Promoting Safe & Caring Schools

Students, parents, and school communities have responsibilities for ensuring welcoming, caring, respectful and safe learning environments that respect diversity and nurture a sense of belonging and a positive sense of self.

At Peace Wapiti Public School Division (PWPSD) we recognize the diversity of the communities we serve, and strive for all schools to have the resources necessary to deliver high quality programming to each student, including those with inclusive needs. We demonstrate our commitment to the creation of safe and caring schools through our Division Policies and Administrative Procedures.

PWPSD Culture

At PWPSD, we are committed to fostering an inclusive, safe, caring, and supportive learning environment for all our school communities. Wellness is integrated into daily routines, relationships, and practices to foster a culture of well-being that supports the learning and growth of all community members.

We are committed to supporting the mental, emotional, social, and physical well-being of our students, promoting a strong sense of wellness and a healthy sense of self. In our schools, technology is used responsibly and in alignment with evidence-based child development practices.

We are committed to fostering a work environment that prioritizes both the physical and psychological safety of our staff. We aim to support mental health, encourage work-life balance, promote healthy personal and professional boundaries, and offer opportunities for growth. Our staff model, implement, and actively engage in universal wellness practices as part of a whole-school approach, and cultivate a positive, supportive, and thriving environment for both students and staff.

Violence Threat Risk Assessment

Violence Threat Risk Assessment (VTRA) is a model created by the Center for Trauma Informed Practices that entails a multi-agency process for enhancing community-based teams to assess the actual dynamics of violence. The VTRA process is a comprehensive, collaborative approach used throughout PWPSD to assess and respond to situations where a student may pose a risk of harm to themselves or others. The purpose of this process is not to punish, but rather to determine the level of risk and to put appropriate supports and safety plans in place.

As part of the assessment, we may collaborate with a number of community partners and services, which may include:

Schools staff and administration
PWPSD leadership and support services
RCMP
Child and Family Services
Mental health professionals
Other community agencies as appropriate

The sharing of information is carried out, by any of the partners, on a proactive basis to avert or minimize imminent danger that affects the health and safety of any person. Information is shared on a confidential basis, and is only used for the purpose of assessment or actions developed through assessment.

The school may work through the VTRA process to ensure a safe and caring learning environment for all. Click here to read the Fair Notice Letter.

Structure

The VTRA protocol is based on a three stage model. The initial investigation is at the school level through the School-Based Crisis Response Team. Most VTRA cases are attended to at the Stage I level. Cases that require a more detailed response are elevated to Stage II, which is the domain of the Community Threat Assessment Team.

Stage I: Data collection and immediate risk-reducing intervention performed by the minimal level one school-based team, which must be comprised of the school principal, school/Division-based clinician, and the RCMP. The initial data collection is often accomplished in one to two hours, and focuses on gathering case-specific data.

Stage II: Multi-disciplinary risk evaluation involves a team consisting of some or all of the following: RCMP, Alberta Health Services, Alberta Mental Health (Children's Mental Health), Ministry of Children's Services, Police and Crisis Team, school and Division level administrators, and PWPSD multi-disciplinary team members as appropriate. Stage II is focused on further data collection beyond the initial data set obtained by Stage I and is directed to develop the formal risk assessment and evaluation.

Stage III: This stage requires reconvening the Stage I and/or II team members who are involved in the case at hand for the development and implementation of a comprehensive multi-disciplinary intervention, and to pre-determine a follow-up date for case review. The agency that will take the lead at this point is the one that is the most appropriate at the time. In complex cases, one agency may take the initial lead but, after stabilization, another may assume the leadership/coordinating role.

Suicide Risk Assessment Protocol

Suicide is a difficult topic. If you or someone you know may be experiencing thoughts of suicide, please reach out for mental health support by calling or texting the Suicide Crisis Helpline at 9-8-8.

