Northern Lights
International School
2016-2017
Psychosocial
Environment
Strategy Plan
§9A-3
Tableofcontents
Purpose..................................................................................................................................................3
Introduction...........................................................................................................................................3
Psychosocial environment.................................................................................................................3
Definitions.............................................................................................................................................4
Offensive behavior...............................................................................................................................4
The school's action duty (§9a-3 second paragraph) and the school's duties at the request of
parents / student (§9a-3 third paragraph).........................................................................................4
The school's action duty (§ 9a-3, second paragraph)....................................................................5
Proceeding schedule under § 9a-3 second paragraph;.................................................................6
Notification and threshold for notification.......................................................................................7
Individual Decision Letter (IDL).........................................................................................................7
Consequences when duty to act are not met..................................................................................8
The obligation to treat requests from students and parents (§9a-3, third paragraph).............8
The obligation to make a specific decision.....................................................................................9
The right to complain........................................................................................................................10
Who can complain?...........................................................................................................................10
What does it take for you to complain?..........................................................................................10
Preventive work at NLIS....................................................................................................................10
Mapping the school environment....................................................................................................11
Direct Methods:..............................................................................................................................................11
Indirect Methods:...........................................................................................................................................13
Classroom environment...............................................................................................................................13
Other preventive measures..........................................................................................................................14
Mental Health..................................................................................................................................................15
Absence of students.....................................................................................................................................15
Working against racism and discrimination..............................................................................................15
Implementation of the system for staff, students and parents..............................................................16
Duties...................................................................................................................................................16
Information and communication......................................................................................................17
NLIS uses the following information channels about students' psychosocial environment17
User involvement...............................................................................................................................18
Parent Council (PC)...........................................................................................................................18
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Student councils and student council work..................................................................................18
Practical / individual work at NLIS...................................................................................................19
The duty to investigate......................................................................................................................19
The notification duty..........................................................................................................................19
Duty to intervene................................................................................................................................19
Measures.............................................................................................................................................19
Conversations with involved students and parents.....................................................................19
Measures for students executing abusive behavior....................................................................19
Cooperation with other agencies related to bullying...................................................................20
Procedure for working in the aftermath.........................................................................................20
Evaluation............................................................................................................................................21
Internal evaluation.............................................................................................................................21
Procedure for recommendation on measures from a student or parents cf. §9a-3, third
paragraph............................................................................................................................................21
Procedures for internal control........................................................................................................22
Appendix.............................................................................................................................................26
2
Purpose
All students attending primary and secondary schools are entitled to a good physical and
psychosocial environment conducive to health, well-being and learning.
The psychosocial environment includes the interpersonal relationships, the social environment,
and how students and staff experience this environment at NLIS. The psychosocial environment
will positively affect the students' health, well-being and learning, security and social belonging.
NLIS has a zero tolerance against various forms of offense. Although zero incidence is probably
unrealistic, will the school's zero tolerance and active pursuit of a safe learning environment be
essential to strengthen the welfare of the students.
Students at NLIS shall not be exposed to offensive words or actions such as bullying,
discrimination, violence, racism or exclusion at school or on the way to school.
It is the individual student's subjective experience of being offended that is the basis for the
school's handling of the Education Act § 9a, "students 'Working Environment'.
At NLIS, the student’s school environment will be under continuous, long-lasting, and systematic
review. When children feel that the adults put the same limits for bullying and undesirable
behaviour, then it will in-itself be preventive. Therefore, parents have a big responsibility and are a
very important resource in the work the school will do to prevent bullying.
Introduction
Section 9a-1. General requirements
All students attending primary and secondary schools are entitled to a good physical and
psychosocial environment conducive to health, well-being and learning.
According to the Education Act § 9a-1, all students have a right to a good psychosocial
environment that promotes health, well-being and learning. NLIS should be safe for students and
staff - and a good place for learning and development. Students, parents and staff at NLIS should
feel confident that the offensive behavior is not tolerated. In addition, all parties must be familiar
with the school's procedures for prevention, action and follow-up if unfortunate incidents occur.
The schools' procedures must distinguish between Educational Act §9a-3, paragraph 2 (duty to
act) and paragraph 3 (duty of decision).
Psychosocial environment
Definition
The psychosocial environment refers to the interpersonal relationships at school, the social
environment and how students and staff are experiencing this. The psychosocial environment is
also about students' experience of learning situation.
Goals for NLIS’s psychosocial environment and school environmental work:
• NLIS should be safe for students and staff - a good place for learning and development
• All students at NLIS will experience a school day without bullying or other forms for violations
• NLIS will actively work to prevent, detect and stop insulting words and actions
3
Students who feel they are being subjected to bullying, violence, racism or various forms of
discrimination, should be able to rely on that NLIS takes violations seriously. Schools must,
possibly in collaboration with other bodies, take appropriate measures to stop such behavior.
It is important to emphasize that this provision is about more than bullying. Bullying, violence,
racism and discrimination are just examples of "offensive words or actions." The law also applies
to other forms of abusive words or actions, such as negative, individual statements about a
person's appearance or disability, clothing, beliefs, dialect etc.
Definitions
BULLYING is repeated negative or malicious behavior by one or more towards a student.
(Ostracism, verbal and physical abuse).
EXCLUSION means that someone deliberately is excluded from a group.
VIOLENCE means someone using physical force.
DISCRIMINATION / RACISM means that a person is treated less favorably / discriminated or
harassed, for example because of gender, disability, belief, color, origin, language or appearance.
CYBERBULLYING means that someone uses digital technology to send and spread malicious
messages or pictures of a person / situation.
This provision also applies to offensive words and actions that are not bullying, violence,
discrimination or racism, such as for example single utterances about looks or disabilities.
Words or actions that basically is not intended to be offensive, would nevertheless be construed
as. Different age groups and social and cultural groups will have different norms of behavior. A
statement or action that would be acceptable within the group, could be offensive or intimidating
for students outside the group. It can be a challenge to find the balance between humor and
offense.
This provision applies to situations where offensive words or actions come from peers and where
they come from staff. NLIS staff shall annually discuss together what "offensive behavior" means
at our school, as well as understanding of what it means to "Intervene".
