top of page

Safe and Caring Learning Environment Policy

PART I 

A whole-school approach is inclusive of all school staff, students and partners and touches all aspects of school life. It promotes positive mental health and academic achievement and includes social emotional learning in school practices, policies and partnerships. Alberta schools are using a number of strategies to support welcoming, caring, respectful, and safe learning environments that respect diversity and nurture a sense of belonging and a positive sense of self.  Understanding aspects of a whole-school approach will help school leaders decide how to best meet the needs and priorities of their school. Effective school wide practices can then be used. 

A whole-school approach: 

  • is built on evidence based strategies and practices (the effectiveness is documented and credible); 

  • happens over a sustained period of time (e.g. full school year or longer): 

  • is embedded into teaching, routines and activities; 

  • uses reliable instructional practices; 

  • is supported by ongoing professional development; 

  • engages students in active learning and opportunities to practice social emotional skills; is embedded into school policies and practices; 

  • promotes positive mental health; 

  • is supported by ongoing professional development; 

  • involves family and community partnerships; 

  • aligns with the specific needs and priorities of the school community; and, 

  • collects information to ensure the strategy is making a positive difference in the learning environment. 

​

Section 45.1 of the School Act - Statutory Requirements 

As required by subsection 45.1(1) of the School Act, and wholly consistent with its mission and vision, Burman University (the "School Authority") is committed to providing a welcoming, caring, respectful, safe, inclusive and equitable learning and teaching environment for all students and staff of Parkview Adventist Academy. All students have the right to learn and work in an environment free of prejudice, harassment and unlawful discrimination. This principle is found within the golden rule expressed by Jesus Christ: "Treat others the same way you want them to treat you." Luke 6:31.

 

Subsection 45.1(2) of the School Act requires that the School Authority establish, implement and maintain a policy respecting its obligation to provide a welcoming, caring, respectful and safe learning environment that establishes a code of conduct for students that addresses bullying behavior. Consistent with this legislative requirement and the religious beliefs and teachings of the Seventh-day Adventist Church, the Jurisdiction has established a student code of conduct that prohibits bullying and harassment in all of their forms. The School Authority is also establishing this Welcoming, Caring, Respectful, and Safe Learning Environment Policy. 

As legislatively mandated by subsection 45.1(3) of the School Act, this policy and the Student Code of Conduct: 

​

  • Affirm that each staff member employed by the School Authority and each student enrolled in Parkview Adventist Academy have rights under the Alberta Human Rights Act; 

  • Affirm and draw support from the fact that the School Authority, Parkview Adventist Academy and each student and staff member that choose to attend or at Parkview Adventist Academy have rights under the Canadian Charter of Rights and Freedoms; Affirm that staff members employed by the Jurisdiction and students enrolled in Parkview Adventist Academy will not be discriminated against, as provided for in the Alberta Human Rights Act; 

  • The School Authority will act to protect its rights and freedoms and those of its students and staff as guaranteed by the Canadian Charter of Rights and Freedoms to the degree that the same applies in law to Parkview Adventist Academy, taking into account subsection 32(1) thereof; and 

  • Establish, implement and maintain a policy respecting the obligation under section 45.1 (1) of the School Act to protect each enrolled student and every employed staff member with a welcoming, caring, respectful, and safe learning environment. 

​

PART II 

As also set out in its Student Code of Conduct, and premised on the inherent worth and dignity of all persons as being created in the image of God, the School Authority believes that all students have the right to: 

  • be treated fairly, equitably, and with dignity and respect; 

  • have their confidentiality protected and respected in accordance with applicable laws; be valued and 

  • treated in an inclusive, positive, and respectful manner by all school personnel, irrespective of any personal characteristics; 

  • have avenues of recourse (without fear of reprisal) available to them when they are victims of harassment, prejudice, unlawful discrimination, intimidation, bullying, and/or violence; 

  • be free from unlawful discrimination on the basis of any personal characteristics to an extent that is not reasonable and justifiable in all, of the circumstances under the provisions, of the Alberta Human Rights Act; and, 

  • to have equitable access to support, services and protections, regardless of their identity, background or character as required by the Alberta Human Rights Act. As required by its religious beliefs and teachings, the School Authority will not tolerate harassment, bullying, intimidation, or unlawful discrimination on the basis of a person's personal characteristics, actual, or perceived differences. 

​

PART III 

The School Authority is committed to implementing measures that will: 

  • define appropriate expectations, behaviours, language, and actions in order to prevent unlawful discrimination, prejudice, and harassment through greater awareness of, and responsiveness to, their harmful effects; 

  • ensure that all allegations of unlawful discrimination, prejudice and harassment will be taken seriously, documented, and dealt with expeditiously and effectively through consistently applied policy and procedures that are applied in a manner that takes into account age, maturity, and individual circumstances of the student. 

  • in an age-appropriate manner, improve students' understanding of all persons, families, cultures, and communities, irrespective of backgrounds, circumstances, and personal  characteristics, recognizing through greater understanding comes the ability to truly treat others with grace, empathy, dignity, and respect; 

  • develop, implement, and evaluate inclusive educational strategies, professional development opportunities, and administrative guidelines to ensure that all students and their families are treated with respect and dignity in all aspects of the school community in a manner consistent with the school's mission and vision; and, support individual students through initiatives that may include, but are not limited to, 

    • mentoring of individual students by older students, 

    • more focused attention to individual students, 

    • regular follow-up meetings of specific teachers with individual students

    • student peer support groups, and, 

    • counseling and restorative justice processes. 

