Download Managing Student Behaviour

ABU DHABI EDUCATION COUNCIL
GUIDELINES FOR MANAGING
STUDENT BEHAVIOUR IN
ABU DHABI SCHOOLS
Table of Content
Section 1: Introduction
Objectives
Pillars
Section 2: Definition of Key Terms
Section 3: Reinforcing Positive Student Behaviour
Section 4: Roles and Responsibilities of Key Educational Stakeholders
Section 5: Student Code of Conduct
Section 6: Student Rights and Responsibilities
Section 7: Parents Rights and Responsibilities
Section 8: Rewards and Recognitions to Promote Positive Student Behaviour
Section 9: A Guide on Applying Disciplinary Actions
Section 10: Student Behaviour Intervention Maps
A. Level 1 Behaviour Management
B. Level 2 Behaviour Management
C. Level 3 Behaviour Management
Section 11: Students with Special Educational Needs
Section 12: Procedures for Suspension, Disciplinary Transfer and Expulsion
Section 13: Appeals Process
Appendix A:Examples of Misconduct Behaviour
Appendix B: Letters for: (refer to eSIS Behaviour Management System)
i.
Written Warning for Student Misbehaviour
ii.
Notice of Suspension
iii.
Notice for Disciplinary Transfer
iv.
Notice of Expulsion
Appendix C: Letter of Appeal against disciplinary action
Appendix D: Letter of Acknowledgement of Responsibilities by Parents
Appendix E: Implementation methods of the Guidelines
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Section 1:
Introduction
This Guidebook is supported by the ADEC Student Behaviour Policy. Schools are required to
use this guidebook to promote positive student behaviour in their schools and when applying
disciplinary actions for student misconduct. All school-based behaviour management systems
must be aligned with these guidelines and must follow all laws, policies, and regulations set by
ADEC, Ministry of Education, and UAE laws.
Objectives
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Create a stable, secure and disciplined school community and eliminate any
behavioural deviation
Support and promote students’ positive attitude
Develop students fine and righteous character and enhance their sense of good
citizenship
Increase and raise student behaviour awareness and encourage them to respect school
and public laws
Create a proper educational and learning environment suitable for students, teachers
and school administration, in order to help achieve the goals of the education & learning
processes
Provide clear and perceptible methods for those working in the education field in order to
enable them to deal with students’ behaviour based upon sound educational practices
Pillars:
ADEC’s vision and strategy in building a well-informed generation capable of keeping pace with
modern developments
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Effective partnership between school, social organizations, social and psychological
counseling centers that assist in behaviour adaptation (police-local police-social supportfamily protection)
Regulations are based on the education principle of positive and negative
consequences.
Involving parents in modifying and rectifying negative student behaviour
All teachers and staff should engage with students to enhance positive behaviour and to
rectify negative behaviour
Applying positive behavioural principles through focusing on the preventative,
developmental and fostering aspects
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Section Two:
Definition of Key Terms
Disciplinary Action
An action used to modify any student misconduct or to prevent
future negative behaviours.
Positive School Climate
A climate that is safe, welcoming, and respectful for all students
and staff. In this climate, students and staff are supported and
encouraged in their learning and teaching.
Behaviour
Student’s response to a number of daily life situations and
activities.
Behaviour Guidance
Observe and correct student behaviour by shaping self-discipline
methods and applying preventative & remedial procedures.
Behaviour Reinforcement
Educational methods and procedures applied by school that
pursuit of promotes students’ positive behaviour, reinforcing their
motivation, recognizing their positive contributions and initiatives.
Positive Behaviour
Positive behaviour is achieved when students respect and follow
school rules. Positive behaviour by students contributes to a
positive school environment.
Negative Behaviour
A behaviour that is disruptive to the school environment and may
be detrimental to teaching and learning.
Behaviour Change:
Apply procedures that target behaviour management and
correction instudents facing difficulties in adapting to school
environment and helping them acquire objective and positive
attitudes.
Intervention
See “Disciplinary Action”
Behaviour Management Levels
Categories of misbehaviours that require different
disciplinary action
Code of Conduct
A set of actions and behaviours expected of students
School-based
Developed by the school for its own needs
Misconduct
Any behaviour that goes against or goes against the ADEC and
Schools Code of Conduct.
