The SchoolHealth ProfilerThe SchoolHealth Profiler

Fall 2005

Issu

e 9

You may photocopy and use the contents of this publicationprovided the source is acknowledged.

A publication brought to you by Peel Health

For TeachersFor Teachers

Winner of fourRegional, Nationaland International

publication awards in 2002 - 2005

In this issue:Don’t miss our Feature Articles on 20/20 The Way to Clean Air and Developmental Assets™ for Youth

2 Dear Public Health Nurse

3 20/20 The Way To Clean Air

4 Developmental Assets™: A Positive Approach to Youth Development

6 Developmental Assets Crossword Puzzle

8 A Snapshot of the Health Status of Peel Students

10 Caledon Schools: Bullying Prevention InitiativeComprehensive School Health in Action

Dear Public Health Nurse,Q. I often come across students and parents in need of health

information and referrals. Who should I refer them to?

A good place to start is the Child and Adolescent Community Resource sheet. You may obtain a copy from your school administrators or by visiting our Website at schoolhealthprofiler.ca

In addition, you may consult with a Public Health Nurse or a RegisteredDietitian by calling Health Line Peel at 905-799-7700 between 8 a.m. to 5 p.m.Caledon residents can call 905-584-2216 free of charge. You will be providedwith information about school health programs and public health services, andyou will be able to report public health concerns.

To access Peel Health Services online, visit peelregion.ca

For additional community resources in Peel, visit pinet.on.ca to access the “RedBook”. The “Red Book” lists information on more than 1,700 resources in Peelregion, ranging from health, including social services, information, referral,libraries, community groups, government offices and much more!

Q. We had a few cases of head lice in our school last year. Is thereanything I can do to keep my students free of lice?

Probably not, but you can help make an outbreak small and well-contained. HeadLice are small insects that live on the human head (not in the classroom). They donot jump or fly. Head lice crawl from head to head. Children between three – 12years of age are more likely to be infested with head lice than adults. Girls tend tohave head lice infestations more often than boys. This reflects the way they tend tointeract during play - close head to head contact!

As a teacher you can play an important role in dispelling the myths and encouraginga proactive approach to head lice management in your classroom.

Consider…• teaching your students about the life cycle of a louse.• encouraging your students to have their heads checked for lice and nits once a

week by their parents. Nits (lice eggs) look like dandruff, but they cannot beshaken or flicked off the hair. They are found very close to the scalp, usuallybehind the ears or at the back of the neck. It’s a good idea to have parents checktheir children’s heads carefully after sleepovers or camps.

• following up with a student who has been treated for head lice to see that thesecond treatment is done within seven – 10 days following the first treatment.This ensures that any newly hatched lice are also killed.

• ways of supporting a family that is having a difficult timegetting rid of head lice or has repeated infestations. This isoften a sign that a family is struggling with other issues andneeds community supports to help them function optimally.

• creating a classroom environment where your students feelcomfortable and supported in reporting cases of head liceto the school.

For more information on Head Lice visit:peelregion.ca/health/commhlth/parov1yr/hdlice1.htmFor the Head Lice Fact Sheet (available in 12 languages) visit:peelregion.ca/health/commhlth/bodyimg/hl-facts-lang.htmFor a good example of a comprehensive school health approach to head lice fromQueensland Government – Australia visit: health.qld.gov.au/headlice/

To talk to a Public Health Nurse about Head Lice call Health Line Peel at 905-799-7700.

Send your questions andfeedback to us by email ortelephone...

Phone: Health Line Peel at

905-799-7700

E-mail:healthlinepeel@peelregion.ca

...with “Dear Public HealthNurse” in the subject line!

2 T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n

schoolhealthprofiler.ca

What is 20/20 The Way to Clean Air?This environmental program encourages a reduction in home energy use andvehicle use by 20 per cent. This will improve air quality and reduce the impactof climate change.

What are the Benefits of the Program?

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n 3

How Teachers CanParticipate:

Call Health Line Peel at905-799-7700.

Callers from Caledonmay call Health LinePeel toll-free at 905-584-2216.

DID YOU KNOW...?

• Some laundrydetergents areformulated to cleanclothes in cold water,making it easier tolimit your hot wateruse and save money.

• Idling your vehiclefor over 10 secondsuses more fuel thanrestarting yourengine.

• We would need toplant 30 million treesto absorb the airpollution resultingfrom GTA driversidling five minutes a day for one year.

