Welcome to the new school year, a time filled with excitement as students reunite with friends, teachers, and their school community. In this video, Farkhunda Muhtaj discusses the significance of this time as the opportunity to foster a safe, welcoming, and supportive learning environment that can leave a lasting positive impact on students.

As school leaders, educators, parents, and students, we all possess the power to influence the culture within our educational institutions. Together, we can help create an environment where bullying, harassment, and discrimination (BAHD) have no place, and where interventions are made when necessary to ensure the safety and well-being of all.

Building a classroom with a Game Plan

Why establishing guidelines with students should be an educator’s top priority to avoid bullying, abuse, harassment, and discrimination (BAHD).

Establishing a respectful school environment is essential for all students to feel safe. A safe environment begins with a warm and welcoming classroom. Expectations and clear guidelines must be developed at the beginning of the year in order to set the class tone from the start. Ultimately, your goal is to positively impact the school environment as a whole. As educators, you are taking on an incredible task of fostering future leaders. Your class environment should therefore prepare your students to look at the world from a unique paradigm and enjoy a nurturing, fun, and equitable environment. As an educator, ensuring everyone is able to learn in a safe environment is your prime objective (Pedota, 2007).

Classroom management is critical. Classroom management is a powerful component of the overall classroom climate that affects student’s behaviour, engagement, and by extension, the quality of student learning (Martin et al., 2016).

You must recognize your class is your team. A team certainly needs to work as a unified force in order to excel. We all know that behind every successful team is a transformational coach who can help lead change.

A strong coaching philosophy can help build a robust and cohesive classroom. Below are some guidelines to help you kickstart the school year and help build an inclusive classroom where everyone feels they can grow and succeed.

First impression:

Research has affirmed the importance of first impressions and how these effect long-term relationships (Human, Sandstrom, Biesanz and Dunn, 2013). As educators, your first objective should be to show your students you care about them. Prior to teaching material, it’s important you learn about your students, dive into their interests and hobbies, and make them feel valued. Remember, the student’s perception of you should be that you care about their student success and well-being, not how fast you can run through the curriculum.

Similarly, you need to exemplify that you have devoted time to preparing your classroom (Pedota, 2007). Being unprepared as an educator is a serious shortfall and this can mislead students associating negative attributes to you from the beginning of the school year. You want to display confidence and your capability to govern and keep the class organized. When sharing classroom expectations, you should clearly articulate what it is that you envision, your goals for the class, and how you plan on fostering an inclusive environment where everyone is valued. Be clear and concise, respect in the classroom is non-negotiable.

Building guidelines:

In order for a class to thrive, you need to appreciate that diversity is your class’ greatest strength. Diversity in all its forms whether it be race, class, gender, socioeconomic status and more will

help cultivate thoughtful dialogue. That being said, in order for a diverse classroom to feel inclusive to all, we must implement rules and guidelines that will protect everyone’s ability to participate safely.

Whether it be on the pitch or in the classroom, you need to be prepared with a game plan to succeed. This game plan must be orchestrated by the coach- in this case the educator- and implemented by both the students and the school staff. Your game plan needs to be determined effectively using strategies and tactics that will assist your team.

Your strategy will refer to the basic system that needs to be incorporated to score that goal of building a respectful classroom environment. You need to ensure your students are all on the same page, know your expectations, share a common goal, and are committed to working together as a team to progress. As the leader, this means that you have the ability to motivate people, build a welcoming environment, and value everyone’s unique abilities.

A welcoming and respectful classroom environment will help to prevent BAHD behaviour. A safe environment encourages participation, freely expressing themselves, and being able to play an active and honest role free from embarrassment.

Developing shared expectations:

When students are part of the process of developing a cohesive classroom setting, they are more inclined to oblige to the guidelines they helped set.

It’s critical to lead your class with the cooperation of your students. Giving the students a voice and platform on how they would like the class rules to be developed is extremely important. As a leader, remember, expectations go both ways. Leaders are also obliged to follow the same principles of respect and care. Students should have the sense that you are responsive to the student’s individual, mental, emotional, and social needs while adjusting to situational demands.