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Section Three:
Reinforcing Positive Student Behaviour
Reinforcing Positive Student Behaviour
The Abu Dhabi Education Council (ADEC) believes that every student has the right to be
educated in a safe, supportive, and orderly school environment that is free from disruptions and
obstacles that impede learning. In addition, every teacher has the right to teach in a school
environment that is both respectful and welcoming. ADEC is committed to supporting schools
and principals in establishing, promoting, and maintaining a positive school and community
environment.
Framework for Positive Student Behaviour
Positive student behaviour is promoted through co-dependent factors, which include a sense of
heritage and culture, a positive school setting, and strong parental and community relationships.
These factors need to be supported by a consistent system for shaping and managing student
behaviour. Students are to be supported in contributing to a positive school setting and should
receive age and gender appropriate rewards and recognition for positive behaviour. For those
students who willfully disrespect school rules and engage in negative behaviours, schools
should use appropriate guidance and disciplinary actions to address the situation and prevent
further misconduct.
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Managing Student Behaviour
The following statements shape the Student Behaviour Policy and all associated regulations
and procedures:
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Every student has the right to be educated in a safe, supportive, and organized school
environment that is free from disruptions and obstacles that impede learning
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All teachers have the right to teach in a school that is respectful and welcoming
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Students shall be taught to be aware of their rights and responsibilities and to honor the
Student Code of Conduct
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The School Code of Conduct must be appropriate for the age and gender of the
school cycle the code represents.
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Strong partnerships between parents, community, and schools are critical in establishing
and promoting positive behaviours in students
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The positive behaviour should be reinforced at the time the behaviour is displayed
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All disciplinary actions shall be appropriate to the student’s age, gender and the severity
of the misconduct
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Disciplinary actions shall progress in severity depending on the level of the misconduct
and previous behaviour
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Any disciplinary action that inflicts physical pain on students is strictly prohibited in Abu
Dhabi schools
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ADEC and schools shall report student misconduct to the appropriate authorities if
deemed necessary
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Parents/Guardians may be held responsible for paying the costs for rectifying or
replacing damaged or destroyed school property caused by acts of vandalism or willful
damage or destruction of school property by their child or children
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An appeal process for any action applied for disciplinary purposes will be available to
students and parents
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Schools and ADEC should make reports available to the parties involved in the
disciplinary process
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Section Four:
Roles and Responsibilities
Everyone has an important role and responsibility for achieving positive student behaviour and
promoting a positive school environment.
ADEC Central:
The role of ADEC will be to ensure that the policies, procedures, and guidelines that govern
student behaviour in Abu Dhabi schools are up-dated and reflect the ADEC vision and mission.
ADEC will also ensure that principals have the authority and resources to carry out schoolbased student behaviour interventions.
ADEC has the responsibility of:
• Developing and maintaining system-wide policies, procedures, and guidelines regarding
student behaviour in Abu Dhabi
• Developing and providing all resources to assist schools and principals implement
school-based plans, policies, procedures, guidelines, and programs
• Developing and coordinating professional development for all school staff, behaviour
seminars for students and information sessions for parents
• Ensuring that data collection, monitoring and evaluation systems are in place
Regional Offices:
The role of Regional Offices will be to ensure that all ADEC policies are implemented at every
school in their respective regions.
Regional Offices have the responsibility of:
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Providing guidance and assistance to schools in the development of school-based plans,
policies, procedures, guidelines, and programs.
Coordinating and providing technical assistance for schools to implement school-based
student behaviour management systems and programs, which may include academic
and behavioural supports for students.
Developing and coordinating training for parents, behaviour seminars for students, and
professional development for all school staff.
Ensuring data collection, monitoring and evaluation systems are in place.
Communicating between ADEC Central and schools on concerns or issues regarding
student behaviour that needs to be brought to ADEC’s attention.
Establishing Regional Disciplinary Committee to deal with the behaviour measures taken
by the school
Schools
Schools play an important role to ensure that the school environment is one that promotes
effective teaching and learning.
