Lac La Hache Elementary School
CODE OF CONDUCT
2025-2026
Principal – Todd Routtu
Mission
Our Mission is to share a commitment to creating a safe and healthy environment, which encourages respect for self and others, fosters individual growth through the pursuit of excellence, and promotes a sense of belonging in the school and the larger community.
Vision
We envision an encouraging and understanding learning environment where everyone demonstrates a sense of belonging, mastery, independence, and generosity.
Values
The values that the school will hold itself to are embodied in the ideals of Safety, Tolerance, Accountability, and Respect.
Code of Conduct
Our Code of Conduct is designed to encourage students to respect themselves and others and to strive to do their personal best in all ways. The purpose and goal of this Code of Conduct is to promote a safe, caring and orderly school environment. Lac La Hache promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law - prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation. It is expected that there should be no acts of discrimination in any regard, including publications, accommodation, service and facility in the school environment. The board and the school community will take all reasonable steps to prevent retaliation against a student who has made a complaint of a breach of this Code of Conduct. Efforts will be taken to maintain the dignity and right to privacy for members of our school community. Students, staff members, parents and coaches are required to meet the expectations outlined in this Code of Conduct.
Development and regular review
The School Code of Conduct is reviewed annually with students, staff, and our school’s PAC to ensure it meets the ministry requirements and the needs of Lac La Hache. A copy of the Code of Conduct is on the school website and is emailed to families at the beginning of the year. There are also paper copies of the Code of Conduct available in the school office.
Rights and Responsibilities
All students, staff, and caregivers have rights and responsibilities. These rights and responsibilities include
The right to:
- be treated fairly and with respect and dignity
- be free from discrimination in any form
- be safe
- a quality educational program
- have a reasonable expectation of privacy while at school and specifically to be free from being subject to surreptitious recording (referring to audio or video recording or livestreaming made without the knowledge or consent of the other party)
The responsibility to:
- come to school prepared, on time and ready to learn
- show respect for themselves, for others and for those in authority
- refrain from bringing anything to school that may compromise the safety of others
- follow the established rules and take ownership for their own actions
The expectations of this code of conduct are intended to include all school related activities while students attending school, travelling to and from school, and while attending any school function at any location.
Below is a link to ERASE, the anonymous online provincial reporting tool, that students can use to report any situation that makes them feel unsafe while at school.
https://erasereportit.gov.bc.ca/
Circle of Courage
Our code has adopted a medicine wheel concept, “the Circle of 
Lac La Hache community members…
- are RESPECTFUL,
- are ACCOUNTABLE,
- are INCLUSIVE and WELCOMING.
Expected general guidelines for behaviour of Lac La Hache students:
Belonging - I can be a respectful part of a group. Belonging is an understanding that you are significant and that relationships of trust are important, so that you can say, “I am loved.”
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Mastery - I can set and achieve goals. Mastery is an understanding that you are capable and that you are learning to cope with the world, so that you can say, “I can succeed.”
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Independence - I can be independently responsible. Independence is an understanding that you are powerful on the inside and that you have the will to make choices, so that you can say, “I have the power to make decisions.”
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Generosity - I can contribute positively to others. Generosity affirms that you are a genuine human, and that your character is nurtured by concern for others, so that you can say, “I have a purpose for my life.”
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Consequences for failing to comply with behavioural expectations
When students demonstrate behaviour that is not in keeping with the ideas described above, a discipline response that is based on learning and restoration (making amends) is implemented. At Lac La Hache we reflect upon our choices, take responsibility for our actions, and make amends through a restorative action plan with consideration of the developmental levels, age, maturity and diverse needs of students.
Level 1: Initial, Minor Incidents
Students can make mistakes; it’s a natural part of the learning process. At these times we aim to acknowledge and learn from these mistakes. Most of these choices are minor and can be solved with the teacher and student(s) and may involve a small group or class meeting. A review of the Circle of Courage’s qualities along with a decision - made with the student and the teacher - about appropriate restorative action (ex. apology, act that gives back to the individual/classroom/school).
