“While students can passively learn conventional morality by living in a community, educators should be aiming for the development of students’ capacity to critically analyze moral issues. We should be providing students with curricular opportunities to discuss moral issues so that they will be able to arrive at reasoned conclusions about what to do on their own when they encounter similar scenarios in real life."

“A formal ethics course in high school encourages students to think through moral dilemmas. Students rarely have the chance to be active participants in forming their own opinions within a philosophical framework. Personal ethics are formed through one’s interaction with others. High school students are moving from being intensely influenced by parents to being similarly influenced by their peers. A classroom provides the forum for constructive discussion among these influential peers.” – 3 Rs and an M Reading, ‘Riting, ‘Rithmetic and Morality by Tony Young

Moral action requires a strong sense of self and a large dose of bravery.

Why do we not teacher ethics as a discipline? Many academic disciplines have formal methodologies educators used explicitly to guide students in mastering subject areas. Scientific method steers inquiries in chemistry, physics and biology. Rules of grammar—despite the many exceptions—direct language development. Why, then is so little formal methodology used to teach students how to make moral decisions? – 3 Rs and an M Reading, ‘Riting, ‘Rithmetic and Morality by Tony Young

“Maybe I’m old. Maybe I’m wiser. Maybe I’m just finally discouraged with the ever-present violence, poverty and environmental troubles. Maybe I’ve reached the ‘tipping point’. I’ve been a long-time advocate of project-based learning, and it seems to me we should be revamping our curriculum to pay more attention to projects that serve a public purpose.” – Reaching Out, Maturing Within by Peter Skillen

In his book The Human Side of School Change, Robert Evans says authentic leaders do not “necessarily preach honesty and fairness as specific virtues, but they demonstrate them through the sincerity of their commitments. This is the basis of trust and loyalty in any group.” The MORAL COMPASS of a school POINTS IN THE DIRECTION SET BY ITS LEADER.

Teachers have the STRONGEST INFLUENCE on the behaviours and attitudes of students when THEY MODEL acceptable or desired behavior.

“Standing up for values is the defining feature of moral courage. But having values is different from living by values… moral courage lifts values from the theoretical to the practical and carries us beyond ethical reasoning to principled action.” – The Courage of One’s Convictions by Paula Mirk, Vice-President, Education at the Institute for Global Ethics

“The classroom is obviously a site of moral education, whether or not we plan for it to be so. We cannot really teach content without values, so we must be aware of the values implicit in our curriculum and discernable in our teaching. Actually, what we do teach is values; the content and skills are simply the vehicles… If schools instill knowledge without principles, they end up creating Frankenstein… - For Goodness’ Sake consider students’ hearts, as well as their minds by Patricia D Parisi

“AS INDEPENDENT SCHOOLS, WE ARE IDEALLY POSITIONED TO BE LEADERS IN MORAL EDUCATION. We have the opportunity to build a school that is positive and consistent… Not only is this a glorious opportunity, it is also a serious responsibility. – For Goodness’ Sake consider students’ hearts as well as their minds by Patricia D Parisi

“When human beings are nurtured, efficiency and economies of scale don’t apply. Helping individuals become acceptable and fulfilled members of a culture takes generous individual attention to each one, usually from numerous people.” – Building Character by David Bird from Dialogue for Canada’s Independent Educators

“Theories abound about why immoral behaviours, such as cheating, have become so socially acceptable and, by virtue of his acceptability, so very widespread. Our ‘moral decay’ has been attributed to any, some, or all of the following: our increasing detachment from traditional spiritual beliefs, the disintegration of the traditional family structures, the weakening of our sense of community, and the increasingly poor moral examples regularly set by our public and corporate leaders. – Building Character by David Bird

Results of a restorative approach are measured…by how much repair was achieved rather than by how much punishment was inflicted.

“…between one-third and one-half of students surveyed who have been victimized did not report the incident to parents, teachers, or the police.” – Ryan, Mathers & Banner

“When staff fail to intervene in violence—whether bullying or violence stemming from peer conflicts—students interpret the failure as permission to be violent.” – Carol Remboldt, Respect & Protect: A Solution to Violence in Our Schools and Communities

“Administrators need to have strategies for not revealing their sources because there are very real reprisals for students. Some maintain that even when it is dealt with appropriately on the part of the school administration, there are reprisals that may escape the notice of the police or even of the adults at school.” – Dr Debra Cullinane, UBC Forum on Violence, Harassment & Bullying in the Secondary Schools, 1999

“Students who feel recognized and appreciated by at least one adult at school will be less likely to act out against the school ethos of nonviolence.” – Hill Walker