Schools have the responsibility of:
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Seeking to create a caring, learning environment.
Implementing the ADEC Policy Guidelines for Student Behaviour
Establishing school-based student behaviour plans
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Encouraging consistency in the delivery of the school based behaviour management
system.
Working with parents and the community to develop, implement, and maintain a schoolbased student behaviour plan that reflects the needs of the school community.
Providing training and professional development for all staff, teachers, students, parents,
and community members on the school’s student behaviour management plan.
Applying disciplinary actions as necessary to correct student misbehaviour and to
prevent future misconduct
Taking appropriate actions to inform the Region and ADEC Central of student behaviour
issues as necessary
Cluster Managers
Cluster Managers, as advisors to Principals, have the role of helping Principals to develop and
implement school-based student behaviour policies, procedures, and guidelines.
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Assisting school to develop and implement policies, procedures, and guidelines
Ensuring that school-based student behaviour policies, procedures, and guidelines are
aligned with ADEC policies and procedures
Liaising between ADEC, Regional Offices, and schools regarding student behaviour
As a part of ADEC’s performance evaluation process, evaluate the effectiveness of
school principals in implementing the student behaviour guidelines in their schools
Principals
As the leader of the school, the Principal has an important role in establishing and promoting a
positive school and a safe environment. To accomplish this the Principal has the responsibility
of; Establishing a positive and safe school environment.
• Ensuring that the ADEC Policy on Student Behaviour is communicated, modeled, and
enforced in the school community
• Ensuring that each parent or guardian receives a copy of the ADEC Guidelines for
Managing Student behaviour in Abu Dhabi Schools and signs a letter at the beginning of
each Academic Year acknowledging that they have read the guidelines and fully
understand their responsibilities to ensure that their child or children behave positively at
school (Refer Appendix D)
• Developing and implementing a school-wide behaviour management system and
discipline plan
• Assuring that discipline procedures are in place for students with special education
needs
• Creating a method for collecting and recording, incidents of student misbehaviour
(supported by eSIS – Student Behaviour Management)
• Providing training and professional development for all staff, teachers, students, parents,
and community members on the school’s student behaviour management plan
• Establishing a School Disciplinary Committee (SDC) (this may also be considered a
function of the Learning Support Team) for the purpose of developing, implementing and
monitoring the school wide behaviour management system
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School Disciplinary Committee
This committee is formed to review and discuss student behavioural issues and is also
concerned with revising the disciplinary procedures and actions applied in accordance with the
school behaviour management regulations.
The School Behaviour Management committee is formed as follows:
1. Principal
Chairman
2. Vice Principal
Deputy Chairman
3. Social Worker
Coordinator/Rapporteur
4. Three teachers representing different subjects
Members
*The committee is formed at the beginning of each new school year
Committee Mandates:
1. Review student behaviour issues within school community
2. Review current systems, and procedures for managing student behaviour
3. Convene regular meetings to address student behaviour issues raised by the school
community
4. Investigate inappropriate student behaviour that has escalated beyond the classroom
teacher’s control
5. Respond to the school community within 3 school days with recommendations for the
management of behavioural issues brought the committee.
6. Maintain records of meetings and interviews conducted when investigating student
behaviour matters referred to the committee.
7. Forward the committee’s recommendations and decisions to the Manager for Student
Services for endorsement and approval
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Social Workers (SW)
The SW has the role of providing guidance and support to students and ensuring that students
follow school-based rules and regulations governing behaviours.
The SW has the responsibility of:
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Supporting the establishment of a positive safe school environment
Supporting and enforcing the rules and regulations of the school-based student
behaviour management system
Providing guidance and assistance if a student has been referred by teachers for
breaking the school rules, or classroom rules
Assisting students in accessing appropriate resources to support positive behaviour
Working with students, teachers, and other school staff to resolve student behavioural
issues
Working with families and the community to resolve student behavioural issues
Reporting the situation to higher authorities at the school, ADEC, or community if
deemed necessary and working with teachers to develop and implement plans for
positive student behaviour in classrooms
Convening regular meetings of the SDC
Teachers
Every teacher has an important role in creating a positive classroom climate that is conducive to
learning.