Valuing the thoughts and opinions of your students is a great starting point. The last thing you want to do is to solely dictate how the class should be run. When students feel a sense of trust and empathy from the teacher, they are more likely to respect them. Students reported a greater willingness to learn and show commitment in class when they respected their teacher (Audley-Piotrowski, 2008).

Addressing BAHD behaviour:

According to UNESCO, 1 of 3 students are bullied by their peers globally. 16% of which have been physically harmed. Ethnicity or one’s nationality was one of the most common reasons for bullying. Knowing these alarming statistics, and how frequent bullying can take place, you need to be a proactive educator that not only addresses BAHD behaviour from the root cause, but also one that does not fear to take immediate action when it does happen.

If you hear or see something in the class that violates your classrooms guidelines, be sure to address it promptly. This shows that unacceptable behaviour will not be tolerated. Also, have a conversation with the target, see how they feel, did they appreciate the way you addressed the problem, would they prefer a different approach?

Ensuring you hold students accountable for their actions and take ownership over their behaviour will enable them to reflect and be more conscious of how their actions impact the learning environment. Remember, acts of bullying are often not isolated. Be sure to check in on your students mental and emotional well-being on a constant basis.

Alternatively, applaud good behaviour and supportive attitudes. As educators we want to reinforce positive actions within the classroom and make this a desirable trait.

Lead with Purpose

Most athletes want to learn from their coach, either because they are great mentors, experts in their field, or because they show genuine concern for the athlete’s growth and development. They look up to their coaches as positive role models. Educators play a similar role where they inspire creativity, foster advancement, and push students to their potential.

A successful leader always has a thoughtful game plan to help steer their class in the right direction. A game plan is a systemic method in which you would like to see your team excel. This ultimately comes down to how you manage a cohesive group toward a common goal.

Remember, you want to build a classroom that students take pride in being part of; a diverse and inclusive space where everyone is safe, valued, and respected.

“Great leadership motivates. Great leadership inspires. And great leadership can change a person’s life” (Respect Group, 2022). Never underestimate the unlimited positive impact you can have on a student’s life.

In conclusion, your role as an educator is to ensure the safety of your students. Respect is the fundamental principle that enables a class to progress in a positive manner. As a leader, you must implement an appropriate game plan and value your students’ voice and opinions in order to successfully achieve this. Be sure to have an honest and open dialogue with your students at the beginning of the school year in order to set the tone early. In conjunction with your students, you can help build a safe, inclusive, and respectful class atmosphere. Embrace your playing field and aim for gold.

References:

Audley-Piotrowski, S. (2008). Respect in the Classroom: A Developmental Approach. Academic Exchange Quarterly.

Bumgarner, A. (2020). Inside the Choral Classroom: Advice for the First-Year Teacher (Part 1). The Choral Journal, 61(1), 10–17. https://www.jstor.org/stable/27034916

Garrett, T. (2008). Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. The Journal of Classroom Interaction, 43(1), 34–47. http://www.jstor.org/stable/23869529

https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/

https://unesdoc.unesco.org/ark:/48223/pf0000366483

Human, L. J., Sandstrom, G. M., Biesanz, J. C., & Dunn, E. W. (2013). Accurate first impressions leave a lasting impression: The long-term effects of distinctive self-other agreement on relationship development. Social Psychological and Personality Science, 4(4), 395–402. https://doi.org/10.1177/1948550612463735

Langland, S., Lewis-Palmer, T., & Sugai, G. (1998). Teaching Respect in the Classroom: An Instructional Approach. Journal of Behavioral Education, 8(2), 245–262. http://www.jstor.org/stable/41824223

Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the Definition of Classroom Management: Recurring Themes and New Conceptualizations. The Journal of Classroom Interaction, 51(1), 31–41. http://www.jstor.org/stable/26174348

Pedota, P. (2007). Strategies for Effective Classroom Management in the Secondary Setting. The Clearing House, 80(4), 163–166. http://www.jstor.org/stable/30192144

Ullucci, K. (2009). “This has to be family”: Humanizing Classroom Management in Urban Schools. The Journal of Classroom Interaction, 44(1), 13–28. http://www.jstor.org/stable/23869287

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Theory Into Practice, 42(4), 269–276. http://www.jstor.org/stable/1477388

Across all levels of youth-serving organizations, activity leaders, teachers, and other adults in youth-serving roles have the responsibility to report suspected or disclosed incidents of maltreatment. Below we explore guidelines and responsibilities for reporting abuse, neglect, and other forms of maltreatment, using information adapted from our Respect in School and Respect in Sport programs. 