So, what is it meant with offensive words at NLIS?
Offensive behavior
Offensive behavior is a generic term that encompasses all forms of bullying, violence, racism and
discrimination. Offensive behavior also includes other forms of abusive words or actions, such as
negative, individual statements about a person's appearance or disability, clothing, beliefs, dialect
etc. Offensive behavior can occur as single acts or repeated. If a student is violated or not,
depends on the student's subjective experience. This plan deals with offensive words or actions
that come from peers and staff.
The school's action duty (§9a-3 second paragraph) and the school's duties at the request of
parents / student (§9a-3 third paragraph)
Education Act § 9a-3 second and third paragraph gives specific obligations for the school, related
to the psychosocial environment and the student / parents special rights in connection with the
school's procedures. § 9a-3 second and third section must be seen in context. Subparagraph is
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about school-initiated duties and measures, while the third paragraph relate to students / parents
initiated measures.
Section 9a-3 second section
If any school employee learns or suspects that a student is being subjected to offensive language
or acts such as bullying, discrimination, violence or racism, he or she shall investigate the matter
as soon as possible and notify the school leaders and, if necessary and possible, intervene
directly.
Section 9a-3 third section
If a student or parent requests measures concerning the psychosocial environment, including
measures against offensive behavior such as bullying, discrimination, violence or racism, the
school shall as soon as possible deal with the matter pursuant to the provisions concerning
individual decisions laid down in the Public Administration Act. If the school has not assessed the
matter within a reasonable time, an appeal may nevertheless be brought pursuant to the
provisions of the Public Administration Act as if an individual decision had been made.
If a fellow student or other parents comes for example to a teacher and asks for measures relating
to another student, this is not an appeal under § 9a-3, third paragraph. Such notice will, however,
trigger teachers action duty under § 9a-3, second paragraph. The teacher must then investigate
the matter and notify the school administration if there is reason to believe that a student is
exposed to offensive words or actions.
The school's action duty (§ 9a-3, second paragraph)
Section 9a-3 second section
If any school employee learns or suspects that a student is being subjected to offensive language
or acts such as bullying, discrimination, violence or racism, he or she shall investigate the matter
as soon as possible and notify the school leaders and, if necessary and possible, intervene
directly.
Paragraph 9a-3 second sections regulates school action obligation if an employee at the school
learn of or suspect that a student is exposed to offensive words or actions.
It is here stipulated that anyone who is employed by the school has an action duty consisting of
-
duty to do research
obligation to notify the principal
duty to intervene
It must be assessed in each individual case which of those duties triggered and in what order
duties occurs. This may vary in different cases and must be assessed and discretionary by the
employee. The content of the obligation to study, alert and intervene is further dealt with later in
the document.
Action confidentiality applies to anyone who is employed by the school as having an employment
relationship / an employment contract with the school owner. In addition to this is also the
caretakers, assistants, office and cleaning staff, as well as teacher substitutes, included temporary
employment contracts. NLIS should ensure that all staff are knowledgeable about the duty to act
and what this entails.
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Proceeding schedule under § 9a-3 second paragraph;
Phase 1: suspicion or knowledge of offensive words or actions
- Employed by the school suspect or have knowledge that a student is exposed to offensive words
or actions. Employee use Offensive Behavior Reporting Form for suspected infringing behavior,
see Appendix 1
Phase 2: school action duty
-
The staff investigates
The employee notifies the Principal
The employee engages even if it is necessary and possible - the school administration
determines what should be done on the matter
School management informs the parents
Phase 3: implementation- and evaluation phase
-
Measures to improve students' psychosocial environment will be implemented
School evaluates whether the measures worked out and needs to insert additional
measures
The employees' duty to act occurs when he / she learns or suspects that a student is exposed to
offensive words or actions. Knowledge to this means that the employee actually know that a
student is subjected to not acceptable behavior from students, teachers or others at the school.
This could be events that the employees themselves are witnessing, or being told about. If an
employee sees a student being beaten or tormented, hear individual statements about student's
appearance, clothing, creed, sexual orientation, dialect etc., gives stricter duty to act. The same
applies if the employee hears about similar incidents from students themselves or from other
students.
Action duty is also triggered if the employee is at suspicion that a student is exposed to offensive
words or actions. It is not necessary with actual knowledge that the duty to act occurs. An
employee cannot hide behind that she / he has not heard or seen bullying or other forms of
offensive behavior itself. Suspicion involves a "feeling" / assumption that a student is exposed to
offensive words or actions. This may be a suspicion that a student is being bullied or excluded
from the community. This can appear in different ways, for example through changes in student
behavior; reticence, aggressiveness, fatigue, lack of concentration, poor school performance,
disturbing behavior, the student is antisocial etc.
Action duty requires that school staff assesses individual student's general behavior and reactions
in different situations. The school's duty to ensure the student's right to a good psychosocial
environment requires vigilance from school staff. Action obligation means that school staff cannot
close their eyes and ears for what they see and hear, and cannot fail to do something if they get a
suspicion that a student is denied the right to a good psychosocial environment. It is not a
requirement of actual knowledge of having a duty to investigate or intervene. If the employee is in
doubt about a student being, or have been, subjected to offensive words or actions SHALL he /
she do something about it.
If the employee is in doubt about a student is exposed to offensive words or actions, it is important
to remember that if the student is violated or not, depends on the student's subjective experience,
cf. § 9a-1. This may imply that words and actions that were not initially meant to be offensive, but
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is perceived as offensive by a student, triggers duty to act. This means for example that if a
student takes contact with a teacher and says that a fellow student has testified that the student
experienced something offensive, then the teachers immediate action duty steps in. The same
applies if an assistant in a recess sees that a student goes alone and get a suspicion that this
student is socially isolated by the other students. The assistant's action duty is also triggered if the
assistant believes that a teacher in its class harasses one or more students because of disability,
race, sexual orientation or otherwise.