The teacher has the responsibility of:
• Observing and reinforcing appropriate student behaviour
• Modeling positive behaviour and providing feedback to students when necessary
• Working with Social Workers, other school staff, Principal, and Regional staff to support
a positive school setting
• Following behavioural support plans for students with special education needs
• Recording positive behaviour
• Maintaining a record of misconduct
• Reporting student misconduct to the Social Worker and Principal
Other School Staff (includes any Advisors)
School staff, including management and teacher advisors, plays a role in supporting and
promoting a positive school climate that is conducive to learning.
School staff has the responsibility of:
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Observing and reinforcing appropriate student behaviour
Modeling positive behavioural skills and providing feedback when necessary
Working with Social Workers, other school staff, Principal, and Regional staff as
necessary to support a positive school climate
Recording and utilizing data in order to monitor misconduct
Reporting identified misconduct to the Social Worker and Principal
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Community
The Community has a role as a partner with schools and parents to promote and expect positive
behaviour from students.
The Community supports the school by: :
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Taking an active role in supporting school efforts toward a positive school climate
Reinforcing positive behaviour in students when they demonstrate appropriate conduct
Participating in school organized meetings and trainings regarding student behaviour
management
Collaborating with schools as necessary to address student behavioural problems in the
community
Supporting schools, parents and students in the implementation of positive behaviour or
disciplinary action against student misconduct
Promoting the heritage, culture and beliefs of the United Arab Emirates
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Section Five:
Student Code of Conduct
Students in Abu Dhabi schools are expected to conduct themselves in a way that promotes a
positive school environment. The following code of conduct is expected of all students attending
schools in Abu Dhabi. The code of conduct applies while students are in school, on school
grounds, participating in school-led field trips, and attending any extra-curricular activities
sponsored by the school.
ADEC expects that all students will:
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Comply with all instructions and rules of the school
Behave responsibly and will not endanger the safety and welfare of others and self
Care for the facilities and property of the school and of others
Arrive at school and lessons on time and justify any tardiness and absences
Participate to promote a positive school community
Demonstrate a positive attitude towards learning and will apply effort to their learning
Behave responsibly so as not to disrupt the classroom or the learning of others
Commit to the heritage and culture of the UAE in such a way that they behave honestly
and conduct themselves with dignity
./ Show respect to all teachers, school personnel, fellow students, their families, and
members of the community
It is recommended that the schools will use sections 5, 6 and 8 to create a school code of
conduct. Schools should invite student representatives to contribute the development of the
School Code of Conduct.
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Section Six:
Student Rights and Responsibilities
ADEC school students are encouraged to be active and positive members of the school and
community. All ADEC students are expected to honor and practice their student rights and
responsibilities.
Student Rights
All students have the right to:
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Be provided with a high quality
education
Be safe and respected in a welcoming
school environment
Be treated with respect and fairness by
teachers, staff, and fellow students
Be supported by parents, guardians or
designated members at school
meetings
Have confidential school records not
disclosed without written permission by
self, parents, or authorities
Be provided with appropriate
educational activities that promotes
their talents abilities and potential.
