711: Welcoming, Caring, Respectful, Inclusive, Safe and Healthy Environments
Responsible Administrator: Deputy Superintendent, Education Services
PURPOSE
The Division is committed to establishing and maintaining a welcoming, caring, respectful, inclusive, equitable, safe and healthy learning and working environment that respects diversity and fosters a sense of belonging. This Administrative Procedure fulfills the Board’s obligations under the Education Act, the Alberta Human Rights Act and other applicable legislation.
All members of the school community, including students, staff members and community members, have the right to learn, work, participate in school-related activities and volunteer in environments that respect: equity, diversity, inclusion and human rights. Such environments create the conditions where everyone can prosper.
All members of the school community deserve opportunities to connect to their culture. Sturgeon Public School Division celebrates the diversity of our students and communities and is committed to collaborating with community and cultural leaders to build and promote cultural connections.
The Division is committed to providing environments that support the positive mental health of students and staff and reflect research informed practices related to trauma sensitivity and strength-based approaches to teaching and learning.
It is the collective responsibility of all those involved with the Division to create and maintain positive cultures in our schools and workplaces. As such, the Division is committed to providing environments free from harassment, bullying, discrimination and violence.
PROCESS
The Deputy Superintendent, Education Services is responsible for maintaining this Administrative Procedure.
PROCEDURE
Definitions
Bullying: repeated and hostile or demeaning behaviour by an individual in the school community where the behaviour is intended to cause harm, fear or distress to one or more individuals in the school community, including psychological harm or harm to an individual's reputation.
Discrimination: negative differential treatment of a person or group on the basis of race, religious beliefs, colour, gender, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family status, sexual orientation, gender identity or gender expression.
Inclusion: is based on the principles of acceptance and welcoming of all students. Students see themselves reflected in their studies, their physical surroundings, and the broader environment, in which all individuals are honoured and diversity is respected.
Intimidation: intentional behaviour which knowingly or should be reasonably known to cause fear of injury or harm.
School Community: students enrolled in the school and their parents/guardians; children enrolled in an Early Childhood Services program at the school and their parents/guardians; the school staff; and other persons who have an interest in the school.
1. Principals shall:
1.1 ensure all staff members share responsibility for proactively creating and maintaining welcoming, caring, respectful, inclusive, equitable, safe, and healthy learning environments that acknowledge and promote understanding, respect and the recognition of the diversity, equity, inclusion and human rights of all students and families within the school community;
1.2 ensure all members of the school community are aware of the expectation to model respectful conduct, inclusive behaviour and an understanding and appreciation for diversity, equity and human rights;
1.3 provide equity of opportunity, and access to programs, services, and resources to support all students in realizing their full potential;
1.4 support student organizations and student-led activities that promote equality and non-discrimination, including but not limited to: Gay–Straight Alliances (GSAs), Queer–Straight Alliances (QSAs), Diversity clubs, Anti-racism clubs and Anti-bullying clubs.
1.4.1 When an external organization or party is invited to present to a GSA, QSA, or other student club on topics relating primarily and explicitly to gender identity, sexual orientation, or human sexuality, the organization and its materials shall require prior approval by the Minister of Education in accordance with the Education Act.
1.5 a reasonable time from the date the principal receives the request, designate a staff member to serve as a staff liaison;
1.6 inform students of their right to select a respectful and inclusive name for the organization or activity, including the name Gay Straight Alliance or Queer Straight Alliance, after consulting with the Principal;
1.7 be responsible for ensuring that any notification of a student organization or activity is limited to the fact of the establishment of the organization or holding of the activity;
1.8 immediately inform the Deputy Superintendent if no staff member is available to serve as a staff liaison;
1.8.1 The Superintendent shall communicate with the Minister should a staff member not be available to serve as a staff liaison.
1.9 receive, investigate, report on and respond to inappropriate behaviour and actions, such as discrimination, intimidation or bullying, whether they occur in person or in digital form, on or off school property;
1.10 create a clear reporting and investigative process and a safe environment for students, parents/guardians, staff and members of the school community to bring concerns forward in a timely manner;
1.11 provide information about these processes, including, if appropriate, supports and strategies to resolve complaints;
1.12 establish and maintain a written student code of conduct;
1.13 hold everyone under their authority accountable for their behaviour and actions such as discrimination, intimidation or bullying; and work with staff, students and families to provide supports and resolve issues and concerns in a timely fashion.
2. Teachers shall:
2.1 help all students work to their full potential and develop their sense of self-worth;
2.2 assist students to be empathetic leaders in their classroom, school and community by building positive social, leadership and resiliency skills;
2.3 maintain standards of behaviour for all students to contribute to a positive school climate; and
2.4 communicate regularly and meaningfully with parents/guardians and report incidents of discrimination, intimidation and bullying, to administration and assist administration when conducting an investigation into such incidents.
3. Students and families play an important role in creating and maintaining welcoming, caring, respectful, inclusive, safe, and healthy learning environments.
4. Students, parents and guardians have the responsibility to meet the expectations as outlined in Policy 21: Student Conduct and Discipline and Administrative Procedure 900: Student Conduct.
References:
Policy 1: Vision, Mission and Values
Policy 19: Welcoming, Caring, Respectful, Inclusive, Safe and Healthy Environments
Policy 20: Sexual Orientation and Gender Identities
Policy 21: Student Conduct and Discipline
Admin Procedure 717: Workplace Violence and Harassment
Administrative Procedure 831: Religious Education and Instruction
Administrative Procedure 901: Student Conduct
The Education Act: Section 8, 16, 31, 33, 35, 35.1, 36, 37, 41, 51, 52, 53
Canadian Charter of Rights and Freedoms
Alberta Human Rights Act
Access to Information Act (ATIA)
Access to Information Act Regulation 133/2025
Occupational Health and Safety Act
Ministerial Order 030/2025
History
2020 Jan 29 Initial Approval
2022 Jun 22 Amended
2024 Feb 28 Amended
2025 Aug 27 Amended
Administrative Procedures VII. Personnel and Employee Relations (Employee Conduct)