​​​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

Bullying and Conflict

What is it?

Bullying is when a person targets another person with negative actions. It usually happens several times (more than once / week). Bullying is when there is an imbalance of power (a person cannot defend himself/herself). Bullying is when the bully does not feel as sad or mad as the victim. Conflict is a natural product of human interaction. Conflict is not always bullying. Conflict is normal in social relationships; bullying is unhealthy.

What can students do?

Conflict and bullying are best managed with students and their supervisors (lunchroom supervisors, education assistants, teachers, administrators). At Rosemont School, students from age 5-12 years are learning how to work together and resolve differences in healthy and productive ways. Students are encouraged to solve small problems on their own: state their ideas in positive ways and respect the ideas of others. When conflict occurs, students are encouraged to think about respect, caring, and responsibility when working with other people; they are encouraged to seek adult support as needed. Bullying typically requires adult support to resolve.

Our Discipline Policy

Our discipline policy is based on the Alberta School Act and on the guidelines established by the CBE. Staff will endeavor to manage difficulties in an objective, professional manner, treating each child with respect and considering each child’s individual needs.

We believe that the development of self-discipline and positive self-concept must be encouraged for all children. We believe that children are inherently capable, well-meaning, and responsible; at times they may act impulsively or irrationally. Our approach to solving problems reflects this image of the child.

When a student interferes with the rights of others, disciplinary procedures are initiated. The staff member who first encounters an incident is the initial person responsible for intervening and determining the best course of action. Ongoing, recurring, and escalating difficulties (i.e. problems working effectively with peers, disrespectful treatment of others, physical aggression) are referred to administration. Parents will be contacted to advise them of the nature of the concern and to enlist their support. A strong home-school partnership is essential to help children understand the consequences of their actions.

For serious concerns and misbehaviour, administrators, teachers, students, and parents will be asked to formulate a plan of action. Serious misconduct may result in loss of privileges, assignment of community service duties, social skills training, an in-school or home suspension, expulsion to Area office and referral to student services, or Calgary Police Service involvement. All matters of discipline, including recommended consequences, are confidential. By applying logical, natural, and consistent consequences for actions, and by providing individuals with opportunities to become responsible and caring members of our learning community, our students learn that the choices they make impact how
they live in community with others at Rosemont.

Emotional Regulation

Sometimes students have difficulty with emotional regulation.  At Rosemont School, all students learn about the Zones of Regulation.  Most children can tell their parents if they are in the green zone, the yellow zone, or the red zone.  We work with students to identify their emotions and recognize when they are having difficulty.  Then we teach students strategies they can use to return to the green zone and make it a good day.  For more information about the Zones of Regulation, go to  https://www.zonesofregulation.com/learn-more-about-the-zones.html.

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