Student Responsibilities
All students are responsible for:
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Following all policies, rules, and
regulations set forth by ADEC and the
school
Following the Student Code of Conduct
and Student Rights and Responsibilities
Engaging as an active learner and to
contribute to the learning environment
Contributing to the school community
Contributing to and promoting a positive
school environment
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Section Seven:
Parents’ Rights and Responsibilities
Parent Rights
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Parent has the right to ensure his/her child
receives proper education and care by school
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Parent has the right to be well-received, well
informed and highly respected by all school staff
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Parent has the right to inquire about his/her
child’s progress and confer with the school
concerning school’s program, educational,
learning and behavioural issues pertaining to
his/her child
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Parent should be informed about all developments
or changes in his/her child’s behaviour and
achievements
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Parent has the right to approve or reject his/her
child’s involvement in extracurricular activities
conducted outside school
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Parent should be invited to various school activities
Parents’ Responsibilities
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Support school efforts aim at creating an optimal school
environment
Promote positive behaviour and ensure their children are aware
of the appropriate behavioural practices
Respond positively to school instructions and remarks on student
behaviour and discipline
Read all school regulations and policies and discuss them with
their children
Show appreciation and respect for all school staff
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Attend school meetings and information sessions related to
student behaviour and discipline
Communicate with the whole school community to discuss and
find solutions for student behavioural issues and carry out the
appropriate corrective actions
Ensure their children conform to, and abide by ADEC and school
guidelines, instructions and corrective/disciplinary procedures
applied by the school
Comply with the school’s educational and administrative
regulations for the good of their children
Keep the school informed with any emergent or unexpected
problems that their children may be facing
Pay for the expenses needed to fix any intentional damage
caused by their children to the school or school property
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Section Eight:
Recognition and Rewards
Using Positive Recognition and Rewards
All students respond well to positive feedback. Students in particular will seek encouragement
and support as they strive to be part of a school community, form friendships, and learn.
Positive recognition and rewards, when used appropriately, may have a significant impact on
shaping student attitudes, choices and behaviour. Recognition of positive behaviours reinforces
the expectations of appropriate behaviour at school. Once students recognize that specific
behaviours may elicit positive responses and rewards they will be more inclined to behave
appropriately.
Each school is encouraged to develop its own Behaviour Management System and support
programs to promote positive student behaviour. These programs should be relevant to
students’ gender, age, and needs. Schools should involve students, parents, teachers, social
workers, and other school staff in developing recognition and reward programs.
When creating recognition and rewards programs, schools should consider the following:
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Standards of appropriate behaviours are clearly stated, shared, and understood by
everyone
All students are eligible for recognition and rewards
Consistent level and use of recognition associated with specific positive behaviours
Recognition and reward systems are clear and everyone understands the reasons
for receiving rewards
Recognitions and rewards can be verbal (praises), action (clapping hands), or
material (a gold star or a certificate), or all of the above
Material rewards should not have significant monetary value (sometimes a certificate
would be sufficient)
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Examples of Positive Recognition and Rewards Practices
How to Encourage Positive Behaviour
(1) Moral Recognition
(A) Verbal Recognition
� Recognize and praise student written work. This can be done during morning
assembly or in class before all students
� Arrange for a meeting between student and the principal to encourage and motivate
the student
(B) Written Recognition
� Certificates and appreciation letters
� Put student name and photo in recognition boards
� Post students work/appreciation on electronic sites, periodicals or magazines issued
by the school, the regional office, or ADEC
� Present a thank you/ appreciation letter to the parent (during parent meetings, in the
morning assembly, through school activities or special occasions)
� Send a “thank you” SMS to the student and parent
(2) Material/Financial Recognition
� Different kinds of prizes and/or rewards
(3) Recognition through allowing participation in school events and activities
� To have student participate in school trips, honoring ceremonies, camps and other
types of events and activities which would enhance students’ social skills and
experience.
Positive situations worth recognition
Students’ behaviour should be encouraged (according to their cycle) in class, school, region
or ADEC’s level in the following cases:
1) When a student proves highly committed to educational values and Islamic virtuous
behaviour including honesty, integrity, conservation of public funds and other types of
positive behaviour.
2) When a student is academically distinguished in class activities, assessments, end of
year exams through which he/she attains an advanced ranking.
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3) When a student improves academically following a low performance or retention or
becomes more committed to delivering school assignments .
4) When a student is academically distinguished and excels in activities and competitions
on different levels.
5) When a student demonstrates effective leadership and responsibility skills engaging in
effective and constructive cooperation with peers and school staff.
6) When a student assists in carrying out programs or projects that have a positive impact
on school and students.
7) When a student changes their negative behaviour into a positive one and commits
him/her self to it.
8) When student attends classes on time.
Positive behaviour recognition criteria
1) Recognition of positive behaviour should be immediate so that it does not lose its
importance and value.
2) Ensure all students have equal chances to receive positive recognition
3) Type and degree of recognition should match the accomplishment without exaggeration
or extravagance to avail the desired results.