Notification and threshold for notification
It follows from § 9a-3 second paragraph that after the employee has investigated the matter and
concluded that these are factors that should be followed up, then the school management must be
informed. The school management is obliged to ensure that all cases they are notified about is
followed up. Employees who notifies pursuant to § 9a-3 second paragraph should be taken
seriously. School by the principal is obliged to investigate further if there is a need for this and take
appropriate measures. The notification shall be made in writing using the Reporting Offensive
Behavior form. (see Appendix 1)
Individual Decision Letter (IDL)
It is not formulated any requirement in § 9a-3 second paragraph that the school must make an
IDL, as when a student or parent asks for measures under § 9a-3 third paragraph. This does not
relieve the school’s responsibility for following up cases adequately. In some cases, measures
school implements require an IDL. There are measures school thinks is necessary and
appropriate to implement, that determines whether an individual form needs to be used.
In some cases, it is explicitly stipulated in the Education Act or the regulations to the Education Act
that the decision is an IDL. An example of this is change of school in accordance to Education Act
§ 8-1, third paragraph. In cases where there is not established such formal requirements, it must
be considered whether the decision taken is such that it determines the rights and obligations of
the student, cf. Administration Act § 2 and is so restrictive that it shall be made as an IDL. This will
give the student better legal certainty and enabling a complaint. The certain decision will also be
important for the school documentation, which will prove that they have intervened and tried to
protect the student's rights under § 9a-1. On the other hand, it is so that the school has a certain
freedom of action, related to order-related and educational-related measures. This is less intrusive
measures taken to implement the education. Moving students from one place to another in the
classroom is an example of an order and education related measures that do not require an
individual decision.
If the incident is related to violation of school rules, it should be followed up accordingly. NLIS
school rules are designed so offensive words and actions are prohibited and that school rules
have disciplinary action that is appropriate. There must be proportionality between the breach of
school rules and the disciplinary action which the school uses. Bullying will often be a serious
violation of school rules and may qualify for expulsion. The same applies to less serious cases of
offensive words and actions if a student repeatedly violates classmates. It is emphasized that if a
student repeatedly violates classmates, it will often be necessary to insert more systematic
measures linked to the person concerned to eliminate the unwanted behavior. It is he who violates
that is the problem, not the one who got violated.
If there are conditions that are discovered which seems to be a general problem at school, or in
the individual class / base group, may also school in these cases decide to hear the case under
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the rules on decisions of the Public Administration. This will give parents the opportunity to review
and possibly complain about the measures that the school decides to initiate.
Consequences when duty to act are not met
The school is obliged to ensure the student's right to a good psychosocial environment under § 9a1. If the school does not safeguard the action duty pursuant to § 9a-3 second paragraph, the
school will be responsible for this. Depending on the issue and how serious the omission is, this
could have consequences for the school. Education Act § 9a-7 gives authority to punish with fines
or imprisonment of up to three months, if staff / school accidental or deliberate have not fulfilled
their action duty.
The obligation to treat requests from students and parents (§9a-3, third paragraph)
Educational Act 9a-3 third section
If a student or parent asks for measures that concerns the psychosocial environment, including
measures against offensive behavior such as bullying, discrimination, violence or racism, the
school must treat the matter pursuant to the rules regarding IDL in administrative law. About the
school not within a reasonable time has taken a position on the matter, it will still be appealed by
the provisions of the Public Administration Act as if it were made individual decisions.
Education Act § 9a-3 third paragraph instructs schools to consider requests from students and
parents to correct matters by the psychosocial environment.
Petitions may come from students, parents or from the councils and committees that represent
them. This could be school councils and committees, as specified in the Education Act, Chapter
13, or any other variety of the school. The law specifies the students right and schools duty. The
individual right is based on a subjective experience of how the student experiences the school
environment.
Solicitation may include lack of routines of the school’s environmental work or questions about
measures in a specific case of bullying. Requests from students and parents should be as
concrete as possible. It should be as clear as possible what the problem is, and - if possible - also
the measures required. However, it is not always easy for students and parents to know what
measures are best suited. Basically, it must therefore be sufficient that the issue is clarified, and
that it initially left to NLIS to assess which measures are best suited to solve it. Parents may use
Offensive Behavior Reporting Form for suspected infringing behavior, see Appendix 1 and the
website for the incident form.
NLIS has a duty to consider this appeal and as soon as possible decide on measures to be
implemented. Furthermore, it must be made decisions on all requests for measures from the
students / guardians, which relates to the psychosocial environment. This is discussed later in the
plan.
If the school does not have sufficient expertise to assess conditions, they must bring in such
knowledge. Regarding the psychosocial school environment, PPT can be used as an expert
assessor. Education Act § 5-6, imposes PPT to "help the school in efforts to progress the
expertise and organizational development to facilitate a better education for the students with
special needs."
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Phases in a case under § 9a-3, third paragraph
Phase 1: solicitation for action
- Student / parent solicits measures related to the student's psychosocial environment
Phase 2: school is obliged to issue IDL
- School investigates the matter
- School makes IDL where it is determined whether the student's rights under § 9a-1 are met
and which measures may be implemented
Phase 3: if appeal is being done
- Parent / student complaints about the content of the decision or procedural error
- School does not meet or put in action the content of the individual decision etc.
- Parent / student believes the school has not resolved within a reasonable time
- Parent / student complaints to the school that prepares the case and sends it to the appeal
body
Phase 4: school owner / county treats the appeal
- The county will consider the complaint
Phase 5: implementation- and evaluation phase
- The help for the student is initiated in accordance with the IDL
- School is considering whether the measures are sufficient enough or whether other
measures should be taken in order to fulfil the goal that is set.
The obligation to make a specific decision.
Requests from parents or others shall be legally treated under the rules on decisions of the Public
Administrational Act. If there is such a case, the school as soon as possible is obligated to decide
whether the student's right is fully met, and if any measures are to be implemented. This means
that the school is responsible for the clarification of the case as thoroughly as possible before
making the decision (Administration Act § 17), the decision shall be in writing, and the person or
persons who have made this appeal shall receive a notice of the decision (Administration Act §
27). Along with the decision shall there be an explanation, unless there is reason to believe that no
one will be dissatisfied with the decision (Administration Act § 24).
In accordance to the Administration Act § 11a shall one in cases concerning individual decisions,
grant a temporary response if the inquiry cannot be answered within one month after it is received.
