PROMOTING A POSITIVE SCHOOL CLIMATE
PROMOTING A POSITIVE SCHOOL CLIMATE: A Resource for Schools: Adapted by Middlesex-London Health Unit
|Elements |School-Level Activities/Practices |Classroom-Level Activities/Practices |Student-Level Activities/Practices |Public Health Unit Supports |
|Contributing to a | | | | |
|Positive School | | | | |
|Climate | | | | |
|Student Voice |Encourage students to apply for a Ministry of Education |Post a list of appropriate volunteer |Provide team-building training for |Facilitate and support Healthy School Committees - support |
|Schools give |“SpeakUp” project grant. Have students create an action |opportunities available in the school, in |students interested in supporting |students to identify issues and create action plans |
|students the |team to report to educators on the outcome of their |the community, or internationally. Include|their peers, either collectively, as |Work with students to help them advocate for their own health|
|opportunity to |project. |opportunities available both during the |a school-wide peer support group, or |and social issues |
|provide input on |.on.ca/eng/students/speakup/projects.html |school year and in the summer. |individually, as peer helpers or |Support various clubs and committees such as social justice, |
|matters related to |Invite former students who were able to overcome past |Set up peer-mentoring programs, such as |tutors. |cultural diversity, and school councils |
|their learning and |challenges in their lives to share their personal stories |“buddy” programs. For example, an older |Train student leaders to lead other |Organize/host peer led sessions such as Teen Panel |
|school environment. |at a school assembly. |student could provide reading assistance |students in physical activities |Support students to survey their school population about |
|Students are given |Engage students as partners in conversations about their |to a younger student; a senior student |during breaks, both to keep them |health and social issues |
|various |own learning and about the school’s learning environment. |could help with a Grade 9 student’s |engaged and to promote positive |Provide student leadership opportunities |
|opportunities to |Solicit their ideas about school improvement planning. |transition to secondary school; a current |relationships and team building. |Work with students to organize and implement healthy schools |
|lead &/or contribute|Showcase students’ unique strengths, talents, and |student could help a newcomer become |Provide opportunities for all |workshops |
|to school |interests through student-led assemblies, talent shows, or|familiar with the school. |students to develop their leadership |Train peer leaders for peer-led physical activity recess |
|activities. Student |musical events. |Encourage students to participate in |potential – for example, by rotating |program (P.L.A.Y.), peer-led hand-washing education |
|perspectives are |Support student councils in conducting surveys of students|creating their own learning environments. |classroom duties or by creating |Work with students to help them plan assemblies addressing |
|taken into account |to find out what issues are important to them. Use |For example, engage students as partners |SpeakUp Councils. |issues related to physical, social, and/or mental health |
|in the |strategies developed by students to address the identified|in researching current learning theories |Encourage students with a range of |Support efforts to set up mentoring programs |
|decision-making |issues. |or educational approaches and have them |perspectives to volunteer to be | |
|process, and |Support a variety of student-led clubs and teams, such as |share their findings with teachers. |teacher helpers or to apply to become| |
|students are |intramural sports teams, student theatre and music groups,| |members of the Minister’s Student | |
|encouraged to be |and Student Equity Committees. | |Advisory Council (MSAC). | |
|involved at all | | |.on.ca/eng/students/speaku| |
|levels. | | |p/msac.html | |
|Parent Engagement |Encourage the School Council to apply for a Parents |Communicate with parents by various means,|Establish convenient channels of |Provide information for parents on various health related |
|Schools provide |Reaching Out (PRO) grant, designed to help parents become |including telephone and email, to keep |communication to make parents feel |topics – electronic/paper newsletters, information sessions, |
|parents with |more involved at their child’s school. |them informed about student learning. For |comfortable with contacting teachers |consultation, school ‘Health Wall’ bulletin boards |
|opportunities to |.on.ca/eng/parents/reaching.html |example, contact the parents of a student |or other staff members if their child|Provide parenting information through various mediums such as|
|learn about, |Hold information sessions for parents in venues in the |who was facing challenges in learning to |is struggling or dealing with other |classes, websites, tip sheets, consultations |
|support, and |community, such as the public library, a meeting room in |report that the student is making |problems at school. |Provide parenting sessions for newcomers |
|actively engage in |an apartment building, the local community centre, a place|improvements. |Create a parent-information centre or|Partner with parent forums |
|their children’s |of worship, an Aboriginal friendship centre, or a |Provide parents with tip sheets and |bulletin board in the school |Create a health resource centre for parents at school |
|experience at |Parenting and Family Literacy Centre, to reach as many |suggestions on how they can support their |featuring materials about student |Contribute to parent nights and meet the teacher nights |
|school. |parents as possible. Consider using translators and |child’s learning. |well-being and information about |Collaborate with Settlement Workers in Schools to provide |
| |approaching leaders from diverse communities to help |Invite parents to volunteer in the |community resources that are |programs and supports for parents who are refugees and/or new|
| |deliver school messages. |classroom as reading mentors, math |available to assist students and |immigrants |
| |Invite parents to participate in school celebrations and |coaches, or storytellers. |their families. |Involve parents on Healthy School Committees |
