Your browser does not support JavaScript!
an image
This is an image for the page banner This is an image for the page banner
an image
an image
This is an image for the page header
Student Conduct
Cedar Grove School Code of Conduct*

*Our Code of Conduct is reviewed annually - and will be reviewed and revised as needed.

Statement of Purpose

The purpose of the Cedar Grove school community is to enable all learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a respectful, cooperative and responsible learning environment.    Students have the right to attend Cedar Grove School without being harassed or intimidated by anyone.    As a school community, we establish and maintain safe, caring and orderly environments for purposeful learning.

The Code of Conduct clarifies expectations for student behaviour while at school, while going to and from school, and while attending any school function or activity at any location.

Under The BC Human Rights Code, people are protected from discrimination (including written statements and drawings), denial of services or access by virtue of their race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, gender, sexual orientation, age (applies to persons 19 to 64 years of age) and unrelated criminal or summary convictions.

Acceptable Conduct:
It is the expectation at Cedar Grove Elementary that all persons will at all times use the Key Words, which follow, to guide their choices of behaviour:  
Cooperation, Kindness and Responsibility and Respect

• cooperative
• kind
• responsible
• respectful

To cooperate is:
to work or act together towards a common end or purpose; to carry out reasonable requests willingly; be compliant

This would look like:

Trying your best

Following the reasonable directions of adults promptly and politely

Being in your classroom organized for the day and ready to learn by 8:45am, immediately after recess, and immediately following the lunch break

Working and playing together during class and during breaks


Taking turns

Using words to solve problems

Listening to another student when they use their words to help you understand how they are feeling

Playing fair

When in doubt, let the other person go first

To be kind is:

to be friendly, generous, or warm-hearted; to show sympathy or understanding; to be charitable; to be humane; considerate

This would look like:

Helping others

Doing random acts of kindness


Being forgiving

Speaking kindly at all times

Putting yourself in someone else's shoes

Being considerate

Giving others the benefit of the doubt

Using good manners

Offering helpful and encouraging comments

Responsibility is:

to be accountable for your decisions; to be reputable, respectable, and evidently trustworthy; to know personal actions are the cause of responses and consequences.

Some examples of what this would look like:

Staying within the school boundaries while you are at school

Responding to requests

Participating and giving your best effort

Being honest

Being safe

Keeping the school and grounds clean by picking up garbage - even if you didn't create it

Walking inside the school and near doorways on the outside of the school

Being on time - learning starts at 8:45am and you should be in the school and your classroom at least 5 minutes before then

Being responsible for your actions, words, and belongings

Accepting consequences for your actions

Apologizing if you make a mistake and helping to make things right again

Reporting problems to an adult

Using planners daily

Having appropriate supplies, textbooks and notebooks

Completing assignments and homework

Dressing appropriately for the weather

To show respect is:

to treat with deference, esteem, or honour; to avoid degrading or insulting or injuring or interfering with or interrupting behaviour; to treat with consideration, and refrain from hurting, offending, corrupting or tempting others.

to treat living things and objects carefully and refrain from

Some examples of what this would look like:

Being kind and sensitive to how others are feeling

Being a good listener

Respecting school, personal, and borrowed property

Using respectful and polite language at all times

Being honest

Respecting the opinions, feelings, beliefs and cultures of others

Holding the door for those in need

Treating yourself and others well

Using basic good manners

Using appropriate voice level for working and playing

Hats are not to be worn in classrooms and may be worn inside the building only during transition times or during special school events when it is appropriate to do so, such as Halloween or Christmas or power outages

No play fighting or rough, boisterous play

Behaviour Expectations

We believe that children want to be helpful, that positive behaviours can be learned, and that teaching socially responsible behaviours requires modeling, time, consistency and practice. Behavioural expectations held for students rise as they become older, more mature and move through successive grades.

Below are some examples of behaviours which meet, and do not meet expectations in the four aspects of Social Responsibility.

Picture 2.png

Consequences for Unacceptable Behaviour:

Because students develop at different rates and in different ways, we expect that some students will display behaviours that are not yet within the widely-held expectations for their age level.   Our mandate is to work with students so that they can learn and eventually become able to meet expectations. Students, as often as possible, are encouraged to participate in the development of meaningful restoration and/or consequences for violations of the established code of conduct.