Responsibilities of Activity Leaders

Activity leaders who hear or suspect abuse or neglect have the responsibility to report when:

• A young person discloses abuse, neglect, or other forms of maltreatment
• You witness an incident of maltreatment
• A third-party discloses that a young person is being abused or neglected
• You suspect that a young person is experiencing abuse or neglect

Guidelines for disclosures and reporting include:

1. Look for opportunities to speak to the young person about what is going on. 
2. Remain calm to create a safe space to discuss your concerns. Though you may be experiencing difficult emotions, do not react with shock or disbelief. 
3. Be honest, up front, and don’t make promises, especially about confidentiality. Make this known clearly by saying things like, “I can’t promise to keep this a secret because we need to keep you safe!”. 
4. Reassure the young person by saying things like, “You’ve done the right thing by telling me what’s going on. What happened is not your fault!”. 
5. Assess the need for the young person’s immediate safety. 
6. Know your role and do not attempt to provide counselling or other support beyond your capacity. Instead, include the young person in the decision-making process. 
7. Refer the young person to a parent or guardian (unless they are the alleged perpetrator), or an adult with whom they feel safe, like a relative, friend or coach. 
8. Report incidents or suspicions to child protection authorities or police. 
9. Do not confront the perpetrator. 
10. Fully complete an Incident Report and any other required organizational procedures. Your organization may have a standard form, but if not, you can use the form from our Respect in Sport for Activity Leaders program. Completing this report is especially important if there is a criminal investigation.  
11. Remember to take care of yourself and seek support if you need it. Hearing a disclosure or witnessing maltreatment may be emotionally difficult. While maintaining confidentiality, you can seek support for yourself from trusted friends, family, or the organization. 

The Organization’s Responsibility

When a young person has disclosed abuse or neglect, or you suspect maltreatment, the organization must:

1. Assist police and/or other authorities in internal investigations. 
2. Prevent the perpetrator from having contact with the young person.  
3. Never attempt to conduct their own investigation without first consulting with Child Protection Authorities and/or police. 

Reference:

Fairholm, J., (2003) Hearing the Hurt, Changing the Future, 2nd Edition – Preventing Child/Youth Maltreatment, Canadian Red Cross

As youth leaders, parents, and educators, it’s important to recognize the signs and symptoms of maltreatment in children and youth. Maltreatment comes in many forms, including verbal, physical, sexual, and emotional abuse, as well as neglect. Below we explore the unique and often overlapping signs and symptoms of the various forms of maltreatment.

Signs of verbal abuse in children and youth may include:

• Seeming fearful of adults, including parents or caregivers
• Showing sudden changes in behavior (ex. an outgoing child becoming withdrawn or angry)
• Lashing out verbally at their peers

Signs of physical abuse in children and youth may include:

• Having unexplained injuries, faded bruises or noticeable marks especially to the head, upper arms or back
• Shying away from touch, flinching at sudden movements, or seeming afraid to go home
• Wearing inappropriate clothing to cover up injuries (ex. long-sleeved shirts on hot days)

Signs of sexual abuse in children and youth may include:

• Having difficulty walking or sitting
• Making strong efforts to avoid a specific person, without any obvious reason
• Exhibiting unusually sophisticated behavior or sexual knowledge for their age

Signs of neglect in children and youth may include:

• Wearing dirty clothes or being underdressed for the weather
• Having bad hygiene (ex. regularly unbathed, matted and unwashed hair or body odor)
• Having illnesses or physical injuries that go untreated, or lacking dental care or other medical needs

Emotional abuse underlies all forms of abuse and neglect. Signs of emotional abuse in children and youth may include:

• Consistently showing low self-esteem and lacking confidence
• Talking about suicide or self-harm
• Feeling excessively withdrawn, fearful, or anxious

More information on preventing abuse and promoting safe, supportive environments for all children and youth can be found through our programs:

• Respect in Sport for Activity Leaders
• Respect in Sport for Parents
• Respect in Sport for Officials 
• Respect in School
  

When discussing diversity and inclusion, it is important to have a shared understanding of the common terms used to discuss the sources and mechanisms of discrimination. At Respect Group, we recognize that these terms can be complex, and have recently updated our Workplace, School, and Sport programs to explicitly discuss these concepts and their impacts across different contexts. To better educate yourself and your organization on how to actively promote diversity and inclusion, it is important to understand the differences between systemic racism, unconscious bias, and microaggressions, and the overarching role that intersectionality plays within each of these concepts. 