20/20 The Way to Clean AirRegion of Peel, Public Health invites you and your students toparticipate in 20/20 The Way to Clean Air to support thegovernment of Canada’s One Tonne Challenge. The Challengeencourages people to reduce their green house gas emissions by 20 per cent per year.

• lower home energy andtransportation costs for families

• improved health and well-being foryou, your students, families andneighbours

• reduced pollutants that contributeto smog and climate change

• more pleasurable commuting

• increased physical activity forstudents

How does the Program fit into the Ontario Curriculum?The program links to the Science and Technology component of the OntarioCurriculum. It is particularly relevant to teachers giving lessons on resourceand energy use, environmentally friendly transportation, atmospheric science,health education and the environment in general.

What is the 20/20 EcoSchools Planner?The 20/20 EcoSchools Planner provides practical, hands on activities andsimple tips that help students/families reduce energy use at home and on theroad. As a ‘take home’ guide, the Planner helps students make theconnection between what they learn in the classroom and their everydaybehaviours.

Resources and Incentives for Participating Schools,Classroom Teachers and Students:• Each school will have a chance to win a school presentation on ‘Clean Air’

delivered by a Clean Air Champion (Olympic and National Team athletes).• Schools with at least three participating classrooms will receive a 20/20

school banner. • Participating classrooms will receive an attractive wall hanging and be

entered into a monthly draw for a pizza lunch. • Each student participant will receive a free EcoSchools Planner.

Incentives for Students and their Families:Each participating student/family will be entered into a draw for a chance towin either a front loading washing machine, a Raleigh Ocelot bicycle or ahome energy audit.

Who is Participating in the Program?Currently, residents and families in Peel as well as many schools in the Greater Toronto Area are participating in this program.

Visit the 20/20 Web site at a link on

our Web site: 20/20 The Way to

Clean Air.

Everyone’s anAsset Builder!

Educatorsmake greatAsset Builders!Search InstituteSM and

Developmental AssetsTM are

trademarks of Search Institute.

4 T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n

Developmental Assets™:A Positive Approach to Youth Development

Why do some young people grow up with ease, while others struggle? Whydo some young people spend their time contributing to society in positiveways, while others get involved in dangerous activities? What do childrenneed to succeed in life?

Long-term relationships with positive adult role models, caring schools,opportunities to serve and a community of people and places that valueyouth are just a few of the 40 Developmental Assets the Search Institute hasidentified as being essential to healthy youth development. Complementingmany of the character development models in use today, these positive“building blocks” encompass both the external assets that create a positiveenvironment for young people to live in, as well as the internal values, skillsand beliefs they need to be fully engaged and develop into healthy, caringand responsible adults.

Let’s take a closer look at how these principles can be implemented in the classroom and the role educators can play in helping their studentsbuild assets.

EXTERNAL ASSETSSupportYoung people need to be surrounded by people, who love, care for,appreciate and accept them.• Greet students by name when you see them.• Send a letter to parents about the Developmental Assets. Include some

practical asset-building ideas.• Use the Developmental Assets as springboards for discussion when

meeting with students and parents.• Meet with other teachers and brainstorm ways to help students develop

assets.

EmpowermentYoung people need to feel valued and valuable. This happens when youthfeel safe and respected.• Educate students about the Developmental Assets and help them set

realistic goals in the areas they wish to develop.• Involve students where applicable in planning or decision making.

Boundaries and ExpectationsYoung people need clear rules, consistent consequences for breaking rulesand encouragement to do their best.• Work with students to set school and/or classroom rules and expectations

for behaviour in an attempt to help create norms of caring, honesty and respect.

• Post this written set of rules and expectations in high traffic areas, such as hallways, lunchrooms and/or the gymnasium.

Constructive Use of TimeYoung people need opportunities – outside of school – to learn and developnew skills and interests with other youth and adults.• Encourage students to participate in extracurricular activities both at

school and within the community. • Demonstrate sensitivity with respect to student involvement in

extracurricular activities. Some teachers make it a practice to always allowat least two nights for students to complete assignments.

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n 5

INTERNAL ASSETSCommitment to LearningYoung people need a sense of the lasting importance of learningand a belief in their own abilities.• Choose a quote of the day with an asset focus and ask students to

talk about it.• Introduce students to Web sites that have asset-building themes.• Discuss the assets of characters in stories, history lessons and

current events.

Positive ValuesYoung people need to develop strong guiding values or principlesto help them make healthy life choices.• Ask students to gather information about people they look up to

or admire. Then have small-group or class discussions about whatvalues these people seem to have and how those values guidewho they are and what they do.