We are charged with providing a safe environment for all of our students. Therefore, we will not tolerate any behaviour which compromises another's physical or emotional well-being.   In the event of unacceptable behaviour (unkind, disrespectful, irresponsible and uncooperative), appropriate consequences or disciplinary action will follow.  By appropriate, we mean suitable for the student's age, understanding of the behaviour and the impact the behaviour had on another, and the learning opportunity the action will provide.

Certain behaviours are totally unacceptable at Cedar Grove School and will result in immediate response from support staff, teachers and/or the principal.  The response may include counselling, restitution, a restorative justice process, consequential discipline, an in-school, at-home suspension or other measures.

These behaviours are:

• fighting and violence against other students or staff members,

• bullying, harassment and intimidation, defiance, exploitation,

• retribution against a person who has intervened – be it staff or student – with inappropriate behaviour,

• retribution against a person who has reported incidents to an adult,

• possession, use, or distribution of illegal or restricted substances,

• possession or use of weapons,

• theft or damage to property

The criteria for determining appropriate consequences will:

• be made known to the offender and applied in the event the unacceptable behaviour is repeated.

• be in keeping with the child's age, abilities, and developmental level

• be dependent on the nature of the behaviour, including its intent, severity and frequency

• include possibilities for repairing relationships and restoration

• maintain the dignity of all parties

Consequences may include:

• a letter of apology, acts of kindness or school service

• phone calls home to parents

• establishing a behaviour contract

• self evaluation using the Social Responsibility Performance Standards rubric

• a regular, formal review of behaviour together with parent/student/teacher conferences

• some loss of recess/lunch hour and other privileges

• a detention, in-school or formal suspension. (Parents receive written notification regarding in-school or formal suspensions. A copy of the letter for a formal suspension is kept in the student's file).


In the case of serious breaches of the code of conduct, we have a responsibility to advise other parties. For example, parents of the victim and the offender (in every case); school district personnel, police or outside agencies (as required by school district policy or law); the parent community at large (if the offence is deemed to be a safety issue for all)

Rising Expectations

We believe that as our students become older, more mature, and move through successive grades, our expectations of them should rise. There should be increasing personal responsibility and self-regulation.  There will also be increasing consequences for inappropriate behaviour.

Bicycles/Skateboards/Roller blades/Scooters

We encourage all students to lead a healthy and active lifestyle.  Students who wish to ride a bicycle, scooter, skateboard or roller blades to school must wear a helmet. When students reach the school grounds, they must get off their bike (or other equipment) and walk to the bike racks or building.

When leaving, bikes must be walked off the school grounds. This rule applies to skateboards, scooters and roller blades as well. Students may not ride in proximity to the main building or adventure playground, until after 4:00 p.m.

Recess/Noon Hour

Students are expected to come to school dressed appropriately for the weather and for play outside during the breaks, even during winter months.

On "outside play" days, students are expected to go outside to play and socialize unless they have a specific teacher approved reason to be inside.

On "inside" days students will be given choices for quiet activities or play based on the availability of space and supervision.  Once students have made a choice, they are expected to remain there.

Leaving the School Grounds at Lunch

Students must have written permission from a parent if they are leaving the grounds at lunch.  They also must sign out at the main office, and sign back in on their return.

Cell Phones/Cameras/Electronic Equipment/Electronic Game Devices

Students are encouraged to keep expensive electronic equipment, cameras and cell phones at home to protect against being lost, stolen, or used inappropriately. If students bring cell phones or other electronic devices to school they must remain turned off and in their backpacks during the school day, including recess and lunch hour.  A telephone is made available for students to communicate with parents when necessary during the day and the school office will convey important and urgent messages to students. Inappropriate use of cell phones at school could lead to the cell phone being taken away and returned to the parent at the end of the day.   Students are not to use cell phones to take photos or to text messages at school.  Students may not upload information or data created or recorded at school without the expressed direction or consent of their teacher or the principal.   All pertaining aspects of the Freedom of Information and Protection of Privacy Act will apply.

In the case of an emergency situation at school such as fire or earthquake, or in the presence of a dangerous intruder, students will be directed to turn cell phones off to prevent a jamming of emergency response communication through official channels.  A student may use a cell phone during such an emergency situation only at the direction of a teacher or the principal or in the case of extraordinary circumstances.

Out of Bounds

For the safety of all students, during recess and lunch all students are expected to stay in bounds on the school playgrounds.  All bushes and forested areas around the perimeter of the school are out of bounds. Students are expected to stay in areas where they can be seen by supervisors at all times.