In IDL shall school always consider whether the student's right after §9a-1 is fulfilled or not. If it is
not met, the school is the one to decide which measures are appropriate in order to rectify this, so
that the students’ rights are met.
If the school thinks the students right is fulfilled and there is no need for measures, shall the
individual decision be made anyway. The student / parents will be able to complain about the
individual decision.
In relation to the Education Act §9a-3, third paragraph, the school's reaction must be considered
as an individual decision, even if measures are not implemented. This means that students or
parents can appeal to the county as if it was made a decision.
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The right to complain
When NLIS has dealt with the recommendation, the school's decision to implement measures will
be considered as an individual decision.
If students or parents believe that these measures are insufficient, the decision may be appealed
with a deadline of three weeks from the date they received the letter (individual) cf. § § 28 and 29.
Any appeal must be in writing and reasoned, and it should be sent to school. Final appellate is
County Governor of Oslo and Akershus.
Also if this appeal is not followed up by NLIS, parents can appeal to the County Governor.
Furthermore, if NLIS has not timely taken a position on the matter, this also after the provisions, is
regarded as a decision which can be appealed.
Who can complain?
The person or persons who have requested measures, have the right to appeal the decision or
lack of decision to the county governor. Also, other than those who requested the action may
appeal, if the measure would have affected them. This follows the rules on right of appeal under
the Public Administration § 28. Representative bodies such as the Students Council and Parents'
Council for elementary school also has a legal interest when any of them complaints on behalf of
their members.
What does it take for you to complain?
NLIS must be given time to consider the matter before it is appropriate to complain. What
constitutes "reasonable time" will depend on the severity of the impact on the environment is likely
to be for students. There may be a need to discuss the matter with PPT. Regarding Administration
Act § 11a shall one in cases concerning an individual decision, give a temporary response if the
request cannot be answered within one month after it is received.
If the school / school owner has made a decision regarding measures, must students / parents
complain before the appeal deadline of three weeks are out, ref. Administration Act § 29. After
Administration Act § 31 may appeal in certain cases be treated even though the deadline for
appeals has expired.
If NLIS has not made any decision, there will not be any deadline for appeals. In such cases, a
complaint cannot be rejected on the grounds that the appeal deadline is not met.
Preventive work at NLIS
§9a-4 Systematic work to promote health, the environment and ensure the safety of the students
(internal control)
The school will actively engage continuous and systematic efforts to promote health, the
environment and ensure the safety of the students, so that the requirements in or of this chapter
are fulfilled. School management is responsible for the daily implementation of efforts to apply the
physical as well as the psychosocial environment.
A good school environment depends on the awareness, purposeful and systematic work.
Education Act § 9a-4 instructs schools to work actively and purposefully to meet the demands of
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the school environment in Education Act. Internal control is to put the requirements of laws and
regulations to specific goals for the school environment, identify challenges and plan and
implement measures to achieve the objectives. The work must involve the whole school
community. NLIS must provide evidence that this has been established, and that it is actually
followed up. Internal control embraces everything from what the school is doing to prevent, detect
and deal with bullying problems.
Preventive measures can be taken both at school and in class or group level, and it is important
that students may participate in this work.
Mapping the school environment
Direct Methods:
•
School mission, vision and values: NLIS mission, vision and values are in line with the IB
philosophy and our goal as a school is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet help to create a
better and more peaceful world. The school reviews this philosophy with the teachers,
children, parents, board members, parent council and student council on regular basis.
•
Wellbeing Program: NLIS, in accordance with Norwegian educational norms offers a
program that encompasses community and healthy lifestyles. The idea is that we develop a
sense of community and respect across not only the school, but the school family –
students, parents, teachers and the local community around the school, thus creating a
strong psychosocial environment. (Refer to Appendix 2)
•
Anti-Bullying Policy: The school has an Anti-Bullying Policy and it is shared with the staff,
parents, school committees and is posted on the website. Bullying is a serious matter and
requires awareness from teachers, students, and parents. School employees will take
immediate action against bullying. Parents must contact their child’s teacher if they suspect
their child or another child is being bullied. It is important that students can express their
concerns to an adult if they are being bullied or harassed at school. (Refer to Appendix 3)
•
National student surveys: These surveys can be conducted in the fall for PYP5 and MYP
classes. Schools can invite students from 5th grade to answer questions in the student
survey. MYP 1 and MYP 5 students are obligated to answer the survey. They may also skip
questions they do not want to answer. Questions about the following subjects are
compulsory in the fall:
ü
ü
ü
ü
ü
ü
ü
ü
ü
Enjoyment
Motivation, working and learning
Home-school collaboration
Support from teacher
Assessment for learning
Complicity
Rules at school
Safe environment
Counseling
Results from the national survey to be treated and / or informed in student council, staff
meetings, parent meetings, resource team, the school environment committee, PC and the
board.
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•
Local student surveys conducted in autumn and spring for all classes: NLIS will carry
out periodic surveys of the psychosocial environment. Local survey will be conducted in the
school among the children of PYP 1- 6. PYP 1-3 will have a different set of questionnaire
and PYP 4-6 will have their own set of questionnaire. The goal of these surveys is to ensure
that each child feels safe and secure at NLIS. (For survey form refer to Appendix 4 & 5)
•
Socio Gram: It is reflected as a part of transdisciplinary theme Who We Are covered for all
classes every school year. Who we are is an inquiry into the nature of the self; beliefs and
values; personal, physical, mental, social and spiritual health; human relationships including
families, friends, communities, and cultures; rights and responsibilities; what it means to be
human. In order to compare children’s development, the initial socio gram will be reviewed
in the month of November and May (Refer to Appendix 6)
•
Parent meetings: These meetings are carried out at least twice per year. All teachers hold
first Parent-Teacher Meeting at the beginning of the school year. This is an informational
meeting where curriculum, timetable, expectations and requirements are discussed. It is
important that at least one parent be present at the Parent Meetings. This meeting is also
regarding the psychosocial environment and how the child feels at school.