Some examples of level 1 inappropriate behaviour:
- Teasing - Talking loudly in class/out of turn - Physical or verbal aggression - Failure to follow school rules - Uncooperative behaviour - Play fighting - Out of assigned area | - Unsafe conduct - Homework incomplete - Inappropriate physical contact - Inappropriate attire - Inappropriate assembly/audience behaviour - Misuse of washroom or playground items - Disrupting the learning of others |
Consequences for level 1 behaviours may include but are not limited to:
- verbal correction - loss of privileges or preferred activities - detention - time out | - clean up duty inside of outside - apology – written and/or verbal - other consequences of a restorative nature |
Level 2: Repeated Behaviour
At this point a discussion takes place with the student, teacher and principal or designate. The qualities from the Circle of Courage are reviewed with the student so they can assess their mistakes. A collaborative decision will be made about appropriate restorative action. The teacher or principal/designate may also request a meeting with the parents (or vice-versa).
Some examples of level 2 inappropriate behaviour:
- Repetitive “Level 1” behaviours - Inappropriate material (pictures, music, games, internet sites) - Disrespecting others’ personal space and belongings - Non-compliance with teacher requests | - Disrespecting other students (put downs) - Inappropriate representation of school (field trips/athletics) - Lying / Cheating - Physical aggression - Swearing or offensive comments |
Consequences for level 2 behaviours may include but are not limited to:
- verbal correction - loss of privileges - detention over a number of days - behaviour contract - time away from preferred activity | - review of field trip or extracurricular activity participation - clean up duty inside or outside - apology – written and/or verbal - suspension - other consequences of a restorative nature |
Level 3: Serious Problems/Refusal to change
The Circle of Courage presents opportunities for children to learn how to deal with conflict effectively. It is often during these bouts of conflict that children act in ways that are inappropriate or unacceptable.
Responses to escalated breaches of the Code of Conduct will vary based on the severity and context of the violation. There will be communication between the teacher(s), parent(s), student, and principal. The principal or designate will determine the level of intervention for the student(s) to succeed in school. There will be consideration for others impacted in the school community. There may be the possibility of in school/out of school suspension.
Some examples of level 3 inappropriate behaviour:
- Chronic behaviours - Drug and alcohol - Destruction of property (vandalism) - Serious threat - Serious harassment - Bullying / Cyber Bullying - Intimidation - Slurs (race, gender, religion, family status, physical or mental disability) | - Off school grounds - Blatant defiance - Disrespect of a staff member - Swearing at adults - Fire alarm - Matches/fires - Seriously inappropriate internet site - Weapons - Violence, fighting, threats |
Consequences for level 3 behaviours may include but are not limited to:
- In-School Suspension - 1-5 day or Indefinite Suspension (away from the school, at the discretion of the principal) - Parental escort at school - Restitution | - Behaviour contract - Indefinite Suspension – referral to District Discipline Committee - Legal intervention (e.g. RCMP) |
Rising Expectations: Students are expected to learn and mature as they move through successive grades, and as such the expectations progress towards increasing personal responsibility and self-discipline, as well as increasing consequences for inappropriate conduct/unacceptable behaviour.
Special considerations may apply to students with diverse needs if these students are unable to comply with a code of conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.
Serious breaches of the Code of Conduct
Suspensions: In accordance with the School Act, Sec. 85(2)(ii) and (d), and SD27 AP 320, the Board authorizes the Principal or designate of any school in the district to suspend a student from attendance at school for up to five days. Suspensions may be for the following reasons:
a. A student is willfully and repeatedly disrespectful to a teacher or to any other employee of the Board carrying out responsibilities approved by the Board.
b. The behaviour of the student breaches the District Code of Conduct or policy and/or has a harmful effect on others or the learning environment of the school.
· For example, (POLICY – 311 ILLICIT SUBSTANCES) Students who are under the influence of, possess, use, gift, provide to other students or sell illicit substances will be the subject of appropriate disciplinary action and their conduct may be reported to the authorities.
c. The student has failed to comply with the School Code of Conduct.
Suspensions over five days are made in consultation with the appropriate Director of Instruction as per District Policy AP 320 Student Suspensions. Serious breaches of conduct that threaten the safety and welfare of others will be referred directly to an indefinite suspension including a review from a representative of the Superintendent.