• As a class, create a list of shared values. Talk about what it takesto uphold these values. Set boundaries and expectations basedon these values.

• Discuss current music, movies or arts and entertainment and thevalues and messages they send. How are these values ormessages consistent or inconsistent with the assets?

Social CompetenciesYoung people need the skills to interact effectively with others, to make difficultdecisions and to cope with new situations.• Assist students to develop appropriate conflict resolution skills through

role play.• Use resources in your community to teach students about different cultures.• Encourage planning through the use of student agendas and calendars.

Positive IdentityYoung people need to believe in their own self-worth and to feel they havecontrol over the things that happen to them.• Congratulate successes with a written note or verbal praise.• Attend concerts, programs and activities your students are involved in.• Praise other teachers, staff and students when you see or hear them

building assets

Adapted with permission from Pass it on! Ready to use handouts for Asset Builders (Handout #30),Copyright ©1999 by Search Institute™, Minneapolis, MN and The Asset Approach: 40 Elements ofHealthy Development, Copyright ©2002 by Search Institute, Minneapolis, MN www.search-institute.orgAll rights reserved.

The Power of AssetsResearch shows the more assets students report having, the:• more likely they are to have a positive attitude, engage in positive

behaviours, maintain good health and achieve academic success.• less likely they are to make unhealthy choices or engage in risky behaviours

such as substance abuse, violence and sexual activity.

The asset approach gives us a framework for shifting how we view youngpeople; seeing them as resources with strengths to be developed and ideas tocontribute.

You can incorporate building assets into virtually everything you currentlydo. To view the original list of 40 Developmental Assets or to learn more,visit any of the Web sites listed in the “Great Web site” box in the margin.

search-institute.orgassetchampions.com

thrivecanada.ca

REFERENCES:Fisher, D. (2003). Assets in Action:A Handbook for MakingCommunities Better Places toGrow Up. Search Institute.Starkman, N., Scales, P. & Roberts,C. (1999). Great Places to Learn –How Asset-Building Schools HelpStudents Succeed. Search Institute.Search Institute. (2002). The AssetApproach – 40 Elements ofHealthy Development.Search Institute. (Oct 2003 Vol. 1,No. 1). Boosting StudentAchievement – Insights andEvidence.Search Institute. (1998). What dokids need to succeed? – The 40Developmental Asset Approach.Search Institute. (1999). Pass It On:Ready-To-Use Handouts for AssetBuilders, Handout #30 – Asset-Building Ideas for SchoolTeachers.

6 T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n

Developmental Assets™:Crossword

Teachers test your knowledge on the developmental building blocks thatwill equip youth to grow up healthy, caring and responsible, and

set them on the path to a brighter future.

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n

For the solution to this

Developmental Asset

crossword puzzle and

to obtain other valuable

information on school

health resources, please

visit schoolhealthprofiler.ca

7

Developmental Assets™:Crossword Clues

For additionalinformation click on our

newsletter at

schoolhealthprofiler.casearch-institute.org

ACROSS

1 Fairness3 Common area lived in5 Recreational activities7 Where the heart is9 Adequate abilities

11 Choices made afterconsideration

13 Accountable15 Strong affection17 Keeping track of19 A group’s customs and

beliefs21 Parts we play in life23 Likes to assist25 The act of giving strength27 Connection between

people29 Learns from written

language31 To formulate action33 Positive resources35 Bond between favoured

companions37 Untroubled by conflict39 Anticipated prospects41 You are their offspring43 Concern for others45 Regulations47 Accomplishing49 Full grown humans51 Group to which we are

born53 Options55 To conduct yourself57 Contribution to welfare

of others59 One who lives in proximity61 One’s convictions63 Involved

DOWN

2 Device or aid4 Gaining knowledge and

skills6 To demonstrate by

example7 Never tell a lie8 Process of exchanging

information10 One’s principles12 To counsel14 Free of hazards16 They promote and defend

our interests18 Self concept20 A state of sameness for all22 Accrued knowledge and

lived events24 Harmonious sounds26 Imaginative28 Affirmative quality30 Sense of being without

danger31 With intention32 Adherence to moral code34 Has a favourable outlook36 Measurement of past,

present and future38 To inspire with hope and

confidence40 Another of equal standing42 Susceptible to feelings or

attitudes44 Identification with

another’s feelings46 Limits48 Devotional nature50 Channels for creativity52 How one views oneself54 Proficiencies56 Institution for learning

The resource information used in this crossword puzzle was taken from The Framework of 40Developmental Assets™. Search Institute and Developmental Assets™ are trademarks of theSearch Institute. www.search-institute.org

8 T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n

In February 2002, Peel Health released a report entitled the Child HealthReport 2002. This comprehensive report contained a variety of health statisticsfor Peel children and youth aged 0-19 years. The report outlined data gaps inareas such as bullying, physical activity, obesity, substance abuse, mental health,injury, dental health and sexual health.