Systemic Racism

Systemic racism is defined as, “Organizational culture, policies, directives, practices or procedures that exclude, displace, or marginalize some racialized groups and/or create unfair barriers for them to access valuable benefits and opportunities” (Government of Ontario, 2020). This is enacted through institutional biases that are built into the culture, policies, practices and procedures of organizations and systems, privileging the interests and opportunities of dominant groups while disadvantaging marginalized groups (Government of Ontario, 2020). 

Systemic racism can be found in all major institutions, from governments and schools to public and private companies and religious organizations. It is important to note that systemic racism differs from racial bias in that these policies and procedures often appear neutral and may not be intended to disadvantage members of marginalized groups, but in practice, have the effect of doing so. 

Unconscious Bias

According to Catalyst (2019), unconscious bias is, “An association or attitude about a person or social group that, while not plainly expressed, operates beyond our control and awareness, informs our perceptions, and can influence our decision-making and behaviour.” Unconscious biases are pervasive, powerful predictors of behaviour, even if they don’t match conscious attitudes or opinions (Catalyst, 2014). Unconscious biases impact actions large and small, but are more likely to be observed when conscious controls over decision-making are lowered and factors such as stress, distraction, relaxation, or competition impact one’s control over conscious behaviours (Catalyst, 2014).  

It’s important to recognize that everyone has unconscious biases within our worldviews, affecting our actions across different areas of our lives that we may not be aware of, but are perceived by others (Catalyst, 2019). These biases often reflect internalized societal messages and norms, which are influenced and/or created by systemic racism, misogyny, and other common stereotypes and prejudices. Unconscious biases can create many barriers at both organizational and individual levels, working against inclusion, performance, engagement, and innovation (Catalyst, 2019). Given the nature of unconscious biases, we cannot completely eliminate them, but we can develop strategies and skills to override these biases and mitigate their impacts (Catalyst, 2019). 

Microaggressions

Racial microaggressions are a form of discrimination that is brief and commonplace; occurring daily; and can be verbal or nonverbal (Sue et al., 2007). There are three common forms of microaggressions: microassaults, microinsults, and microinvalidations (Sue et al., 2007). 

Microassaults are explicitly derogatory verbal or nonverbal attacks on one’s race, where the perpetrator aims to hurt or harm the victim through name-calling, avoidant behaviour, or discriminatory actions (Sue et al., 2007). One example of this may be using outdated and offensive terms to refer to Black or Indigenous peoples (Sue et al., 2007). Microassaults are usually both conscious and deliberate, and often occur in relatively ‘private’ contexts, where the perpetrator can maintain some degree of anonymity (Sue et al., 2007). 

Microinsults are subtle, rude and insensitive comments or actions that demean a person’s racial heritage or identity (Sue et al., 2007). Microinsults may seem harmless to the perpetrator, but hold a deeper, more painful meaning for the victim (Sue et al., 2007). One example of this may be not taking the time to learn the proper pronunciation of a co-worker’s name because it is unfamiliar, and consistently mispronouncing or avoiding using their name (Montañez, 2020). These types of statements and actions may not necessarily be aggressive , but the context in which they occur and the impact on victims determines whether a comment or action is a microinsult (Sue et al., 2007).

Microinvalidations are comments or actions that exclude, ignore, or invalidate the thoughts, feelings, or reality of a person of colour (Sue et al., 2007). Examples may include asking a person of colour where they are from ‘originally’, or where they are ‘really’ from (Sue et al., 2007). 

The daily experience of microaggressions is incredibly harmful, both for the individuals experiencing them and for organizations as a whole (Sue et al., 2007). Though the emotional tax of experiencing microaggressions can be felt in a wide variety of context, more information on the high emotional tax of experiencing racism, sexism, and other forms of discrimination in the workplace can be found here. 