Family Involvement
Under the Freedom of Information and Privacy Protection Act and/or other relevant legislation, it may be necessary to advise other parties of serious breaches of the District Student Code of Conduct. Lac La Hache’s Code of Conduct was established to ensure each child and staff member’s safety. We ask for student and parental support in honouring our commitment to ensuring the safest learning environment for all. Parents can help in the following ways:
1. Discuss the Code of Conduct with your child.
2. Be in close contact with your child’s teacher.
3. Should you have any further questions, please phone the school (250 396-7230)
Personal Digital Devices
While at school, students are expected to learn, play and socialize away from the daily distraction of personal digital devices. The general expectation is that students are not to be using personal digital devices while at school to promote a safe, equitable and positive learning environment throughout the day.
Personal digital devices should not be accessed or used during school hours and will remain secured away. Specifically, students are not permitted to leave the classroom with their device during class time or break times and are not permitted to have them in bathrooms. Classroom teachers may set an appropriate range of classroom strategies for restricting use of digital devices. There may be times when devices are used specifically for instructional purposes and digital literacy; allowing for students’ ages and developmental stages. Considerations will be made regarding accessibility and accommodation needs, medical and health needs, and equity to support learning outcomes.
Students who fail to adhere to the school and classroom guidelines for digital devices may:
o Have their device taken away
o Be prohibited from having a device on school property
o Be suspended in accordance with AP 320 Student Suspensions
Definitions
The following definitions may be useful in the development of codes of conduct so that everyone in the school community shares a common understanding of terms that appear in the codes. They are not legal definitions but have been commonly used in the school system.
Bullying behaviour: a pattern of repeated aggressive behaviour, with negative intent, directed from one person to another where there is a power imbalance. Bullying behaviour is a type of harassment and intimidation. This aggressive behaviour includes physical or verbal behaviour and is an intentional and purposeful act meant to inflict injury or discomfort on the other person.
There are three critical conditions that distinguish bullying from other forms of aggressive behaviour including:
1. Power: involves a power imbalance. Individuals who bully acquire their power through physical size and strength, including status within the peer group, and/or by recruiting support of the peer group.
2. Frequency: is repeated over time. Bullying is characterized by frequent and repeated attacks. It is this factor that brings about the anticipatory terror in the mind of the person being bullied that can be so detrimental and can have the most debilitating long-term effects.
3. Intent to harm: is intended to hurt. Individuals who bully generally do so with the intent to either physically or emotionally harm the other person.
Cyber bullying: bullying behaviour which is carried out through an internet service such as email, chat room, blog, discussion group, or instant messaging. It can also include bullying through mobile phone technologies and new internet technologies in the future.
Harassment: any unwelcome act or comment that is hurtful, degrading, humiliating, or offensive to another person is an act of harassment. Of particular concern is such behaviour that persists after the aggressor has been asked to stop. Any of the following behaviours could be considered harassment:
- condescending treatment that undermines another’s self-respect, name-calling, teasing, disrespectful comments
- gossiping, spreading malicious rumours, “dirty” looks, social ridicule, public embarrassment
- social isolation (“freezing out” or rejecting others), exclusion from a group, threatening to withdraw friendship
- repeated unwanted communication
- unwelcome jokes, innuendoes, insults, or put downs; taunts about a person’s body, disability, religion, attire, age, economic status, ethnic r national origin
- insulting graffiti directed at an individual or group
- unwanted and uninvited sexual attention, particularly when it is intimidating, hostile, or offensive to the recipient.
Intimidation: is the act of instilling fear in someone as a means of controlling that person. For example, any of the following behaviours could be considered intimidation:
- verbal threats: threatening phone calls, threats of violence against a person or property
- physical threats: showing a weapon, jostling, threatening to punch, stalking or following
- defacing or stealing victim’s property
- daring or coercing victim to do something dangerous or illegal
- extortion (demanding payment or goods for a victim’s safety)
- inciting hatred toward a victim
- setting up a victim to take the blame for an offence
Personal digital device: means any personal electronic device that can be used to communicate or to access the internet, such as a cell phone, a tablet or any artificial intelligence device (such as AI glasses) and may or may not include the use of wired or wireless headphones/air pods.
Artificial Intelligence (AI): is a digital tool that uses data to learn, solve problems, and make decisions – things that usually only people can do.
Progressive Discipline: uses gradual consequences to address inappropriate behaviour to teach pro-social behaviour.