During the spring and fall of 2004, Peel Health in collaboration withthe Peel District School Board and the Dufferin-Peel Catholic DistrictSchool Board implemented the largest survey of health behaviours ofstudents aged 12 to 19 years ever conducted in Canada. The surveyincluded a self-completed questionnaire, administered to allconsenting students in a selection of Grade 7 to 12 classrooms andmeasurement of the height and weight of the same group of students.A total of 11,960 elementary and secondary students were invited toparticipate in the survey. Of these, 66 per cent (7,853) completed thesurvey. Fifty-five per cent of the sample was female and close to 29 percent of the sample reported they were born outside Canada.

On May 19, 2005, the survey results were presented to Regional Council by PeelHealth and both the Dufferin-Peel Catholic District School Board and the PeelDistrict School Board. The results highlight the key health issues facing ouryouth and give Peel Health and community partners Peel- specific data that willhelp foster effective programming for our youth.

The topics in the survey included eating habits, body weight, physical activity,tobacco, alcohol, marijuana and drug use, bullying and safety, mental healthand self esteem, sexual health, dental health, injuries and sun safety.

KEY FINDINGS:

Eating Habits:

In general, vegetable and fruit consumption was low.Half (49 per cent) of the students did not eat raw orcooked vegetables every day and more than one inthree (39 per cent) did not eat canned or fresh fruit everyday. Only six per cent of students reported they ate raw orcooked vegetables three or more times a day and 10 per centof students reported they ate canned or fresh fruit three ormore times a day.

Body Weight:

Twenty-eight per cent of all students were classified as beingeither “at risk of being overweight” or “overweight”. Females (72 per cent)were significantly more likely than males (65 per cent) to be classified at ahealthy weight.

Physical Activity:

Fewer than one in every five (18 per cent) students exercised vigorouslyoutside of school hours every day of the week while one in every ten (11 per cent) did not exercise vigorously on any day of the week. Forty-threeper cent of students reported they spent six or more hours every week on acomputer (not including school or part-time work).

peelregion.ca/health-status-report/studenthealth2005/

index.htm

A Snapshot of theHealth Status of Peel Students

peelregion.ca/health/health-status-report/studenthealth2005/index.htm

Tobacco Use:

Few Peel students smoke on a daily basis. While 29 per cent reported they hadever smoked a cigarette (even just a few puffs), only five per cent of Peelstudents reported they smoked every day.

Alcohol Use:

Peel students who drank were also highly likely to have had at least oneexperience with binge drinking (five or more drinks on one occasion). Six percent of students reported they went binge drinking at least once a week ormore often.

Marijuana Use:

Marijuana use was prevalent among Peel youth. One in four (26 per cent)students reported they had tried marijuana in their lifetime and 38 per centof these students first tried it before entering high school.

Bullying and Safety:

Almost one in three (31 per cent) students had been the victim of some form ofbullying in the last 12 months. One quarter (25 per cent) of students reportedthey had taken part in bullying other students at school “once or twice” in thelast 12 months.

Mental Health and Self-Esteem:

The majority of Peel students (86 per cent) felt very or quite happy withtheir lives. More than half (58 per cent) of students felt lonely at least someor all of the time. Twelve per cent of students seriously considered suicideand six per cent had tried it at least once in the last 12 months.

Sexual Health:

High proportions of all students felt sexual intercourse was appropriate forcommitted relationships including marriage (69 per cent) and long-term lovingsituations (62 per cent). Nine per cent of students felt sexual intercourse wasappropriate after a single date.

Injuries:

Of the students surveyed, 31 per cent reported they had missed at least one fullday of school or other activities as a result of injury. Only 19 per cent of studentsreported wearing a helmet always or most of the time when riding a bike.

Peel Health will continue to collaborate with the schoolboards and their community partners using the resultsof the survey to effectively support and plan futureprograms that will protect and improve the health ofPeel’s children.