Intersectionality

Lastly, it is important to consider the role that intersectionality plays in impacting the experiences of individuals and organizations. Coined by scholar and advocate Kimberlé Crenshaw (1989), the term intersectionality refers to the ways in which the intersecting and overlapping identities of individuals impacts their lives based on their social location, which includes (but is not limited to) one’s race, gender, sexual orientation, socioeconomic status, religion, age, ability, and citizenship. Intersectionality is both a concept and a tool that can be used to reflect on how the policies and procedures of a system or organization impact individuals with intersecting identities, who may be experiencing multiple, layered forms of oppression and discrimination (Crenshaw, 1989). 

The resources below provide more information on systemic racism, unconscious bias, and microaggressions specific to schools, sports organizations, and workplaces. 

Resources for Schools

• Physical & Health Education Canada’s Anti-Black Racism Resources for K-12 Classrooms

• Lesson Plans from Speak Truth to Power Canada

• Talking About Race & Privilege: Lesson Plan for Middle & High School Students 

• Anti-Oppression/Anti-Racism Resources for Educators 

• • From Early Childhood Educators through to College/University

• School Mental Health Ontario resources for conversations about Anti-Black Racism

Resources for Sports Organizations

• Physical & Health Education Canada’s We Belong Guide
• Anti-Racism Resources from the Sport Information Resource Centre  
• Resources, programs and research from the Black Canadian Coaches Association
• Team Canada Anti-Racism Resources
• WeCoach Diversity, Inclusion & Anti-Racism Resources

Resources for Workplaces

• Understanding Unconscious Bias: Ask Catalyst Express
• What is Unconscious Bias?
• Intersectionality in the Workplace
• Microaggressions in the Workplace
• Implicit Bias Workshop
• How to Combat Unconscious Bias as an Individual
• How to  Combat Unconscious Bias as a Leader in your Organization
• Canadian Anti-Racism Network

References

Catalyst. (2019, December 12). Understanding unconscious bias: Ask Catalyst Express. Retrieved from https://www.catalyst.org/research/unconscious-bias-resources/  

Catalyst. (2014, December 11). What is Unconscious Bias? Retrieved from https://www.catalyst.org/research/infographic-what-is-unconscious-bias/  

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. u. Chi. Legal f., 139.

Government of Ontario. Glossary. (2020, February 29). Retrieved 

from https://www.ontario.ca/document/data-standards-identification-and-monitoring-systemic-racism/glossary

Montañez, R. (2020, June 11). 10 microaggressions and 5 microinvalidations women of colour are tired of, are you guilty? Forbes. Retrieved from https://www.forbes.com/sites/rachelmontanez/2020/06/11/10-microinsults-and-5-microinvalidations-women-of-color-are-tired-of-are-you-guilty/?sh=7b9ef35f6ea8 

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist, 62(4), 271.

What Does it Mean to Empower the Bystander?

While many of us are well aware of the harm that can come to a child experiencing maltreatment (which includes bullying, abuse, harassment, and discrimination) many of us are unsure of what to do if we suspect or learn that a child has experienced maltreatment. Empowered bystanders have the knowledge and tools to take action when maltreatment is suspected or disclosed. This means that parents, coaches, and other youth leaders have a clear awareness and understanding of the signs of abuse and what constitutes maltreatment, what to do if a child discloses that they have been harmed, and the steps for reporting suspected maltreatment.

While this definition and the information below apply to sport and school contexts, the general theme of empowering the bystander and the tools for action described below can be applied in a variety of contexts, including the workplace. 

The Importance of Bystanders 

Maltreatment is an issue of power: the offender attempts to control or overpower the victim, causing harm. However, bystanders who suspect or are aware that maltreatment has occurred have an incredible amount of power to either better or worsen the situation, and ultimately, the outcomes for victims of maltreatment.

It is normal for individuals to delay or not disclose that they have experienced maltreatment. There are many reasons for not disclosing the harmful behaviours they are experiencing, including power differentials and feelings of powerlessness, fear of the perpetrator, isolation, silencing, a lack of bystander intervention, and organizational denial (Mountjoy et al., 2016). If bystanders witness or suspect maltreatment but do not say anything, either because of acceptance of the behaviour, non-intervention, denial or silence, victims may believe that the behaviour is acceptable and that they would be powerless if they chose to speak out (Mountjoy et al., 2016). The role of the bystander is crucial for individuals experiencing maltreatment to feel comfortable disclosing when they are experiencing abuse, to understand which behaviours are acceptable or unacceptable, and as advocates for the children in their care. 

