Student Behaviour Expectations

Student Behaviour Expectations

Expectations for student behaviour at GSS are based on the foundation of

respect for self, others and property. Clear, consistent expectations are

communicated to students.

Respect of Self

Students understand their needs as a learner and citizen at GSS. They follow the

school expectations and communicate their needs in a positive way to support

their academic, behavioural, social and emotional success. Students will think for

themselves, make responsible decisions and take responsibility for their actions.

Respect of Others

Students understand the needs of others to be successful learners and citizens at

GSS. They follow the school expectations to ensure their behaviour does not

interfere with the teaching and learning of others during instructional time. They

cooperate with others and participate positively in school events and activities.

Students will think about others and consider how their actions impact those

around them.

Respect of Property

Students take pride in their school building. They demonstrate care and respect

for school property and the property of others. They follow school expectations to

keep the school clean and well cared for. Students will think about how their

decisions affect the learning environment of all.

If students have difficulty following the above expectations there are clear,

consistent and logical procedures that will be followed. Those procedures may

include the teachers, support staff and principal. Parents will be notified when

necessary to ensure open communication is in place between school and home.

It is important for students to understand that we are all working together to have

a positive school environment for all students, staff and families.

The GSS expectations for positive student behaviour are supported by the

following documents of Wetaskiwin Regional Public Schools:

Administrative Procedure 390 - Student Code of Conduct

Administrative Procedure 352 - Student Discipline

Administrative Procedure 390 - Student Code of Conduct

4. Students will:

4.1 Attend school regularly and punctually;

4.2 Be ready to learn and actively engage in and diligently pursue the student’s


4.3 Ensure that the student’s conduct contributes to a welcoming, caring,

respectful and safe learning environment that respects diversity and fosters a

sense of belonging;

4.4 Respect the rights of others in the school;

4.5 Refrain from, report and not tolerate bullying or bullying behaviour directed

towards others in the school, whether or not it occurs within the school building,

during the school day or by electronic means;

4.6 Refrain from willfully disrupting or interfering with the learning of others;

4.7 Refrain from engaging in abusive, disrespectful behaviours toward others,

whether through personal interactions, electronic means or through social media


4.8 Refrain from causing damage or harm to persons or property;

4.9 Refrain from engaging in behaviours outside of the school property or school

day that negatively impact the school or individuals in the school;

4.10 Refrain from illegal activities such as possession of illegal substances,

possession or use of weapons, and theft;

4.11 Comply with the rules of the school and the policies of the Board;

4.12 Be accountable to the student’s teachers and other school staff for the

student’s conduct; and

4.13 Positively contribute to the student’s school and community.

5. Parents help students meet the Student Code of Conduct when they:

5.1 take an active role in the child’s educational success, including assisting the

child in complying with the Student Code of Conduct;

5.2 ensure that the parent’s conduct contributes to a welcoming, caring, respectful

and safe learning environment; and

5.3 encourage, foster and advance collaborative, positive and respectful

relationships with teachers, principals, other school staff and professionals

providing supports and services in the school.

Please refer to for further information.

Attendance Matters

Administrative Procedure 330 Student Attendance for WRPS states the following:

Regular attendance and punctuality are essential if a student is to achieve

maximum benefit from his or her schooling.

Griffiths-Scott School will monitor student attendance and on-time arrivals. School

staff will communicate with parents and work together to help students attend

school regularly and arrive on time.

The students are invited into the school each morning at 8:23 when the buses

arrive. Students who walk to school or get a ride should plan to arrive at school at

8:25 - 8:30. Supervision of students’ arrival begins at 8:20 and ends at 8:35

when the bell rings. Students should not arrive at school before 8:20.

Please refer to the attached Attendance Matters brochure from WRPS for more

information in regards to the importance of regular school attendance and

guidelines for when students should remain at home due to illness.

Please refer to for further information.



Restorative Justice

Restorative justice is an umbrella term encompassing a wide range of programs and approaches. In general, restorative justice practices seek a holistic, integrated sense of justice and healing for victims, as well as personal accountability from offenders. Advocates of restorative justice do not dispute the need to sanction or punish offenders; rather, they maintain that punishment alone may not be sufficient for victims' healing and justice.

Conventional justice systems (sometimes referred to as "retributive justice") ask three basic questions:

  • What laws have been broken?
  • Who broke the laws?
  • How shall the lawbreaker be punished?

The fundamental questions of restorative justice, on the other hand, are:

  • Who has been harmed?
  • How can these harms be addressed or repaired?
  • Who should address or repair the harms?

Too often, victims feel excluded from the traditional adjudication process. Many victims report feeling that the criminal justice process focuses on the state itself as the injured party, as though victimization is not personal. But these victims know that the effects of victimization are deeply personal, and many have found that restorative justice can provide them with a more personal sense of healing and justice.

Restorative justice’s three main goals are:

  1. Accountability.  Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the extent possible.
  2. Community safety. Restorative justice recognizes the need to keep to community safe through strategies that build relationships, and empower the community to take responsibility for the well-being of its members.
  3. Competency development. Restorative justice seeks to increase the pro-social skills of those who have harmed others, address underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person.

As per WRPS Administrative Procedure 353, consequences to poor choices include, but are not limited to, the following:

Restorative Agreements/Contracts

Level 1:  

Verbal Warning
Clean-up duties
Removal of privileges

Level 2:
After-school detention
Multiple detentions
Class suspension
Half-day in school suspension
Removal from extra-curricular activities

Level 3:
Suspension from school (in or out)
RCMP contact