious at a sporting event. And, a rambunctious individual can be very shy in certain circumstances. Because knowing individuals and how they respond in different settings is the key to understanding behaviour, the classroom teacher serves as the first reference point on student character and progress. Growth and improvement look differently for all of us and the classroom teachers know how students act in different scenarios and how best to support progress and growth. This is what learning is all about and why our school model supports a key teacher contact to establish a meaningful relationship.


While some might suggest that: “rules are rules”, we need to remember that context is important. Just as a courtroom judge takes into account different circumstances when addressing legal matters with adults, we are mindful of a number of factors with students. As noted in the Student Code of Conduct: “When responding to unacceptable student behaviour, the principal or teacher must account for the student’s age, maturity and individual circumstances in accordance with the Progressive Student Discipline Administrative Regulation.” The idea of fair does not always equate to equal. A range of meaningful interventions, consequences and opportunities to learn are critical.

Teachable Moments

As a school community, student behaviours present us with teachable moments. Our expectations and work with students is always in support of not only providing meaningful consequences to support understanding, but also tools required to grow and succeed. We look forward to continuing this import work.


Please note, when discussing matters of student conduct with parents; please be advised we cannot divulge any personal information about children of other families. This is a legal matter consistent with FOIP.

We Are Available

As always, we will make time in-person or over the phone to address any major concerns and come to positive solutions.

Lateness and Absenteeism 

To see the expectations, please go to Attendance.

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