To find out more information on key results and other topic areas such as dental and sun safety,visit our Web site at: peelregion.ca/health-status-

report/studenthealth2005/index.htm

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n 9

peelregion.ca/health-status-report/

studenthealth2005/index.htm

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n10

Bullying has a

detrimental impact on

the overall school

climate and on a

child’s right to learn in

a safe environment.

The key to successful

bullying prevention in

schools is consistency

and sustainability.

What is the BullyingPrevention Initiative?

The ‘Bullying Prevention Initiative’ usesthe Comprehensive School Health(CSH) model to create a comprehensiveschool wide program. It is developedand facilitated by Public Health Nurses(PHNs) and emphasizes a positiveschool climate and challenges bullyingbehaviour of all school communitymembers. It is rooted in a collaborativepartnership of school staff, students,parents and community members inPeel. This program, initially developedfor Caledon schools, is based oninternational research andrecommendations.

Why should we be addressingbullying?

• Bullying behaviour is a form ofviolence that is of ongoing concern insociety.

• Bullying has a detrimental impact onthe overall school climate and on achild’s right to learn in a safeenvironment.

• Research indicates that 2-3 children inan average elementary school classspend their day afraid of beingbullied. This stress affects their abilityto learn, interact with others and canlead to depression.

• The majority of students are witnessesto bullying and struggle with theirown fear of being bullied and theirdesire to do something to help.

• Children who use bullying behavioursare four times more likely to beinvolved in criminal activity as youngadults (Olweus, 1993).

• In December 2004, the provincialgovernment announced its intentionto implement a comprehensive actionplan to address safety in all Ontarioschools. A key component of this planis the establishment of successful anti-bullying programs in every schoolacross the province.

What are some keycomponents?1. Steering Committee: created to

oversee the initiative and tailor it tothe school needs; members includethe Public Health Nurse, Principaland/or Vice Principal, staff, studentsand parents

2. Policy: specific ‘anti-bullying’policies created to address bullyingincidents in a consistent manner

3. Adult education: workshops forschool staff and parents; ongoinginformation and support

4. Student education: a consistentmessage for all students throughclassroom lesson plans

5. School wide strategies: activities toreinforce classroom education andskill development

6. School environment: strategies toaddress safety on the playgroundand buses, in the halls andwashrooms

What are the key strengths ofthis approach?

A comprehensive approach topreventing bullying is effective becauseit focuses not only on individualbehaviours but on the environments inwhich children interact. This approachaims to co-ordinate change at all levelsof the systems in which children live.(Pepler 2000)The key strengths:• Inclusive – representatives include

staff, parents, students – everyone has a voice

• Collaborative – everyone workstogether to establish and achieve theshared goals

• Ownership – everyone sharesresponsibility and the desire to makesure things are done well

• Consistent – everyonecommunicates the same message(e.g., common definition,intervention strategies)

• Sustainable – interventions areongoing and integrated into theschool environment

Caledon Schools:Bullying Prevention Initiative

Peel Healthand

Caledon Schools

T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o n 11

Bullying is...Being mean to others

on purpose to hurt

them or their feelings.

Bullyingbehaviour…• is intended to hurt

• involves unequal

power and control

• is repeated

Comprehensive School Health in ActionUsing the Comprehensive SchoolHealth (CSH) model, several bullying-prevention projects were initiated inthe Caledon schools. It quickly becameevident that working together as acommunity of schools would bebeneficial in terms of consistency andsustainability. Collaboration betweenschools and across school boards hasbeen a focus of many components ofthis initiative.

The following schools are currentlytaking part in this initiative: Alton,Belfountain, Credit View, HerbCampbell, Holy Family, Macville, PopeJohn Paul II, St. Cornelius, St. John theBaptist and St. Nicholas. Some schoolshave been involved since 2002.

This is an ongoing, long terminitiative. It aims to prevent bullyingbehaviour by implementing consistentand sustainable practices in the schoolcommunities. There are three types ofcomponents in the Caledon SchoolsInitiative. They are:• Caledon Wide• School Wide Components• Individual School Strategies

Caledon Wide:These components are consistentacross all schools.