How To Address Maltreatment: 

1. The Initial Conversation

If you suspect a child is experiencing maltreatment or they disclose to you an incident where they experienced harm, the first step is to discuss your concerns with the child. The conversation should be documented and should occur in a safe, confidential space. The Rule of Two still applies in this context, meaning that another adult should be present for the conversation. The conversation should be as open as possible; this means using active, empathetic listening and avoiding suggestive, directing, or leading questions (Jeckell et al., 2018). If disclosure happens when you are alone with a child, you should report the incident to your organization and make sure to follow up with the child and their parents as soon as possible to discuss the next steps.

It can be so hard to know what to say and distressing to hear that maltreatment has occurred. The most important things to remember are to:

• • Let the child know that you believe them 
  • Explain that what they experienced is not their fault and that the behaviour is not acceptable
  • Encourage them for being brave and coming forward to talk about the harm they experienced

Each situation should be treated individually and emotional and psychological support, as well as medical services, should be offered to the child depending on their needs (Jeckell et al., 2018). Resources like Kids Help Phone are available across Canada, 24 hours a day, 7 days a week to support young people in distress. 

In addition to the process outlined above, parents can find more resources for supporting a child or youth who has disclosed abuse or misconduct through the tips outlined on NeedHelpNow.ca 

2. Reporting Maltreatment

Any adult who suspects that a child has experienced maltreatment has a duty to report their concerns to the appropriate authorities. If you believe a child is in immediate danger, call 911. Your sport organization may also have an internal process for reporting instances of maltreatment. While it is crucial to contact local authorities to report the abuse, alerting the sport organization as soon as possible can help to protect other children and youth who may still be in the care of the alleged offender.

The Coaching Association of Canada has a full list of resources here that you can contact nationwide to report your concerns. Some of these resources include:

• The Canadian Sport Helpline supports victims and witnesses of maltreatment in sport to report their concerns and plan their next steps. The Helpline is available 7 days a week from 8:00 am-8:00pm EST by phone or text: 1-888-837-7678 or by email: info@abuse-free-sport.ca 
• Any suspected child sexual abuse or misconduct occurring online can be reported to Cybertip.ca 
• The Canadian Centre for Child Protection has resources and information for reporting suspected child abuse

• Commit To Kids, a program from the Canadian Centre for Child Protection, has created helpful infographics to understand the process of reporting abuse and misconduct:
  • Steps for Reporting Child Sexual Abuse (for sport organizations)
  • Steps for Reporting Inappropriate Conduct (for sport organizations)
  • Reporting Child Sexual Abuse and Misconduct (for parents)
• The Coaching Association of Canada has also created Resources for Parents to better understand safety in sport, including the responsibilities of your sports organization and of individual coaches

3. Prevention

After reporting the incident of maltreatment and taking steps to address the individual incident, it is important for organizations to review their internal processes to prevent maltreatment moving forward. According to Mountjoy et al., (2016) this can include:

• Ensuring that there are clear policies and codes of conduct around safe sport and maltreatment prevention
• Comprehensive, regular education and training around safe sport codes of conduct and practices
• Maintaining or creating a standardized recruitment process for staff/volunteers that includes background screening 
• Maintaining or developing a process for complaints and support
• Continuing to monitor and evaluate safe sport practices 

While the information above in specific to sport, similar processes can be followed in schools and workplaces. If you suspect that bullying, abuse, harassment, or discrimination, also known as BAHD behaviours, are occurring in your school, it is important to contact local authorities and the school board to report your concerns. In addition, you can explore the procedures for reporting incidents of BAHD behaviours through your local school board’s website. One example of this is the Toronto District School Board’s policies and procedures (found here) on bullying, which include additional resources for parents and teachers to explore.

If BAHD behaviours are occurring in your workplace, processes for reporting may differ depending on your location. You can learn more about seeking support, supporting others, and creating culture change to prevent BAHD behaviours through the resources from the Workplace Strategies for Mental Health. 

