Code of Conduct

Rights and Responsibilities

Students and staff have the Right to learn and work in an environment that is inclusive, positive, pleasant, and safe. Students, parents/caregivers, and staff have the Right to be treated with fairness, respect, and dignity.

The Administrators, teaching and support staff have the Responsibility to maintain proper order and discipline and to protect the safety and well-being of all students.

Parents/caregivers and students have the Responsibility to understand and support the code of conduct of the school.

Code of Conduct

The staff, students, and parents/caregivers of École Rideau Public School have developed this code of conduct.  This document outlines our expectations regarding acceptable behaviour and provides an overview of possible consequences for misconduct. The purpose of the École Rideau Public School code of conduct is to ensure the welfare and safety of our students while helping them to attain the greatest possible level of self-discipline. Teachers review the code of conduct with students at the beginning of each school year.

In all cases, students will be treated in a kind, firm, and consistent manner. We realize that all students have rights, but with every right there comes a responsibility.

An environment in which students feel good about themselves is conducive to the development of respect for the rights of others and understanding of shared responsibility. We shall endeavour to instill in all our students respect for themselves, respect for others, and respect for their environment.

Respect for Yourself

Expected Behaviour:

  • Maintain punctual regular attendance,
  • Participate in all classes,
  • Use appropriate language,
  • Be always honest,
  • Conduct yourself in an appropriate manner,
  • Be responsible for completing your homework,
  • Strive to achieve your personal best, en français s’il vous plaît.


Positive Consequences:

As students demonstrate self-discipline in these areas, they develop self-confidence and a positive feeling of self-worth. When a student develops self-confidence, their self-esteem improves. Children who have high self-esteem are better able to recognize and accept their own strengths and weaknesses. Students become better able to identify negative peer pressure and resist it. Students are able to act in the best interest of the group as a whole. School then becomes a happy place to be as relationships with classmates and teachers are positive.

Respect for Others

Expected Behaviour:

  • Show consideration for and treat all members of the school community in a polite and cooperative manner.

 Positive Consequences:

Respect for others creates a co-operative, pleasant climate in which students can achieve their best results. As we respect others, we gain their respect in turn and our own personal rights and property will be safeguarded. A feeling of self-worth and co-operative spirit is fostered throughout the school.

Respect For Your Environment

Expected Behaviour:

  • Respect the material property of others, the school and the community,
  • Participate in anti-litter and clean-up activities to keep our school community clean,
  • Reduce waste in lunch foods,
  • Wear indoor shoes in the classrooms and gymnasium,
  • Participate in the recycling program.

Positive Consequences:

Caring for things makes them last longer and look better, which is better for the environment. Being neat and clean helps to develop a lifelong habit. Students are required to contribute to maintaining a positive school environment that is healthy, tidy, and clean. Environmental awareness at school teaches everyone to share in the responsibility of caring for the world we live in.

Bullying Awareness, Prevention, and Intervention

Bullying is not accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g., online) where engaging in bullying will have a negative impact on the school climate.

Staff are teaching students to identify bullying behaviour and giving them tools to respond and to stop it from happening as part of our awareness and prevention strategies. At École Rideau Public School, students use a WITS approach to problem solving, (Walk away, Ignore, Talk it out, Seek help). In French, the acronym DIRE is used (Demander de l’aide, Ignorer, Reculer, En Parler).

Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at another person that is intended to cause (or should be known to cause) fear, distress and/or harm to that person's body, feelings, self-esteem, or reputation. Bullying occurs when there is a real or perceived imbalance of power. Bullying can be physical, verbal, social, or occur through electronic (cyber) communication.

When someone experiences or observes bullying behaviour, they are expected to report it to a teacher, teaching assistant or school administrator immediately. Bullying behaviour will be addressed using a progressive discipline approach with a range of interventions and consequences. Bullying can be reported through the Quick Link in our school website at

Consequences for Misbehaviour

The school encourages, supports, and recognizes acceptable behaviour in our students through a variety of positive practices (praise, permissions, trust). Progressive discipline is an approach that makes use of a range of interventions, supports and consequences, building upon strategies which promote positive behaviours. In most cases, a reminder to the student is sufficient. If further intervention is necessary, the following are some of the consequences that will be considered:

  • An interview with the student,
  • A sincere apology by the student,
  • A time out,
  • A repeated practice of good behaviour (e.g., walking in the hallway)
  • Restorative practices to restore relationships between people (e.g., MEND conversation),
  • A restitution for any damages,
  • A removal of recesses,
  • Written assignments,
  • A withdrawal of school privileges,
  • A phone call home
  • A meeting with student, parents/caregivers, principal, and classroom teacher,
  • An implementation of behaviour management strategies (such as validating positive student behaviour) or safety plan,
  • An involvement of school board support services and referral to outside agencies,
  • A withdrawal of student from class setting, in-school suspension,
  • A school suspension.

We recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances. All factors that may have affected the student's behaviour will be considered before progressive discipline is applied. Students who behave inappropriately will receive an age and developmentally appropriate consequence. For students with special education or disability-related needs, all progressive discipline approaches will be consistent with their Individual Education Plan and their demonstrated abilities.