Anti-bullying policy: All project schoolshave adopted a consistent anti-bullying policy created through acollaborative effort with the PHN,parents, staff and administrators fromeach of the schools. Students helpedto create a “student-friendly” versionof the policy document. Common definition of bullying: In orderto understand and be able to deal withbullying, everyone needs to speak thesame language. A common definitionof bullying is used by all project schools.Classroom lesson plans: Teachers fromeach school provided input in thedevelopment of monthly lesson planswith themes and activities related tobullying prevention.Parent newsletter: Each school isprovided with monthly messages for

the “Bullying Prevention Corner” intheir school newsletter. The aim is toprovide parents with a synopsis of themonthly class lesson, tips to use andupdates on school wide bullyingprevention activities.Conference for student leaders: InOctober 2005, student leaders from theproject schools attended a one dayconference, hosted by the PHN,entitled, “Working Together to PreventBullying”. Through various activities,students focused on education and skilldevelopment around key messagesabout bullying prevention. Studentswere provided with resource packagesand t-shirts.

School-Wide Components:These elements exist in all schools butvary in content or how they are used ineach school.

Steering committee: Each school isguided by a steering committeeconsisting of the PHN, Principal and/orVP, parents, staff and students ingrades four to eight. The committeemeets monthly to decide on tasks andactivities the school will undertake.School surveys: In order to assess the perception of bullying at eachschool, surveys were conducted withall staff, students and parents. The results helped the steeringcommittees identify areas of concern. Adult workshops: The PHN providedstaff workshops and parent workshopsfor each school.Mission statement: Each schooldeveloped a bullying preventionmission statement Launch assemblies: Every school heldan interactive assembly to introducethe initiative. School/classroom mailboxes: Theseprovided a venue for confidentialreporting of bullying incidents. Peace places: Areas are set aside inclassrooms to provide students with an opportunity to manage their ownbehaviour by trying to resolve conflicts,manage stress or deal with theiremotions.Classroom contracts: Behaviouralguidelines are developed and agreedupon by the teacher and students.

Caledon Schools:Bullying Prevention Initiative

Peel Healthand

Caledon Schools

12 T h e S c h o o l H e a l t h P r o f i l e r / F a l l 2 0 0 5 E d i t i o nP-07-096 05/09

Individual School Strategies:In addition to the components that are common to all Caledon schoolsparticipating in the Comprehensive Bullying Prevention Initiative, thereare many other strategies schools may choose. The steering committeeat each school determines what strategies will best meet the needs of

their school. Examples of some activities undertaken by project schoolsare highlighted below.

Alton and Belfountain: joint steering committee; articles written byparents for the school newsletter; quiz show assembly; Web site corner;mission statements made into plaques; poster campaign; monthly respectawards; poetry contest; weekly student announcements; assemblies withstudent skits; Playground Activity Leaders in Schools (P.A.L.S.); periodic surveysfor evaluation

Herb Campbell: poster campaign; bullying prevention bulletin board;weekly student announcements; motto contest; Anti Bullying Fair forprimary students (drama, story with puppets, cartoon, quiz game); P.A.L.S.;painted playground

Holy Family: poster campaign; student skits in assemblies and classrooms;monthly assemblies with bullying prevention messages; weeklyannouncements; awards for positive behaviours; Bullying Prevention Week(ribbons, assembly, motto introduction, wear white for peace, random acts ofkindness); Bullying Prevention Activity Day for primary students (drama,music, game); Web site corner; motto contest; peer education; P.A.L.S.;painted playground; survey repeated for evaluation

Pope John Paul II: student assemblies; student announcements; skits

St. Cornelius: Bullying Prevention Week (assemblies, ribbons,announcements, wear white for peace, random acts of kindness, classroomcontracts, library display of books on bullying prevention, visit by Ticker);articles written by a parent for the school newsletter; student announcements;motto contest; activity day for primary students (drama, story with puppetshow, word search, trivia game); painted playground; P.A.L.S.

St. John the Baptist: school motto; weekly student announcements;bullying prevention display case; Bullying Awareness Activity Day for primarystudents (drama, game show, puzzle activity, story); student leaders readingstories about bullying to JK/SK students; P.A.L.S.; survey repeated forevaluation

St. Nicholas: poster campaign; student skits in assemblies and classrooms;Peacemaking Activity Day for primary and junior students (drama, murals,memory game, quiz game); weekly announcements; Lions Quest in-servicefor staff

Credit View and Macville: These schools have recently joined theinitiative. The steering committees are currently focusing on implementingthe initial components.

The Region of Peel assumesno responsibility for thecontent or links found onany of the listed Web sites inthis newsletter. Resourcesand Web sites are meant tobe used at the discretion ofthe intended audience.

schoolhealthprofiler.capeelregion.ca

Caledon Schools:Bullying Prevention Initiative

Comprehensive School Health in Action