​

PART IV

When implementing the above policy directions, the School Authority will act reasonably in the best interests of the student in keeping with its rights, and those of the parents, students, staff and administrators under the Charter of Rights and Freedoms, as further outlined, protected and upheld by the Supreme Court of Canada (including in the case of Loyola v. Quebec, 2015). In that case, the Court outlined constitutional limits with respect to delivering a prescribed provincial curriculum related to other religions and worldviews and at the same time teach the school's faith tradition. 

Some of the principles established by Loyola v. Quebec include: 

  • Christian teachers must be permitted to describe and explain Christian doctrine and ethical beliefs from the Christian perspective, and cannot be required to adopt a neutral position with respect to the religious beliefs on which the school is based;

  • Christian teachers can be required by mandatory curriculum to describe and explain the ethical beliefs and doctrines of other religions in an objective and respectful way;

  • Christian teachers can be required by mandatory curriculum to maintain a respectful tone of debate - both by conveying their own contributions in a respectful way, and by ensuring the classroom dialogue proceeds in accordance with respect, tolerance and understanding for those with different beliefs and practices; 

  • Where mandatory curriculum or classroom discussion requires it, Christian teachers may identify what Christian beliefs are, why Christians follow those beliefs, and the ways in which another specific ethical or doctrinal proposition does not accord with those beliefs, be it in the context of a particular different religion or an ethical position considered in the abstract 

 

PART V - Support for Student Organizations 

Under subsection 28(7) of the School Act, section 16.1 of that legislation applies to Parkview Adventist Academy. 

Under subsection 45.1(4)(b) of the School Act, the School Authority has been legislatively compelled in this policy to include the text of section 16.1(1), (3), (3.1), (4) and (6)" of the School Act. In order to formally comply with that legislative requirement, those provisions state: 

16.1 (1) If one or more students attending a school operated by a board request a staff member employed by the board for support to establish a voluntary student organization, or to lead an activity intended to promote a welcoming, caring respectful and safe learning environment that respects diversity and fosters a sense of belonging, the principal of the school shall 

(a) immediately grant permission for the establishment of the student 

organization or the holding of the activity at the school, and 

(b) subject to subsection (4), within a reasonable time from the date that the principal receives the request designate a staff member to serve as the staff liaison to facilitate the establishment, and the ongoing operation, of the student organization or to assist in organizing the activity. 

(3) The students may select a respectful and inclusive name for the organization or activity, including the name "gay-straight alliance" or queer-straight alliance", after consulting with the principal. 

(3.1) For greater certainty, the principal shall not prohibit or discourage students from choosing a name that includes "gay-straight alliance" or "queer-straight alliance". 

(4) The principal shall immediately inform the board and the Minister if no staff member is available to serve as a staff liaison referred to in subsection (1), and if so informed, the Minister shall appoint a responsible adult to work, with the requesting students in organizing the activity or to facilitate the establishment, and the ongoing operation, of the student organization at the school. 

(5) The principal is responsible for ensuring that notification, if any, respecting a voluntary student organization or an activity referred to in subsection (1) is limited to the fact of the establishment of the organization or the holding of the activity. 

Subsection 45.1(4)(c) of the School Act, further requires "the principal is responsible for ensuring that notification, if any, respecting a voluntary student organization or an activity referred to in section 16.1(1)" of the School Act, 

(a) "Is limited to the fact of the establishment of the organization or the holding of 

the activity, and 

(b) "Is otherwise consistent with the usual practices relating to notifications of other student organizations or activities." 

Subsection 45.1(4)(d) of the School Act requires this Policy to indicate that the Personal Information Protection Act governs the disclosure of personal information by the Board. 

In respect of these provisions of the School Act, the School Authority claims its rights, and those of its the parents, students, administrators and staff under the Charter of Rights and Freedoms, including under section 2(a) (freedom of religion), section 2(b) (freedom of expression), section 2(d) (freedom of association) and section 15(1) (equality). It also claims their rights under the Alberta Bill of Rights and the Alberta Human Rights Act. Except to the extent infringed by the Alberta Bill of Rights and the Charter of Rights and Freedoms, the School respected. 

The School Authority affirms that it will allow student clubs, associations and activities within its schools and requires that: 

  • It is not a condition of student membership in a club or association that the student personally adheres to Seventh-day Adventist beliefs (although spiritual leadership roles that require a student to lead Seventh-day Adventist worship or other religious activities within the school may require such a personal commitment); 

  • Courteous and respectful dialogue and discussion will be permitted and honoured, as will the religious teachings of the Seventh-day Adventist Church; 

  • The name of a student club or association may be chosen by the majority of students after consultation with the principal, provided that it is respectful, inclusive and consistent with this policy: 

  • Their objectives and activities are consistent with this policy and the Student Code of Conduct; 

  • Their objectives, names and activities honour and respect the Biblical perspective that is the foundation for all school activities, most importantly that everyone is treated with courtesy, tolerance and dignity, consistent with their God-given worth as exemplified by the life and teachings of Jesus Christ; 

  • Staff members acting as staff liaisons for such student clubs, associations and activities must ensure that: (a) the student code of conduct is upheld and adhered to; and (b) their actions, and the approved actions of such clubs and associations under their supervision are tolerant and respectful of Seventh-day Adventist religious beliefs, values and practices; 

  • The administrative practices of the local school are followed (provided always that such administrative practices are consistent with this policy)

bottom of page