•
Parent Surveys: A local survey is conducted with the parents twice a year. The purpose of
the Parents Survey is to ensure that the parents/ guardians can express their opinion on the
learning and well-being at school. Section 6 and 7 of the parent survey cater directly to the
psychosocial environment at school. (Refer to Parent Survey Form, Appendix 7)
•
Reflection Procedure: Class Screening is conducted by suspected student (s) exposed to
offensive behavior. The teacher asks the child to reflect on the offensive behavior and
record it in the form. The concerned teacher must inform about the particular behavior to
the other teachers so that systematic observations can be made during recess, field visits.
It is the responsibility of all the teachers to record their observation through anecdotes.
(Refer to Student action reflection form, Appendix 8)
•
Message to my school: There is a mailbox in the library, for the children to post their
messages to the principal. The objective of this mailbox is to ensure that students feel free
to communicate. It is important that students use this mailbox for useful and serious things.
It should not be used for fun or any kind of misuse.
•
Message to parent council: There is a mailbox at the entrance, for the parents to post
their messages to the parent council. This is to make it more convenient for the parents to
give their suggestions and feedback. It further gives them a common platform for open
communication.
•
Principal’s open door policy: This policy gives all the children of NLIS freedom to come
and communicate to the principal at the time of need. It is very important that children
understand the importance of this policy and do not misuse it for any reasons. The issues
which can be sorted out with the help of the teacher must be solved at that level.
•
Principal’s psychosocial checklist and observations: This checklist acts as a reminding
tool for the students at different points regarding the areas helpful to have a conducive
environment in the school. This checklist will be used by the principal. Apart from that, the
principal will have anecdotes regarding the class environment during the class
observations. (Refer to Appendix 9)
•
Art Unit is on designing school environment: Each grade level of the school from PYP
1-6 will work on a unit in Visual arts with a central idea “A supportive work environment is
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essential to the development of our creativity”. This unit reinforces to teach children how a
supportive environment at school is helpful. Further, each of the grades will be working on
the various areas of the school as their summative task. This will be a help to the children to
feel responsible for their own environment at school.
Indirect Methods:
•
Student Development meetings: Student Development Meetings are an opportunity for
parents to meet with the teacher individually to discuss their child’s progress in class.
Development Meetings happen twice a year in the middle of each term. The classroom
teacher will arrange meetings after the School sessions. (Refer to Student Development
meeting form, Appendix 10)
•
IB Seminars: The school conducts 5 IB seminars during the course of an academic year to
ensure that the parents have a good understanding about the program. Last 15-30 minutes
of each of these sessions is a question answer session which is a way to give platform to
the parents to come up with any questions or concerns and decide on an agreement point.
•
Daily Routines: Daily classroom and school procedures are another source to map the
school environment. These routines include circle time, monthly activities, going to field
visits, grouping and regrouping children during classroom transactions, mixing the children
of different age groups for the community hour every Thursday, assembly presentations
every Friday and whole school having outside time together.
Classroom environment
NLIS has initiated a number of measures to work systematically on the classroom environment,
see below.
•
School rules: The regulations shall be communicated to students and parents at school
each school year. The rules are incorporated into the Parent/student handbook and are
available on the school website. The first week of the school is spend focusing on school
rules and classroom essential agreements. This helps to form a good classroom culture
and safe psychosocial environment for the children. (Appendix 11)
•
School Environment: The school emphasizes that students' physical work environment is
characterized by order, structure and well-being. This goes in synchronization with
Standard B2 (Resources and Support). As a PYP school, the physical and virtual
environment, facilities, resources and specialized equipment at NLIS support the
implementation of IB PYP program. (Refer to Student Parent Handbook, Appendix 12)
•
10 Absolutes: The school's 10 absolutes hanging clearly visible in every classroom. (Refer
to Appendix 13)
•
Class Agreements: Each class prepares its own essential agreements hanging clearly
visible in the classroom. These essential agreements are created and agreed by each child
of the classroom in the beginning each school year. It is the responsibility of the homeroom
teachers to revisit the classroom essentials as and when it is required. Teachers can also
put forward new agreements as the year passes by to help children learn classroom
management effectively.
•
Social Skills: All unit plans contain social skill as one of the goals for the unit. As a PYP
school, it is our responsibility to reinforce Social skill and its subskills into our approach to
teaching and learning.
13
Following are the 6 subskills which are required to be covered across 6 units in a year:
1.
2.
3.
4.
5.
6.
Accepting responsibility
Respecting others
Cooperating
Resolving conflict
Group decision-making
Adopting a variety of group roles
(Refer to PYP guide for parents, Appendix 14)
•
IB Profile Reinforcement: Each class has profile buckets or profile race to help individuals
and groups become responsible members of local, national and global communities. For
description of these profiles, refer to PYP guide for parents, Appendix 14.
•
IB Attitude Reinforcement: Each class has an attitudes-corner to help individual’s children
at NLIS be value laden. For description of these attitudes, refer to PYP guide for parents,
Appendix 14
•
Class Displays: Each class at NLIS follows the class display checklist which is
synchronization as an IB candidate school. For class display checklist refer to Appendix 15.
Other preventive measures
•
Assembly Hour: The school has a school assembly every Friday. There is a schedule for
the assembly where children of each grade from 1-6 have a small presentation or
performance for rest of the school. It is the responsibility of the homeroom teachers to see
that each assembly has a message for its audience. (For Assembly schedule refer to
Appendix 16)
•
Community Hour Program: The school has a community hour every Thursday where
children of PYP 1- 3 are grouped together and children of PYP 4-6 are grouped together.
This hour is a platform for children to express and learn about profiles, attitudes, concepts
and skills. These help NLIS to promote its value laden curriculum. (For community hour
plan refer to Appendix 17)
•
Field Visits: At NLIS we believe in giving children a conducive learning environment. Each
child being an individual has his own learning need and style. To support this, every unit we
plan field visits for children as a part of the finding out stage of the inquiry process. These
visits help to develop a students’ investigative skills and encourage them to be independent
inquirers.
•
Mentor Program: NLIS has a mentor program where children from a lower grade are
buddied up with the upper grade. This give empowerment to the elder children to take care
of the younger ones. Further, it makes the younger ones feel safe and secure with the elder
ones. This program is also a help to make children of various age groups comfortable with
each other.