“Those who are attacked in school for being perceived to be gay include children, youth, and adults of both genders and various ethnicities. Some are not openly gay, …and some in fact are heterosexual.” – G.A.I.E., Challenging Homophobia in Schools, 2000

“Children and youth spend only five to six hours a day in school for about 180 days a year. The remaining hours and days they spend in their homes or communities. The success of any school-based strategy to reduce student aggression and foster a safe learning environment thus depends on how family members and community contact support students in developing attitudes and behaviours that encourage cooperation with and acceptance of others.” – BC Auditor General (June 2000)

There is solid evidence (among those who harass) of early school dropout, early sexuality, elevated numbers of sexually transmitted diseases, unemployment and even depression and other psychological problems.” – Kathy Levene, Director, Earlscourt Family Centre, Toronto; quoted in the Vancouver Sun, October 23, 1999

Punishing bully behaviours WITHOUT ACKNOWLEDGING VICTIM EXPERIENCES may actually foster increased frustration and subsequent displays of aggressive behaviour by bully-victims.

“Harassment is an event that involves everyone. Whether as harasser, victim, assistant, observer or intervener, everyone is part of an incident. Seen within this framework, 80% of the school is involved in some way, including adults. Encouraging pro-social behavior involves the whole school community. It’s not just about kids.” – Dr. Shelley Hymel, Department of Educational and Counselling Psychology and Special Education, UBC 1999.

Harassment and intimidation are COMPLEX BEHAVIOURS that cannot be addressed effectively through simplistic approaches. Each school has a unique history, culture, and demographic profile; it has its own procedures, resources, needs, and challenges. Developing a multifaceted approach to address harassment and intimidation that allows room for the specific characteristics of a school community can therefore be much more effective that any single strategy or program.

The following guiding principles provide a foundation for the development of a comprehensive, school-wide effort to promote a SAFE, INCLUSIVE, and WELCOMING LEARNING ENVIRONMENT:7. The participation of the “affected community” including victims, aggressors, and bystanders is integral to effective solutions. 8. Preferred resolutions aim to repair the harm caused, strengthen relationships, and restore a sense of belonging for those affected.

The following guiding principles provide a foundation for the development of a comprehensive, school-wide effort to promote a SAFE, INCLUSIVE, and WELCOMING LEARNING ENVIRONMENT: 5. Youth involvement is critical in addressing harassment and intimidation from within a peer culture. 6. Positive adult modelling and relationships are significant in preventing and resolving harassment and intimidation in schools.

The following guiding principles provide a foundation for the development of a comprehensive, school-wide effort to promote a SAFE, INCLUSIVE, and WELCOMING LEARNING ENVIRONMENT: 1. Safety is everyone’s responsibility. 2. Individual differences are valued and celebrated in a safe community. 3. Harassment and intimidation are motivated by the unmet and/or frustrated need for safety, belonging, and/or power. 4. Harassment and intimidation are learned behaviours, and can be replaced with more socially acceptable behaviours.

In a safe learning environment, administrators, teachers, and school staff model respectful behaviours, while recognizing the sources and causes of unacceptable behaviours and supporting the changes needed to replace those behaviours.

A safe learning environment occurs when a school community establishes a non-judgemental, welcoming climate where people exhibiting problem behaviours are nevertheless accepted and included. In such an environment, students can learn methods of settling conflicts and participate in activities that meet their needs of recognition, power and belonging.

Violence occurs along a continuum that begins with behaviours that are often excused or overlooked, and that, without effective intervention, can escalate to more serious forms. Research also indicates a link between school-based aggression in youth and sexual harassment, family violence, and criminal behaviour in later years. (Craig & Peplar, 1997; Olweus, 1993)

“The severity and duration of the bullying behaviour determines the level of response required.” – Focus on Bully

…students in schools that promote a positive school climate tend to do better academically. (Schonert-Reichl, 1999)

Caring is the cornerstone of a school community environment that is free of harassment and intimidation. Research has shown 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. (Neufeld, 1999)

Encourage your class to communicate to the school community the qualities of a safer school by creating collages, murals, newspaper, mini-dramas, a presentation at the assembly, or displays for classrooms.

“If you punish a child for being naughty, and reward him for being good, he will do right merely for the sake of the reward; and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who only thinks about how he may get on in the world, and does right and wrong according as he finds of advantage to himself.” – Education, by Immanuel Kent

Setting clear behaviour expectations with a class BEFORE disrespectful or harassing behaviours occur is another powerful way to maintain a safe learning environment. The Social Responsibility Performance Standards from the Ministry of Education can help both students and teachers define the parameters of appropriate behaviour.