| |events, such as sports days, field trips, musical events, |Create a “parent-buddy” program to help |Create a parent centre in the school |Provide materials in various languages, and interpretive |
| |and school assemblies. |parents of newcomers to the school |library where parents access material|services (as needed) when offering programming/sessions for |
| |Support new students and families as they become part of |navigate the school system. |on issues that may affect their |parents |
| |the school community by providing an orientation package, |Find ways to show appreciation of all |children, such as healthy | |
| |including information about community resources, in |parents’ efforts to support their |relationships, mental health and | |
| |multiple languages. |children’s learning. |well-being, peer pressure, and | |
| |Provide parents with a choice of ways in which they can |Hold teacher-parent-student discussions to|healthy eating. Try to provide | |
| |participate – for example, by taking part in a |go over students’ learning goals and their|materials in multiple languages. | |
| |parent-in-class day, helping with the production of sets |progress towards achieving the goals. | | |
| |for the school play, or helping to organize a school | | | |
| |picnic. | | | |
| |Work towards including representation of diverse parent | | | |
| |groups on all school committees, including School | | | |
| |Councils. | | | |
|Community |Enlist community members or groups to participate in |Promote opportunities for students taking |Engage positive role models from the |Host community fairs (e.g., ‘Going Bananas’) |
|Partnerships |school activities such as breakfast or snack programs. |art courses to decorate the store windows |community to form a support group for|Assist students’ with identifying volunteer opportunities |
|Schools engage |Host a school “open house” for community members at which |of local retail businesses. |girls that can help them with issues |Raise awareness about outside community student groups that |
|community groups to |students can present and talk about their work. |Create opportunities in the classroom for |related to self-esteem, body image, |students can join |
|work with the school|Encourage the school to participate in community |students to “give back” to the local or |healthy relationships, and other |Act as positive role model to students and staff |
|in a mutually |activities such as charity events. |international community – for example, by |areas of concern. |Provide referrals to outside agencies |
|beneficial way to |Provide seniors with a special pass that provides free |donating items built in a woodworking |Engage positive role models from the |Network with community groups to provide increased support to|
|support students |admission to school events such as concerts and plays. |class to a developing country or by |community to form a support group for|and involvement with schools |
|and/or parents. |Implement strategies designed to engage diverse community |planning a food or book drive. |boys that can help them with issues |Support development of snack and breakfast programs |
| |partners. |Arrange for the local public health unit |related to self-esteem, at-risk |Provide training to set up cooking clubs |
| | |to visit classrooms throughout the school |behaviours, life skills, and other |Coordinate small group sessions with community partners |
| | |year to discuss topics such as healthy |areas of concern. |Facilitate, co-facilitate, or provide resources to support |
| | |eating and physical activity. |Arrange for students to participate |small group sessions (e.g., self-esteem, healthy |
| | |Invite local police officers to the school|in community or regional |relationships, etc.) |
| | |to discuss bullying or safe Internet use. |leadership-development opportunities |Offer ‘Health Fair’ events in schools in collaboration with |
| | | |(e.g., a Model United Nations), life |community partners |
| | | |skills training, or sports camp. | |
|Learning Environment|Provide relevant opportunities for students and staff to |Promote a culture of high expectations for|Establish classroom routines, such as|Develop resources to assist with lesson planning |
|Schools provide |learn about diverse histories, cultures, and perspectives |all students. |daily check-in, to benefit students |Provide professional development workshops for teachers |
|students with a wide|– for example, about Aboriginal traditions and treaty |Differentiate instruction and assessment |who require support. |Teach social skills through small group work |
|range of |histories and about women’s contributions to science and |to meet the individual learning needs of |Provide opportunities for secondary |Host school wide events focusing on different themes |
|opportunities and |technology. |all students. |school students to explore career |Participate in career fairs to promote health professional |
|ways to learn and to|Ensure that curriculum materials, displays, and print and |Recognize and discuss qualities such as |options – for example, by inviting |roles |
|practise and |electronic resources reflect the diversity and the |respect, social responsibility, empathy, |speakers or having students visit |Act as a caring adult in the school environment |
|demonstrate their |individual needs and interests of the student population. |honesty, and fairness where relevant in |workplaces – early in the school |Host lunch and learn sessions |
|learning. Students |Students should always be able to recognize themselves in |all areas of the curriculum, and draw |year. |Provide health information to students through face to face |
|learn about the |their learning materials and resources. |attention to their significance in | |meetings, health fairs, health walls, and other methods |
|diversity of their |Ask students to think of ways to creatively incorporate |creating safe and healthy schools. | |Support classroom teaching by occasionally acting as a guest |
|world and come to |the school’s Monthly Character Traits (e.g., May – |Teach positive social skills through | |speaker on a variety of health-related topics |
|understand the |integrity; June – resilience) into their learning |modelling and role play. Practise positive| | |
|importance of |environment – for example, have them design a screensaver |behaviour, and give positive feedback when| | |
|learning. |for use on the school’s computers promoting that month’s |a student behaves well. | | |
| |trait. |Rotate classroom duties among all students| | |