•
Buddy Reading Program: Teachers at NLIS also follow a buddy reading program. Buddy
Reading is a cooperative learning strategy in which younger and older children are grouped
together. The older one reads to the younger one and together they learn how to
cooperate with each other.
14
•
Children as teaching resource: NLIS being an IB candidate school promote children
being a teaching resource for one another. We follow six transdisciplinary themes across
the grades for the whole year. Children being engaged in hand on learning create a number
of teaching resources like books, presentations, puppet theater, quizzes, puzzles etc on
their own. These children then use these resources as a teaching aid for another grade
depending on the commonness of the units between the two grades.
•
Break time agreements: The school has agreed on some break time rules. This
agreement was made together with the students in an assembly time (Refer to Appendix
19).
Mental Health
•
Positive Reinforcement: Each teacher at NLIS follows positive reinforcement to motivate
acceptable behaviors in the school.
•
PSPE as a subject for the PYP Program: PSPE in the IB Primary Years Programme
(PYP) is concerned with the individual’s well-being through the promotion and development
of concepts, knowledge, attitudes and skills that contribute to this wellbeing. Well-being is
intrinsically linked to all aspects of a student’s experience at school and beyond. It
encompasses physical, emotional, cognitive, spiritual and social health and development,
and contributes to an understanding of self, to developing and maintaining relationships
with others, and to participation in an active, healthy lifestyle.
•
How we express ourselves: As a PYP school, how we express ourselves is a unit for
each grade from PYP 1-6. This unit focusses into the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
extend and enjoy our creativity; our appreciation of the aesthetic. (Refer to PYP guide for
parents, Appendix 14)
Absence of students
•
Plan against unauthorized absences: The school follows absence policy, which helps all
the homeroom teachers to keep a record of student absences. (For detailed policy refer to
Appendix 12 in Parent student handbook 16-17)
•
Procedures for monitoring of late comings: The school follows tardiness policy, which
helps all the homeroom teachers to track chronic lateness of children. (For detailed policy
refer to Appendix 12, Parent student handbook 16-17)
•
Student Attendance Record: The absence lists will be collected once a month by the
Principal, to map students that are coming too late or having absence without notifying.
Working against racism and discrimination
•
How we express ourselves: As a PYP school, how we express ourselves is a unit for
each grade from PYP 1-6. This unit focusses into the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
extend and enjoy our creativity; our appreciation of the aesthetic. (Refer to PYP Guide for
parents, Appendix 14)
•
IB Profile Reinforcement: Each class has profile buckets or profile race is to help
individuals and groups become responsible members of local, national and global
15
communities. (For description of these profiles, refer to PYP Guide for parents, Appendix
14)
•
IB Attitude Reinforcement: Each class has an attitudes corner is to help individual’s
children at NLIS be value laden. (For description of these attitudes, refer to PYP Guide for
parents, Appendix 14)
•
Activity plan for the year: NLIS has a list of planned activities for the year. The goal of
these activities is to help children from various cultures and age groups get along with each
other. This calendar includes the list of important celebrations as well. (For the activity
calendar of the school refer to Appendix 18)
Implementation of the system for staff, students and parents
The entire school staff should have good knowledge of the work related to students' psychosocial
environment, and commit to follow school’s procedures. Employees will gain knowledge about
students' rights and the employee's duties related thereto. The staff should have knowledge of the
requirements of chapter 9a and whether the school's specific goals for the psychosocial
environment. In addition, they know the school's procedures and plans in connection with the
prevention and procedures and plans of importance if a student's right is not met.
This means that schools must:
•
•
•
•
•
Review the school's plan for psychosocial environment at school each year for employees
Provide new employees with special training
Involve employees in the revision of the plans
Ensure that all teachers provide education of students according to the school's plan for
psychosocial environment, and informs about the results of surveys in development
meetings and parent meetings.
Have a fixed point on psychosocial environment and abusive behavior in parents' meeting
Duties
Wellbeing/Duty Rules for students in recess shall be prepared in classes at the start of a new
school year.
Guidelines for employees upon inspection:
•
•
•
•
•
•
•
•
Be precise
Use west
Be visible and aware
Show mobility: inspect where students are, even though the main responsibility following
areas
Notify the tutor / management / counselor by severe episodes
In severe episodes, send a student in to pick up additional adults
Pay special attention to areas where there may be unfortunate episodes
If students are going on the toilet, make sure that they are not going alone
16
Information and communication
§ 9a-6 first paragraph
The coordinating committee, the school board, the school environment committee as well as the
students’ council and parents’ council shall be kept continuously informed of all circumstances –
including events, plans and decisions – of major significance for the school environment. The
councils and committees have on request the right of access to documentation of the systematic
health, environment and safety work at the school.
Education Act § 9a-6 first paragraph instructs schools to keep the board, school environment
committee, student council and parents' council continuously informed of all matters of significance
to the school environment. This will include challenges in the environment, such as ex. serious
violence or persistent poor psychosocial conditions. Councils and committees are entitled to
receive the submitted dossier for the systematic health, environment and safety work at the
school.
Information should be given unasked, which requires internal procedures / instructions. The
councils and committees shall as soon as possible be included in the planning and implementation
of environmental measures at the school. This means that schools must have procedures for the
involvement of councils and committees (See procedures for internal control- information and
communication). Councils and Committees have also the right to speak and make suggestions on
all matters related to the school environment.
NLIS has established the following venues where the psychosocial environment is treated;
•
•
•
•
The school board
Parent Council
Student Council
Wellbeing program
Here, the representatives have the right of access and opportunity for involvement and influence
on the school plans in this field. All meeting venues has a meeting schedule that follows a fixed
agenda.