Sound teaching practices are the very same strategies that help to create a safe and welcoming learning environment.

“…a move from ‘doing to’ to ‘working with’ is impossible unless there has been an effort to create and sustain relationships among the people involved.” - Focus Beyond Discipline: From Compliance to Community

“Instruction should be provided at a challenging yet attainable level for all students in the class. Patterns of off-task behavior and refusal to follow teachers’ directions can be a student’s response to academic tasks that are too difficult or seen by the learner as irrelevant.” - Focus on Suspension: A Resource for Schools

Resources: Focus on Bullying—the B.C. Safe Schools Initiative (http://www.bced.gov.bc.ca/sco) Focus on Harassment and Intimidation (MOE – Working Together for Safe Schools and Safe Streets) Abbotsford Institute for Safe Schools, UCFV Campus 604-870-5935/1-888-224-7233; http://www2.vpl.vancouver.bc.ca/dbs/redbook/orgpgs/3/3172.html) Dialogue for Canada’s Independent Educators (www.dialogueonline.ca)

Episodes of harassment and intimidation can happen anywhere, any time, in any secondary learning environment. Accordingly, every secondary educator needs to work with the students to reduce the likelihood that episodes of harassment or intimidation will occur in his or her classroom, or anywhere else.

Students learn more effectively in a safe environment that in an unsafe environment.

For a school-wide harassment and intimidation prevention initiative to be successful…it is imperative that ALL EDUCATORS play a part in addressing these behaviours at the classroom level.

For a school-wide harassment and intimidation prevention initiative to be successful…it is imperative that ALL EDUCATORS play a part in addressing these behaviours at the classroom level.

Have students write individual statements and draw pictures depicting “What true friends really look like”!

Discuss the following quote: “Human kindness has never weakened the stamina or softened the fiber of a free people. A nation does not have to be cruel to be tough.” – Franklin D. Roosevelt

Study kind people in history. Then have students illustrate these kind works and discuss how their contributions to society affected the world.

Look for opportunities to open the door for someone or give up your seat for someone.

Have students take turns taking people’s photos with an instamatic camera and then give the photo to them.

Ask students to perform a Random Act of Kindness for a stranger then write an essay describing the experience – how it made them feel and the reaction of the person who received their kindness.

Students in grades K-5 participated in a Random Acts of Kindness activity during the month of May. If another student showed kindness towards them they were to write the act on a happy face and post it on the kindness wall.

Have your students write a card thanking a volunteer, the janitor, teacher’s aide, etc for what they do for the school. Be sure to include a very specific acknowledgment: “I appreciate your taking time to take us on a trip.”; “Thank you for helping me put on my coat and shoes.”

Announce over the intercom a Random Act of Kindness done by one of your students.

Have your students collect old clothes and/or toys and give them out to the homeless.

Walk around with a instamatic camera and take people’s pictures and give the photo to them.

Have your students bake a pie or loaf of bread and leave it on someone’s doorstep.

Have your students open the phone book at random, choose a name and send that person a greeting card.

What is A Kindness? Our class had regular discussion times at the start of class. One student wondered if giving his little brother some of his candy “qualified” for an act of kindness? When the entire story came out, he told us the candy given was only candy which he himself didn’t like! This made for a lively discussion.

Collect school supplies, games and toys and donate them to the local children’s hospital.

The students in our school are building a “Rainbow of Random Acts of Kindness.” Students bring in a brief anecdote of their acts of kindness. We then print it on a paper— one of the colours of the rainbow—and post it in place on a foam core board in the hallway.

One class collects children’s books that will be used in the courthouse. (Each child at the courthouse is sent home with a book.) Some students collected food and others met the needs of the SPCA. Still others collect baby items to be donated to a program that helps mothers in need.

Most children love to write and receive letters from friends. How about getting the students to write letters to other students, not necessarily to their friends, which would make the receivers’ day.

Our staff leave notes of praise in each other’s mailboxes and notes of praise to parents in the students’ agenda books for the month of February. The children are responding in wonderful ways.

Have your Student Association write kind messages on hearts for each student in the school. Then tape one to every locker. Include a message such as, “We’re glad you’re a student at…………”.

Bring a little beauty into sterile places – drop off a geranium plant at a police station or a cutting from a houseplant to your local fire station. Take a flower or small gift to people living on their own.

One that I wanted to share with you came from our third grade classroom. They are doing a mitten drive. They advertised with posters around the school and in the newsletters. Outside their classrooms is a Christmas tree where mitten and glove donations are hanging. I though this was a great idea!