| |Reinforce, acknowledge, and celebrate positive student |throughout the year. Allow students to | | |
| |behaviour – for example, by presenting certificates at a |suggest leadership roles they would like | | |
| |school assembly or by including “good news” stories in the|to take on. | | |
| |school newsletter. |Take advantage of “teachable moments” to | | |
| | |address immediate relationship issues that| | |
| | |may arise among students. | | |
| | |Develop classroom rules collaboratively | | |
| | |with students at the beginning of the | | |
| | |school year. | | |
|Social-Emotional |Put in place a whole-school bullying prevention program. |Promote belonging and connectedness in the|Support students who are involved in |Provide workshops or discussion groups for males and females |
|Environment |Teach all students to oppose bullying and discrimination |classroom through “getting to know you” |unhealthy relationships or who have |focusing on self esteem, stress, healthy relationships, |
|Schools promote |by helping them develop the confidence to make their own |activities (teacher-to-student and |been victims of bullying by providing|mental wellness & other health issues |
|fairness, equity, |decisions and the courage to stand up for what they |peer-to-peer). |information about agencies that can |Collaboratively implement whole school initiatives focusing |
|respect for all, and|believe is right. Empower students to take responsibility |Promote positive relationship building |help them. |on various topics such as ‘being real’, mental wellness, |
|a sense of belonging|for their actions, including their choices as bystanders. |through peer mediation, conflict |Provide students with tools to help |healthy living, substance use and abuse, respect for self and|
|and connectedness. |Participate in campaigns such as Pink Shirt Day and |resolution, and restorative practices. |them gain insight into building |others |
|They create a safe |Bullying Awareness and Prevention Week (third week of |Teach skills such as meditation, yoga, and|self-esteem and healthy body image – |Link students to outside supports that provide positive |
|and caring |November) to show that bullying will not be tolerated in |t'ai chi to help students reduce stress. |for example, provide self-esteem |relationships building, bonding |
|environment for all.|the school. |Encourage students to notice when they are|surveys or worksheets as well as |Collaborate with school social workers to provide one to one |
| |Support student-led presentations, including concerts and |experiencing learning as fun. |opportunities for discussion. |advice to students for staying mentally healthy |
| |plays, that address bullying, homophobia, and racism and |Encourage students to demonstrate |Develop supportive relationships with|Recognize students for their efforts |
| |that promote inclusiveness. |behaviour that promotes emotional |students, spending time with them |Provide ideas and resources and/or implement social marketing|
| |Host assemblies to recognize positive student behaviour |well-being among their classmates. Ask |individually when possible. |campaigns in schools to promote wellness, healthy living and |
| |and celebrate student successes. |them to notice any improvement in their |Establish behavioural contracts that |a positive school environment |
| |Build an understanding of mental illness and help reduce |own sense of well-being as a result. |have built-in rewards for students |Engage students to feel a sense of belonging |
| |the stigma attached to it by posting information and | |with behavioural issues. |Work with student groups to plan and carry out assemblies |
| |posters about emotional and social well-being throughout | | |addressing issues related to physical, social, and/or mental |
| |the school. | | |health |
|Physical Environment|Organize school-led community clean-up and beautification |Set up and organize the classroom in a way|Have a group of students act as |Assist with the application of a healthy schools award |
|The school |days. |that promotes collaborative learning, |environmental ambassadors at the |Assist environmental clubs with activities |
|environment, inside |Support the school’s eco-club to create a school/community|student engagement in learning, and |school, promoting the school’s |Promote zero-waste lunches |
|and outside the |garden with flowers, vegetables, and native plants. |principles of inclusive education. |recycling and composting programs and|Provide information about green opportunities in schools, and|
|building, is |Hang a welcome banner produced by students at the front |Display the work of all students in the |educating other students about ways |support students to ‘green’ the schoolyard |
|welcoming and makes |entrance of the school. |classroom. |they can make the school “greener”. |Link students and staff to environmental services at public |
|the school a safe |Hold a zero-waste lunch challenge in the school. |Ensure that classroom displays reflect the|Provide tip sheets to students about |health departments (air and water quality) |
|place that is |Regularly communicate and practise lockdown and evacuation|diversity of the student population and |ways of making the school more |Link students to environmental activities that they could |
|conducive to |procedures, as well as fire drill procedures. |the population of the province. Students |welcoming and more conducive to |participate in outside of school |
|learning. |Provide tip sheets to all staff members suggesting ways to|should always be able to recognize |learning. |Work with student groups to identify their concerns regarding|
| |make the school more welcoming and more conducive to |themselves in their learning environment. | |their physical environment and create plans |
| |learning. | | |Provide information and develop skills to prevent spread of |
| | | | |communicable diseases in schools |
| | | | |Facilitate development of School Travel Plans in |
| | | | |collaboration with community partners, students, parents and |
| | | | |school administration |
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Guidelines for use
• Think of the following as a menu of options for your school to consider.
• The activities and practices described here may need to be tailored to your school environment.
"In this document, parents is used to refer to parent(s) and guardian(s).
∗In this document, parents is used to refer to parent(s) and guardian(s).
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