NLIS uses the following information channels about students' psychosocial environment
-
Students' school work and folder
Information booklet for parents and students at school
Newsletter/Friday letters
NLIS website
Parent meetings
IB seminars
Student development meetings
Reports
Student Survey Results
Parent Survey Results
17
User involvement
Education Act §9a-6, 9a-5, ch. 11
The Education Act contains a requirement that students and parents should be given the
opportunity to involve and engage in efforts to establish a good psychosocial environment at
school. This is ensured by requirements for establishing judgment interpreted by different councils
and committees
Parent Council (PC)
All parents who have children in school are members of the school's parent council. Parents
Council appoints a working committee (PC), which are parents voice towards the school. PC shall
ensure real participation of parents and have responsibility for the students' learning environment,
safety and wellness.
Key tasks for PC
•
•
•
•
•
•
•
•
PC should work for a safe and effective learning environment. Enjoyment is essential for
children's learning
PC can discuss the shape of the feedback students and parents receive of the students'
academic and social competence
PC can work for a bully-free school environment
PC may initiate social initiatives for students
PC may conduct courses for parent contacts
PC can hold meetings for parents and teachers
PC could be a channel of information to all parents
PC at NLIS has regular meetings once a month during the school year, and it is used
notices and minutes of the meetings.
Student councils and student council work
A student council is a common democratic body chosen by students for students at a school. Each
school is accompanied Education Act, obliged to establish a student council. The student council
will work to create a social community, develop working and learning environments and ensure
that students' rights are protected.
The student council will be selected and created at least three weeks after the school has started.
Before and after election will the Principal inform the students about the council.
The student council will conduct regular meetings (at least monthly) throughout the school year
after scheduled meeting schedule. Written notice and minutes shall be kept. Students'
psychosocial environment should be a permanent issue in the student council.
The student council should be involved in planning and carrying out work on the school
environment by §9a-5. Furthermore, students should be informed about matters related to the
school environment, including the results of the student survey.
18
Practical / individual work at NLIS
If parents, students or staff member suspect offensive words or actions, or report offensive words
or actions, will there occur a number of duties for the staff and school.
The duty to investigate
Measure with the duty to investigate is to clarify what is the reality of what you have seen, heard or
been suspected
-
Cannot wait to see - but must refute or confirm
The contents of the duty to investigate will not be the same as the knowledge and suspicion
Further actions should be taken, if the investigation show the existence of abusive words or
actions
That something is unpleasant does not relieve the employee of the obligation to investigate
The notification duty
If something is revealed in the surveys, the school administrators should be notified immediatelyin written format. The school management is obliged to ensure that the case is followed up.
Management may even need to investigate further.
Duty to intervene
Purpose: Stopping unwanted words and actions as quickly as possible to avoid / reduce physical
and psychological injuries to those involved.
Measures
If the actions of solicitation, suspicion and / or mapping appears that individual students or classes
is denied its right under the Education Act §9a-1 All students in primary and secondary schools
have the right to physical and psychosocial environment that promotes health, well-being and
learning, the school shall put into action following procedures.
Conversations with involved students and parents
NLIS must complete the following meetings
-
With student who is subjected to offensive behavior - after procedures
With executor - after procedure
With the victim's parent / student - after procedure
With the executor’s parent / student - after procedure
19
Measures for students executing abusive behavior
Students who have abused others with infringing behavior, the first step is to get a warning, in
writing or orally that the offending behavior must cease. If the offending behavior does not cease,
further measures are implemented. Below are examples of relevant measures
-
To let the student be in recess. Or let the student have recess at different times from the
other students (collaboration with other teachers).
To let the student be close to inspecting teacher in a certain number of break.
To let the student start school before the other students, so that the victim will not be
bothered the way to school (Inform the Principal before implementation).
To let the student quit later than the other students, so that the victim will not be bothered
on the way home from school (Inform the Principal before implementation).
Changing the class for a period or permanently. (Inform the Principal before
implementation).
Allowing the student to lose a privilege or an attractive activity
To provide student teaching outside class for a period. (Inform the Principal before
implementation).
To deal with parents to implement consequences in the home.
Expulsion for the remainder of the day or up to three days ref. Education Act § 2-10 (Inform
the Principal before implementation).
Change of school (Inform the Principal before implementation).
In severe cases, it may be appropriate to refer the matter to the PPT or other support agencies
Cooperation with other agencies related to bullying
Recent collaborators outside the school may be:
-
School health services
PPT
BUP
Child welfare
Police
Procedure for working in the aftermath
It shall be stated in the individual decision how the school will follow up the measures already
initiated. In addition, the following shall be monitored
•
•
•
•
•
Follow-up meetings with the victim- tutor must regularly ask how the student is
Follow-up executor until the bullying has stopped
Group meetings with bullies until the situation is stable
Follow-up meetings with parents to the victim and executor until the bullying has stopped.
If the offense is not terminated the management is contacted
20
Evaluation
All cases with individual decisions shall include an evaluation of measures and working methods
with a view to further work related combinations to such matters. The evaluation should take place
with the parties involved, and that the matter be addressed in the schools teaching team.
Internal evaluation
NLIS shall annually evaluate and maintain the school's plan for psychosocial environment. The
work should begin in the teaching team in April, and then treated in all school bodies. Finally
treated in school board May / June each year. Revised plan, is marked with "last revised __ / __20__".
The school uses an "internal form" that includes activities related to the plan for psychosocial
environment with a column for crossing when activity is carried out. Internal control includes
•
•
•
•
•
what to do
how it's done
who will do it
when it's done
what is actually done
The form should be used to ensure that plans and procedures are adhered to in practice.
Procedure for recommendation on measures from a student or parents cf. §9a-3, third
paragraph
What
How
Website
Guide parents
Info brochure
(guidance duty)
Parent meetings
SDM
Recommendation Form on the
from
website;
parent/student
www.nlis.no/incident
Recommendation Teacher archives in
delivered to office student folder and
for registering in
hands to Vicestudent’s archive Principal
Principal performs
meetings with class
Vice-Principal
teacher,
hands to the
coordinator, VicePrincipal
Principal for further
progress of the case
Meetings
Investigation
Observation
Who
When
Administration
Coordinator
Teachers
Continuously.
Parent meetings
twice a year.
SDMS.