Each classroom is given a plastic 32 ounce pretzel jar. The goal is to collect only pennies and put them in the jar. When the jar is full, the class is given another one. The money collected will be given to a charity. The purpose of this project is to show that one small act (symbolized by a penny) can grow into many good acts.

Have your students collect old clothes and give them to the homeless people.

Kind Acts Students Can Do For Each Other 1. Pick up another student’s jacket that has fallen on the floor. 2. Ask a student you have never played with to join you at recess. 3. Share your snack with a friend. 4. Take time to find out about a student you don’t really know.

Popcorn Surprise – to celebrate World Kindness Day, third and fourth grade students in the RAK Club at this school held a surprise popcorn party for the school. They filled bags with popcorn and while the rest of the school was at recess, they slipped into empty classrooms and left a bag of popcorn for each student. They also got the mayor to proclaim Random Acts of Kindness Week.

Have your students drop their pennies in a penny jar and use the money to help out a needy person.

Create a kindness door competition. Students in each classroom decorate their door with kindness quotes, stories, pictures, etc. Teachers judge the doors and give out prizes, in addition to a breakfast for the winners. Have a TV or radio station cover the event.

Go to the post office in mid December and ask for the “letters to Santa” that they receive every year. Choose how many you want to take and buy/make the gift and send for Christmas.

Secret Kindness Pals – students in one classroom drew the names of secret kindness pals. All week long they did kind acts for the person and left anonymous notes on his/her desk with kind messages. At the end of the week, they tried to guess who their kindness pal was. They also spent time reflecting and discussing how it felt to give and receive kindness.

Ask the students to think about a time when they hurt someone’s feelings by being unkind and then to rewrite the situation with a different outcome.

Let the neighbours around your school know that if they need help with raking leaves, shovelling snow, painting a fence, etc. your school would be happy to help out.

Bake a cake or pie and leave on someone’s doorstep.

Have a poster contest where the students draw kind acts they observe around the school. Posters can be judged by the Student Association.

Have your students visit a neighbour with a bouquet of flowers (wild ones work well) for no reason at all.

Note to Parents – When a student is observed being kind, the teacher surprises the student by mailing a note to the parents or guardians, reporting the kind act to them and commending the students’ kindness. The student is awarded a kindness certificate at the next school assembly.

Designate an area of the school where students practice Random Acts of Kindness.

Encourage your students to start a conversation with a new student or with a classmate who seems lonely or left out. Have them write a note to someone in your class who is having a bad day.

"Be a Super-Hero: Commit Random Acts of Kindness". Recognize everyday heroes in the community.

Students were encouraged to draw pictures of the Random Acts of Kindness they did outside of school. The students’ drawings were in the local paper.

We are sponsoring a soup supper and canned food drive. We have opened our project to the public, and many local businesses have donated items for the supper. We hope to sell at least 500 tickets to the event. A local bank has offered to be a drop-off site for canned goods for us.

Kindness Connection – students make paper cut-outs of the human body silhouette. They write an essay, poem, or the name of someone they saw doing a kind act. They then connect the paper figures: "We are all connected by kindness."

No Putdowns – a middle school uses Random Acts of Kindness in their “No Putdowns” program. The guidance counselor discussed the need for change with some students, who then took ownership of the idea and helped the student body adopt an ethos of kindness. It has been very successful in reducing putdown behaviour.

Our school celebrated “Custodian and Teacher Appreciation Day”. We served continental breakfast to the staff, cleaned the cafeteria after breakfast and lunch and cleaned the windows inside the school. The children now have a better appreciation for the custodians and the school.

Conduct a newspaper kindness search. Have the students look through the newspaper for stories about acts of kindness and summarize the stories for the rest of class. Then create a Random Acts of Kindness list of ideas.

Have your students make a list of things to do to bring more kindness into the world and then have them exchange lists. Do one item per day for a month. You could also make a list of kindnesses you could do for your students and do one for each student.

Tape a quarter to a pay phone with a note welcoming anyone who needs it to use it.

Have your students create bumper stickers with messages & quotes of kindness to place throughout the school, in your local community, in the church parking lot, etc.

“Make My Day” Committee—teachers watch throughout the year for students who do kind acts or “make someone’s day” through helpful behavior. At the end of the year these students are rewarded with a special “Make My Day” lunch put on by the Student Association.

Have your students create greeting cards and placemats for pediatric hospital patients.

Buy a donut or chocolate for the mail carrier or the man who delivers your water. Have your students secretly watch as he/she finds out it’s for them.

Visit a nursing home and bring cupcakes. Sit and visit with a few of the residents. You’d be amazed at the loving reception you will receive as many residents rarely receive visitors.