4) Recognition should address students’ behaviour and not the student personally to avoid
negative reflex from the student or his/her peers.
5) Recognition techniques should vary between verbal and non verbal to maintain
significance and impact.
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Section Nine:
Disciplinary Actions
Any disciplinary action used to address student misconduct should be firm, consistent, clear and
in compliance with all ADEC and UAE laws, policies and guidelines. The disciplinary action
shall also be in accordance with the nature of the negative behaviour and the level of offense
that is associated with the behaviour. School staff will ensure that students are given
appropriate opportunities to act positively before it is escalated in disciplinary action
Levels for Disciplinary Actions
ADEC categorizes student misconduct into three levels: Each level of behaviour requires a
different disciplinary approach for modifying and correcting the student behaviour. The strategy
applied for the level of behaviour must be appropriate for the school cycle, student age and
gender.
Levels of Misconduct
Level One
Behaviour that causes the disruption of teaching and learning.
Behaviours in Level One may include but are not limited to:
Tardiness
Unexplained absences
Not bringing the necessary books and equipment
Incorrect school uniform (including sports and military uniforms)
Disruptive classroom and school behaviour
Breaking school rules including classrooms, hallways, playgrounds and
buses
Defying school authority and staff members and not obeying school
authority, staff and teachers orders
Abusive or inappropriate language toward peers
Disruptive behaviour on school buses
Level Two
Behaviour, that causes greater disruption of teaching and learning than level one
behaviour. It also covers student behaviours that may lead to physical and mental harm
of another person or property damage.
Behaviours in Level Two may include but are not limited to:
Defying school authority and staff members
Trespassing
Mocking others
Fighting with other students and bullying
Theft
Vandalism
Using cell phones during school time
Leaving school without permission
In possession of or viewing pornographic material
Cheating on exams or assignments
Providing false documents (e.g. signing letters without the knowledge of
parents )
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For Level Two offences that involve vandalism, parents may be held responsible for
paying all or part of the costs of rectifying any defacing, damage or destruction of school
property caused by their child or children’s acts of vandalism. (Refer to procedures for
reporting the willful damage and/or destruction of school property, as below)
Level Three
Behaviour that causes the physical endangerment of fellow students, school staff and
other people. Behaviours in Level 3 are at times also violating UAE Laws.
Behaviours in Level Three may include but are not limited to:
Fighting with teachers, staff members and/or community members
Assault and sharing or distributing pornographic material
Willful damage to, or destruction of, school and personal property
Possessing, selling, weapons and/ or explosives
Using/possession of any illegal and inappropriate substances
Exchanging any inappropriate materials, photos, etc
Committing major actions contradictory to the morals such as sexual
assault
For Level Three offences that involve willful damage or destruction to school property, parents
may be held responsible for paying all or part of the costs of rectifying any defacing, damage or
destruction of school property caused by their child or children’s acts of vandalism.
Subsection 9A
The procedure for reporting the willful damage and/or destruction of school property:
1. School incident report to be completed and submitted to the Principal
2. Principal to take necessary action to obtain a repair and/or replacement quotation
3. Incident report along with repair quotation to be submitted to ADEC Regional
Maintenance officer for action to repair or replace the damaged or destroyed school
property
4. The Principal must submit the incident report and the repair/replacement quotation to
the Division Manager, Infrastructure Division who will make the decision as to
whether the Incident report along with repair quotation to be sent to the parent of the
student responsible
5. If the Division Manager, Infrastructure Division decides that the cost of rectifying the
damage or replacing the item should be recovered, a letter will be sent to the parent
conveying the decision and mentioning the cost.
6. The Principal will arrange a meeting with the student and parent to negotiate a
timeframe for the cost recovery for the repair and/or replacement of the damaged
and/or destroyed school property.
7. Action arising from the meeting must be documented and kept on file at the school.
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Banned Disciplinary Actions
It is prohibited to use any of the following methods for applying disciplinary actions.