Parent/student
-
Office
Continuously
Principal, Vice
Principal, class
teacher and
coordinator
Done in a week,
after received
Agreements in the
meetings with the
Done in three
weeks, after
Performed
date
21
Screening
Individual
decision letter
(IDL) with
justification of the
measures being
taken/not
Meeting with
parents
Possible
measures
Follow-up
Evaluation
Feedback to
parents
Template for
individual decision
Review of the IDL
with parents.
Vice-Principal, class
teacher and the
coordinator
The Principal, VicePrincipal, class
teacher and the
coordinator prepares
an IDL. Principal
signs and, both
teacher and
Principal registers in
student folder.
Vice-Principal,
Coordinator and
class teacher
Clarified in a
meeting with ViceWritten in the IDL
principal, teacher,
coordinator and the
parents
Clarified in a
Written in the IDL.
meeting with ViceMeetings at school
principal, teacher,
Meetings with
coordinator and the
parents/student
parents
Clarified in a
Clarified in a
meeting with Vicemeeting with Viceprincipal, teacher,
principal, teacher,
coordinator and the coordinator and the
parents
parents
Letter or meeting
explaining that the
case is closed
Principal/Vice(parents are given
Principal
the opportunity to
express their views)
received
Done in four
weeks, after
received
When IDL exits.
Might be relevant
to have meetings
with the parents
before the IDL, cf.
guidance and
investigation
duty.
Cf. content in the
IDL.
Cf. content in the
IDL.
When case is
considered to be
closed
When case is
closed
If the school gets a request on that an employee has performed indecent behavior towards a
student(s), the matter will be handled as a personnel case. In addition, it shall be dealt in
accordance with § 9A for the students).
Procedures for internal control
What
How
Mapping and Following up
Common
Workshops
process among under staff
Whom
All staff members
When
What has
exactly been
done
Planning
22
the staff to
define what
constitutes
indecent
behavior
Local Student
Surveys
National
student surveys
PYP5-MYP
meetings and
planning days
days/Staff
meetings
Paper (PYP1PYP4)
Coordinator/class teachers
Internet (UDIR
webpage)
Vice-Principal/class
teachers
Sociogram
Appendix 6
Class teachers
SDM
Paper
Class teachers PYP1-MYP
Student
Reflection of
action form
Appendix 8
VicePrincipal/Coordinator/Class
When needed
teacher
Autumn
Autumn +
when needed
Autumn and
Spring
Principal/Coordinator/Class
When needed
teacher/Assistant
Observation
Presentation
and discussion
of results from
local and
national student
survey and
other results
Autumn
Staff meetings
Student
council
Parent Council
Parent
Meeting Board
Administration and class
teachers
Autumn and
Spring, and
when results
are ready
Implementation of system for monitoring the school psychosocial environment
Reviewing the
school's plan
for
In staff
Administration
August/January
psychosocial
meetings and
environment at planning days
school
Training for
new staff
Induction
Vice-Principal
August/January
members
Revision of the
plan for the
psychosocial
Staff Meetings
environment
Student
Administration
May
with employee
Council
involvement
School board
and user
participation
Training of
students
according to
the school's
plan for
psychosocial
Class
Class teachers with
meetings/circle coordinator
time/assembly
August and
when needed
23
environment
Information on
parent
Parent
meetings about meetings
psychosocial
environment
Class environment
Information and
review of the
school's rules
and class rules
The school's 10
absolutes
hangs visible in
every
classroom
Each class
prepares its
own wellbeing
rules
Unit plans
contain
minimum one
social sub skill
Implementation
of regular class
meetings, circle
time, assembly
etc.
Friday letters
Website
Classroom
Administration and class
teachers
Autumn and
Spring
Administration/class
teachers
August + when
needed
Class teachers
August + when
needed
August + when
Class teachers
needed
Overview
Coordinator and class
teacher
Monthly
Curriculum
Class teacher
Regularly
Other preventive measures
Website
Wellbeing program
Informaton to
parents
Buddy system
Plan for mental health
Plan against
unauthorized
absences and school
refusal
Procedures for
monitoring too late
comings
Working against
racism, discrimination
and anti-Semitism
(IB-profile and other
activities being done,
such as cultural day,
August + when
needed
Head of the program
Buddy Grouping
Vice Principal and
Teachers
Class Meetings
PSPE Lessons
PSPE Teacher and
class teachers
Attendance Record
Class Teachers
Attendance Record
Unit Plans, Class
routines and class
displays
August
Buddy
Reading /
Wardrobe
Management
Class Teachers
Administration and class
teachers
24
UN days etc.)
Recess
Wellbeing rules for
students in recess
At school start
Guidelines for
employees at
inspection
Administration/class
teachers
August +
when needed
August +
when needed
See strategy
program
Website
Wellbeing program
Informaton to
parents
Information and communication
Administration
Parent Council (PC)
Principal
Monthly
Monthly
Monthly meetings
Head of the program
School board
Monthly meetings
Principal/Head of the
board
Student Council (SC)
Meetings
Principal and the council
August
Every 2nd
month
General meetings
(circle time,
assembly, parent
seminar and blog)
Information
Friday Letters
Class teachers
News letters
Admin
Parent/Student
handbook
Admin
Website
Admin/coordinator
IB-Seminars
Meetings
Coordinator
Be treated first in
the staff team, then
SC, PC and the
board
Principal
Weekly
After
completion of
each unit
August
Regularly
Throughout
the year
Evaluation
Revision of the plan
for the psychosocial
environment
Spring
25
Appendix
Appendix 1: Reporting offensive behavior form
Appendix 2: Wellbeing program
Appendix 3: Anti-Bullying Policy
Appendix 4: Student Survey Form PYP 1-3
Appendix 5: Student Survey Form PYP 4-6
Appendix 6: Socio Gram
Appendix 7: Parent Survey Form
Appendix 8: Student Action Reflection Form
Appendix 9: Principal’s checklist
Appendix 10: Student Development Meeting form
Appendix 11: School Rules
Appendix 12: Parent Student Handbook
Appendix 13: 10 absolutes
Appendix 14: PYP Guide for parents
Appendix 15: Checklist for class displays
Appendix 16: Assembly Schedule
Appendix 17: Community Hour Plan
Appendix 18: Activity Calendar
Appendix 19: Break Time agreements
26