Page 53 - CARING and SAFE SCHOOLS in ONTARIO

FIGURE 14. CONSIDERATIONS IN ADDRESSING INAPPROPRIATE BEHAVIOUR
Considerations for the most appropriate response to address inappropriate behaviour:
 Particular student circumstances (e.g., mitigating or other factors)
 The nature and severity of the behaviour
 The impact on the school climate (i.e., the relationships within the school community)
Mitigating circumstances applicable to the student:
 The student does not have the ability to control his or her behaviour.
 The student does not have the ability to understand the foreseeable consequences of his
or her behaviour.
 The student’s continuing presence in the school does not create an unacceptable risk to
the safety of any person.
Comment: _______________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
Other factors to consider:
• the student’s history
• whether a progressive discipline approach has been used with the student
• whether the activity for which the student may be or is being suspended or expelled was a
consequence of harassment of the student because of his or her race, ethnic origin, religion,
disability, gender or sexual orientation, or any other factor
• how the suspension or expulsion would affect the student’s ongoing education
• the age of the student
• in the case of a student for whom an Individual Education Plan (IEP) has been developed,
i. whether the behaviour was a manifestation of a disability identified in the student’s individual education plan
ii. whether appropriate individual accommodation has been provided
iii. whether the suspension or expulsion is likely to result in an aggravation or worsening
of the student’s behaviour or conduct
Information about the school culture – i.e., is the student accepted and respected, and are others aware of his or her special education needs?
Comment: _______________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
A Progressive Discipline Approach
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