Racism: a set of mistaken assumptions, opinions and actions resulting from the belief that one group of people categorized by colour or ancestry is inherently superior to another. Racism may be present in organizational and institutional policies, programs and practices, as well as in the attitudes and behaviour of individuals. It results in the inequitable distribution of opportunity, benefit or resources across ethnic/racial groups.
Safe schools: schools in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school. The attitudes and actions of students, staff, and parents support an environment that is resistant to disruption and intrusion, and enables a constant focus on student achievement.
Caring schools: schools where it is known that a sense of belonging and connectedness – not just for students, but for everyone in the school community – is a necessary element in the creation and maintenance of a safe learning environment. Caring school are ones in which members of the school community feel a sense of belonging and have opportunities to relate to one another in positive, supportive ways. All aspects of school life embrace and reflect diversity. The school is an inviting place for students, staff, parents, and visitors. Staff members make conscious and concerted efforts to help other members of the school community feel connected.
Orderly Schools: schools that are free from chaos and confusion, and alive with the sights and sounds of purposeful learning activities. Routines for repetitious activities are well established so students’ minds and bodies are free to focus on the learning and development work at hand. A businesslike atmosphere exists, yet there is creativity and fun in abundance. Everyone in the school has work to do and does it in a timely way – and in a way that does not interfere with the learning and development of others. Everyone feels a sense of meaningful accomplishment, and feels the school is a good place to be. All members of the school community are informed about and exercise their rights and responsibilities as school citizens.
Student Threat Assessment Protocol: Fair Notice
Cariboo-Chilcotin School District is committed to creating and maintaining school environments in which students, staff, parent/caregivers, and others feel safe. Schools cannot ignore any threat of violence. This notice provides some information for students, parents and caregivers about the approach to responding to potential threats.
What is a threat?
A threat is an expression of intent to do harm or act out violently against someone or something. Threats may be verbal, written, drawn, posted on the internet, or made by gesture. Threats must be taken seriously, investigated, and responded to.
Duty to report
To keep school communities safe and caring, staff, parents, students and community members must report all threat-related behaviours to the school principal or through the erase link on the district and school website.
What is the purpose of a student threat assessment?
- To ensure the safety of student, staff, parents, caregivers and others
- To ensure o full understanding of the context of the threat
- To understand factors contributing to the person of concern’s behaviour
- To be proactive in developing an intervention plan that addresses the emotional and physical safety of the person of concern
- To promote the emotional and physical safety of all
What behaviours warrant a student threat assessment?
A student threat assessment will be initiated for behaviours including, but not limited to:
- Serious violence or violence with intent to harm or kill
- Verbal/written direct threats to harm/kill others (clear, direct, plausible)
- The use of technology or writings that suggest that the person of concern has engaged in threat-related behaviours or has demonstrated unusual interest in other instances of mass casualty
- Online threats to harm/kill others
- Indicators of suicidal ideation as it relates to fluidity (intent to harm/kill self or others)
- Possession of weapons (including replicas)
- Bomb threats (or possession/detonation of devices)
- Hate incidents motivated by factors including, but limited to: race, culture, religion, and/or sexual orientation
- Sexual intimidation, sextortion, extortion or assault
- Domestic, interpersonal, relational violence
- Gang-related intimidation and violence
- Fire setting (contextual)
What happens in a student threat assessment?
All threat-related behaviour by a student shall be reported to the principal, who will activate the threat assessment process for the initial response. Once the team has been activated, interviews may be held with students, the person of concern, parents, caregivers, and staff to determine the level of risk and develop an appropriate response to the incident. Intervention plans will be developed and shared with parents, caregivers, staff, and students as required.
What is a Threat Assessment Teams?
The school has a Threat Assessment Team that includes the principal(s), counsellor(s), teachers and a member of the police agency.
Can I refuse to participate in a threat assessment process?
It is important for all parties to engage in the process. However, if for some reason there is a reluctance to participate in the process by the student or parent/caregiver, the threat assessment process will continue to promote a safe and caring learning environment.
Collection Notice
The school district is subject to personal information privacy laws and will undertake the collection of this information in compliance with the requirements of such laws, including by limiting collection to information that is relevant and necessary to address a risk or threat and by ensuring that information is collected from online sources is only collected from open-source sites. The School District will not collect information as part of a threat assessment unless there is reason to believe that a threat exists. Information collected as part of a threat assessment may be provided to law enforcement authorities in appropriate circumstances.