​​​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

A Safe and Caring School

The discipline policy at Captain John Palliser School is based on the belief that we should encourage the development of self-discipline and a positive self-concept. We believe that students are generally well behaved and responsible but at times make inappropriate choices or act impulsively. Therefore our approach to dealing with the problems that occur will reflect this belief.

The discipline policy of the school is based on the guidelines established by Calgary Board of Education policies and regulations. The staff will endeavour to deal with disciplinary issues in an objective and professional fashion, treating each student respectfully in terms of his or her individual needs and considering each infraction of discipline as a learning situation. We encourage parental involvement to ensure a safe and caring school environment.

Aims of Discipline

  • To develop responsible citizens with skills for positive relationships.
  • To develop each student’s capacity for self-control, empathy and solution focused problem solving.
  • To protect the rights of everyone and ensure a safe and secure environment.
  • To maintain conditions of harmony and respect in the school making effective learning possible for everyone.
  • To develop each student’s capacity for objective decision-making based on an analysis of alternative solutions and the consequences of these alternatives.
  • To ensure common understanding of expectations.

Expectations for Student Conduct

Students are expected to:

  • Play fairly and with respect
  • Solve problems with words not physical actions
  • Comply with the rules and expectations of the school
  • Attend school regularly and on time
  • Contribute to a positive learning environment
  • Come to school and to each class prepared to learn
  • Do their best to learn and not to interfere with others’ right to learn
  • Respect others’ personal space and privacy
  • Respect the property of others and the school
  • Dress appropriately

Students can expect to:

  • Be recognized and treated as persons of value and worth
  • Feel safe from bullying, violence, harassment and harm
  • Receive courtesy, support and fairness from others
  • Be included in all appropriate activities

Response to Inappropriate Conduct 

Students can expect to be supported in their efforts to develop independent problem solving skills and strategies. From time to time, students will need to seek adult intervention and help in resolving problems. Interventions may take the form of:

  • Class meetings that include an instructional component
  • Individual or small group problem-solving discussions
  • Involvement of parents

“Activating the support system” at home is generally most effective in supporting improved behaviour. We ask for strong parent support of the school’s efforts to work with student behaviour.

Individual students may receive a consequence such as:

  • Withdrawal of privileges
  • Making restitution for damage or loss
  • Suspension
  • Community service

Recurring problems or serious misconduct will be referred to the office where a plan of action will be developed to support change and improvement. In the case of physical fighting or bullying, parents will be contacted and students will have serious consequences.

Peer Conflict vs Bullying

EVERY child deserves an education free from discrimination, bullying, harassment, intimidation and violence. Our Alberta School Act supports this in the wording:

A student shall conduct themselves so as to reasonably comply with the following code of conduct:

(f) respect the rights of others;

(g) ensure that the student’s conduct contributes to a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging;

(h) refrain from, report and not tolerate bullying or bullying behaviour directed toward others in the school, whether or not it occurs within the school building, during the school day or by electronic means;

 Alberta School Act Section 12

Everyone has a role to play in promoting positive mental health and wellness, supporting students, positive social behaviour and preventing incidents like bullying. There needs to be an integrated approach to prevent, address and/or reduce bullying.  

Students who feel safe and are free to develop in healthy ways are far less likely to be involved in inappropriate activities. Students who are learning and thriving take pride in themselves, their school, their accomplishments and the accomplishments of those they are connected to.

Setting a positive school climate and culture will help set the tone for a child’s learning. To do this, staff, parents, and community members must model behaviour and attitudes that are positive, respectful, caring, safe and welcoming.

The term “Bully” is becoming a “buzz” word. Far too often used incorrectly. Also, too often associated with other behaviours.  Bullying, and children’s accounts of being bullied are often heartbreaking and horrible.

When bullying occurs here at CJP, it is addressed immediately. Parents, staff, and the students involved are expected to all work collaboratively to resolve the situation in a safe, caring and respectful way.

Normal Peer Conflict


Equal power of friends

Imbalance of power; not friends

Happens occasionally

Repeated negative actions



Not Serious

Serious with threat of physical or emotional harm

Equal emotional reaction

Strong emotional reaction from victim and little or no emotional reaction from the bully

Not seeking power or attention

Seeking power, control, or material things

Not trying to get something

Attempt to gain material things or power

Remorse—will take responsibility

No remorse—blames victim

Effort to solve problem

No effort to solve problem.

Hopefully this chart will assist us in identifying student behaviours and addressing them in a safe, caring, welcoming and respectful way.

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