Facts about youth suicide:

Youth suicide is a rare and tragic event for any community.
Suicidality itself does not mean a person has a mental health disorder; however, 90% of youth suicide is associated with the presence of one.
Youth suicide is not the result of the usual stresses of being a teenager. Not all high risk youth die, and not all who die show signs.
Youth suicide is complicated, and a sign to seek professional support.
Suicide attempts need to be differentiated between self harming. They are not the same, and require different approaches for treatment.
The use of a professional tool can help assist in evaluation of risk.
Early identification, diagnosis, and effective treatment can help reduce risk.

The reality:

Even with the best interventions, not all suicides can be prevented.
Treatment options in Northern Alberta are not always timely, effective, or available.
Private treatment is costly.
Stigma can prevent people from seeking help.
Myths continue to stigmatize mental health disorders.

Can I harm someone by asking about suicide?

Studies tell us "NO"
Contrary to some fears, asking direct questions about suicide won't make someone suicidal.
Many people are relieved and thankful when someone asks. The risk is in not asking!

C-SSRS Safety Protocol:

The Columbia Protocol (C-SSRS) is a questionnaire used for suicide assessment. It was developed by multiple organizations, in collaboration with the National Institute of Mental Health. The C-SSRS screens for a wide range of risk factors. It includes the most essential, evidence-supported questions required to assess risk of suicide. The protocol is simple, efficient, effective, universal, and free.

At PWPSD, we understand the importance of identifying students who may be at risk of suicide, and of early identification and intervention, which is why we use the C-SSRS. Asking about suicide can be stressful, so our Mental Health Professionals have carefully adapted the protocol to include scripts, local resources, distress tolerance skills, and a safety plan, empowering staff to ask the necessary questions to assess risk. To ensure staff have the training and support needed to use the protocol, the Mental Health Professional team offers Suicide Intervention Training.

Bullying Prevention

Bullying prevention is everyone's responsibility. We all have a part to play in making sure our schools, neighbourhoods, and workplaces are safe and caring environments where people treat each other with kindness and respect.

Alberta Education explains bullying as intentionally doing hurtful things repeatedly, with the goal to harm, often unfaily having more power than the person being targeted. Bullying can be words, actions, social exclusion, or online. It is never just a normal part of growing up, and doesn't make someone stronger or better.

PWPSD works in collaboration with the Grande Prairie Police Service, RCMP, Alberta Health Services, community partners, and most importantly, parents to help prevent bullying in our schools.

At PWPSD, we value wellness and understand the importance of having a comprehensive Wellness team to help support students, staff, and families. Specifically, the Division has an Outreach team that uses a proactive engagement approach to provide support and resources, and meet the needs of students and families beyond the school environment. Some of the PWPSD Wellness team's goals include:

Increase access to mental health supports
Strengthen relationships
Provide family and community wraparound supports
Improve school attendance and positive parent involvement
Reduce barriers and increase supports in rural communities
Improve student well-being

At PWPSD, supporting safe and caring schools is a priority. Just like each student, each situation is unique. We do our best to work collaboratively to identify the needs of students involved and help facilitate meaningful engagement and connections. Students and parents play a very important role in bullying prevention.

Ways students can help prevent bullying:

Be part of the solution. If you see someone being bullied, tell a trusted adult.
If you are being bullied, talk to someone you trust, and keep talking until you get help.
Commit to maintaining a safe and caring school environment for everyone.
Get involved. Start, or join, your school's anti-bullying program. Participate in groups, speak at assemblies, join activities that teach kindness and respect, and help other students learn how to stand up against bullying.

Ways parents can help prevent bullying:

Listen to your child carefully. If they tell you someone is bullying them, take action to help.
If your child behaves in a way that hurts others, talk with them about it, and support them in choosing better behaviour.
Be a good example. Show kindness, respect, and leadership for your child and others.
Make sure your child understands that bullying is never okay.
Get involved in your school's efforts to prevent bullying. Share your concerns and ideas with teachers and school staff.

Creating safe and caring schools is everyone's responsibility!

Additional Resources

PWPSD Assurance Plan

Indigenous Education Services

Inclusive Education

PWPSD Policies

PWPSD Priorities

School is for Every Body - University of Calgary, AHS

Suicide Prevention