School Dress Code

Students are expected be neatly and appropriately dressed for school.  Students are reminded that school is a student and teacher workplace. Clothing needs to be appropriate so as not to distract or be offensive to others.

Proper clothing does not include:

• beach wear, bare midriffs or backs, clothes that reveal undergarments

• short tops, muscle shirts, tank tops, short shorts, and short skirts

• t-shirts with spaghetti straps unless there is a t-shirt with sleeves worn underneath

• inappropriate language, negative messages, or any reference to tobacco, drugs,or alcohol

• The use of heavy make-up is not appropriate at an elementary school.

• Your appearance reflects your good judgement and your respect for yourself and others.

For safety, proper footwear needs to be worn at all times.  Bare feet will not be allowed.  

If it looks like it might rain or is cold outside, please make sure your child has a jacket with them.

Students who are inappropriately dressed may be asked to cover up, change or go home to change, turn the article inside out, or some similar action. Non-compliance can result in warnings, parental contact, or other disciplinary action as required. Teachers/supervisors should refer dress code violations to the principal when appropriate.


This code of conduct has been created and revised by our school community, including students, parents and school staff.   It will be consistently taught and actively promoted during the school year.   The code of conduct is based on recent research and will be reviewed and updated regularly.

"Enhancing our children's moral intelligence is our best hope for getting our kids on the right course so that they do act as well as think right."(Michelle Borba, 2001)

Cedar Grove Mission Statement on Bullying

Cedar Grove Elementary School is working toward being an environment free of bullying behaviour.

We work together to:

Resolve conflict peacefully

Include others in all activities

Respect differences

At Cedar Grove we are teaching students to identify bullying behaviour and give them strategies to deal with it.  All children are subject to occasional teasing behaviour or aggression, but some children are repeatedly targeted.   Bullying is a relationship problem that requires relationship solutions. Bullying can take different forms at different ages. Bullying is defined as repeated aggression in which there is an imbalance of power between the child who bullies and the child who is victimized (Juvonen & Graham, 2001; Olweus, 1991; Pepler & Craig, 2000). Through research, we understand bullying as a disrespectful relationship problem:
  • Children who bully are learning to use power and aggression to control and distress others.
  • Children who are victimized become increasingly powerless and find themselves trapped in relationships in which they are being abused. (www. PREV
  • British Columbia recently started an "ERASE Bullying" strategy which will see all school districts taking part in an initiative to intervene and defuse potential violent actions: 
  • The school, the school district and the Ministry of Education access the resources made available through the E.R.A.S.E. (expect respect and a safe education) program, which includes a reporting mechanism for students and connections to get help immediately.
  • Cedar Grove is also embarking on a peer mentoring program, including a past student from Cedar Grove, now in high school, who through a special arrangement visits the school on a regular basis to provide information and support to students on the topic of bullying.   By the end of June 2013, there will be a volunteer cohort of Cedar Grove students trained in providing appropriate and immediate support to peers experiencing aggressive interactions with other students on the playground.
  • What Parents Can Do to Support Their Children
  • Children learn how to get along by watching adults.
  • • Model appropriate ways of getting along with others, showing empathy for
  • others, managing angry feelings, accepting differences, and coping with peer
  • pressure.
  • • Monitor your child's T.V.watching. Discourage watching programs that model antisocial
  • and aggressive behaviour.
  • • Help your child find ways to express anger that do not involve verbally or
  • physically hurting others.  When you get angry, use it as an opportunity to
  • model these appropriate responses for your child and talk about it.
  • Children learn by doing.
  •         • Teach  your child problem-solving skills.  Acknowledge your child when he or she follows through.
  •         • Teach your child how to stick up for themselves through assertive, not
  •                 aggressive, behaviour
  •         • Involve your child in group activities that will enhance their interpersonal skills.
  •         • Invite your child's friends to your home and have lots for them to do.
  •         • Boredom can breed bullying.
  •         • A feeling of powerlessness in one context can breed bullying in another.
  •         • Discuss with your child examples of bullying that he or she notices on
  •         television, at school or in the neighbourhood.
  •         • Help your child understand the consequences of bullying
  •         • Help your child understand the value of accepting and celebrating
  •         individual differences, and not teasing others who are different.
  •         Please encourage your child to talk about bullying which they may have experienced or observed.
  •         For more information go to:

Last Modified: Aug 01, 2015