Lastly, you can learn more about recognizing BAHD behaviours and tips for action through the resources below:

• Empowering the Bystander in Sport: Tools for Action
• Empowering the Bystander in the Workplace: Tools for Action
• How to Recognize Emotionally Abusive Behaviours

References:

Jeckell, A. S., Copenhaver, E. A., & Diamond, A. B. (2018). The spectrum of hazing and peer sexual abuse in sports: A current perspective. Sports Health, 10(6), 558-564.

Mountjoy, M., Brackenridge, C., Arrington, M., Blauwet, C., Carska-Sheppard, A., Fasting, K., … & Starr, K. (2016). International Olympic Committee consensus statement: harassment and abuse (non-accidental violence) in sport. British Journal of Sports Medicine, 50(17), 1019-1029.

Government is providing a grant of $300,000 per year over four years to support the Respect in School program, which educates school system employees on their responsibilities to ensure students are safe from abusive situations.

“All students deserve a positive and caring learning environment. With this grant, we are following through on our commitment to support safe schools that protect students against discrimination and bullying. I encourage all school leaders and staff to complete the Respect in School training for the benefit of our children.”

The Respect in School online training, offered in English and French, will educate teachers and other school staff, bus drivers, parent volunteers and student leaders about how they can prevent bullying, harassment and discrimination in their schools.

“We are proud to stand alongside Alberta Education who, through their leadership, is making the safety and well-being of our kids their top priority. Respect in School will give school leaders the confidence to step up and step in when situations arise and help create safe and respectful learning environments for all students.”

Through its online training programs, Respect Group Inc. has certified more than 1.2 million people across Canada to recognize and prevent bullying, harassment and discrimination.

“As a district we recognized increasing concerns for mental health and wellness. As we developed our Valuing Mental Health initiative, one of the key elements for prevention and promotion was the district-wide implementation of Respect in School. Each of our staff members goes through the training to recognize and prevent bullying, abuse, harassment and discrimination. By educating our school staff on the prevention of these issues, we build a culture of respect across our school community.”

Albertans dealing with bullying or other issues that may be affecting their mental health can access supports 24 hours a day, seven days a week, including the Mental Health Helpline (toll-free at 1-877-303-2642), the Bullying Helpline (toll-free at 1-888-456-2323), Bullying Helpline Chat, and Kids Help Phone (1-800-668-6868).

Today, Deputy Premier and Education Minister Gordon Wyant was joined in Regina by Respect Group Co-founder Sheldon Kennedy, to announce the new Respect in School training for teachers, school staff and volunteers.  The training, which will be available in a few weeks, is being offered at no cost to all school divisions, First Nation education authorities and independent schools.

“We are happy to partner with Respect Group to make this valuable training available to all school staff in Saskatchewan,” Wyant said.  “We understand the importance of ensuring safe and welcoming learning environments for everyone, and this training will further support the adult leaders in our schools to better understand and act on complex issues.”

The Ministry of Education is partnering with Respect Group to deliver the 90-minute online personal development training course.  The training will be available over the next two years and includes content on preventing, identifying, responding to and reporting incidents of bullying, abuse, harassment and discrimination in schools.

“We are so grateful for the leadership that Saskatchewan continues to demonstrate when it comes to the prevention of bullying, abuse, harassment and discrimination,” Kennedy said.  “Respect in School will give school leaders the confidence to step up and step in when situations arise and help create safe and respectful learning environments for all students.”

“The safety and well-being of students is always a priority for school boards,” Saskatchewan School Boards Association President Dr. Shawn Davidson said.  “School division employees and our communities work hard every day to create safe and caring environments for our students and we as school boards are welcoming of additional supports being made available.”

This training is part of the Government of Saskatchewan’s commitment to ensuring schools are safe and inclusive environments for all students and staff.

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For more information, contact:

Dale Hunter
Education
Regina
Phone: 306-787-9501
Email: dale.hunter@gov.sk.ca
Cell: 306-529-9207

Canadian School Board Association Supports Respect in School

The Canadian School Boards Association has recently agreed to become a supporting organization of the Respect in School program, listing it as a valuable resource and counted among best practices. MORE