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All forms of physical punishment
Lowering and/or threatening to lower grades
Money collected from parents to repair the damage shall be deemed as Abu Dhabi
government funds according to the applicable laws
Punishing a group of students for an individual’s misconduct
Imposing more school work
Mocking or insulting the student in private and/or public
Depriving the student of using toilet facilities or meals
Misconduct - Level 1
Disrespect
Clothing and
Willful disregard
of school and
towards elders,
personal
classroom
educators,
grooming is not
parents, fellow
in accordance
instructions.
students, and
with school
visitors.
standards.
Level 1 Intervention: (refer Section 9 Disciplinary Action)
Continually not
bringing the
necessary books
and equipment
to school
Behaviours in
public or at
events which
brings disrespect
or shame upon
the school.
• Teacher provides verbal recognition of misbehaviour
• Teacher makes note of incident in student report
• Teacher provides verbal reminder of proper conduct
Misconduct - Level 2
Dangerous play
Use of excessive Bullying others
Using or bringing
that may result in force when
or intimidation in cell phones are
bodily injury or
playing that may any form
not allowed
damage to
injure bystander
property.
and passers by.
Level 2 Intervention: (refer Section 9 Disciplinary Action)
Leaving school
without
permission
• Teacher provides verbal recognition of misbehaviour
• Teacher makes note of incident in student report
• Teacher provides verbal reminder of proper conduct
• Teacher isolates the student from group
Misconduct - Level 3
Fighting or
Being in
assaulting others possession of a
wilfully.
weapon on
school premises
or at school
events or inside
buses.
Being in
possession of
illegal,
dangerous or
inappropriate
substances.
Attending School
under the
influence of
illegal
substances.
Willful damage of
school property,
equipment, or
vandalizing
private or
publicproperty
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Level 3 Intervention: (refer Section 9 Disciplinary Action)
• Teacher provides verbal recognition of misbehaviour
• Teacher makes note of incident in student report
• Student is sent to the Social Worker Office for behaviour management
• Parents are contacted
• Student is sent home for the day
• Written warning is sent home and requires parent signature
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Section Ten:
Disciplinary actions I: Level 1 Intervention
Student exhibits a behaviour
that is considered Level 1
Offense
• Repeat intervention steps
from Second Violation
• Student is sent to Social
Worker office for guidance
• Parents are contacted
• Written warning is sent home
and requires parental
signature
• Students are required to agree
on appropriate behaviours
before being allowed back to
the classroom
Example: Student acts out and
is disruptive while the teacher is
leading the class in an exercise
First Time
• Teacher provides verbal
recognition of misbehaviour
• Teacher makes note of
violation in student report
• Teacher provides verbal
reminder of proper conduct
Second Time
• Repeat intervention steps from
First Violation
• Teacher isolates student from
group and allows the student to
pursue work independently.
If No Improvement
Third Time
• Student is referred to
Principal or Vice Principal
• Student behaviour is noted in
his/her record
• Principal contacts parents for
an intervention meeting
• Meeting with parents to
discuss plans to address
students’ chronic behaviour
• Parent, student, and school
sign a behavioural
improvement contract
• Student may be referred to
Learning Support Team
and/or other learning
specialists for behavioural
and learning support
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II: Level 2 Intervention
Student exhibits a behaviour
that is considered Medium
Level Offense
• Repeat intervention steps
from Second violation
• Student is referred to
Principal or Vice Principal
• Principal contacts parents for
an intervention meeting
• Parents, students, and school
agree on a behavioural
improvement plan and sign a
contract
• Student may be referred to
Learning Support Team
and/or other learning
specialists for behavioural
and learning support
Example: Student is caught
bullying and harassing another
student on the playground
First Time
• Teacher provides verbal
recognition of misbehaviour
• Teacher makes note of
violationin student report
• Teacher provides verbal
reminder of proper conduct
• Teacher isolates the student
from group
Second Time
• Repeat intervention steps from
First violation
• Student is sent to Social
Worker office for guidance
• Parents are contacted
• Written warning is sent home
and require parental signature
• Student is required to agree on
appropriate behaviour before
allowing back to the
classroom
Third Time
If No Improvement
• Student is referred to
Principal or Vice Principal
• Student behaviour is noted in
his/her record
• Student is suspended from
attending school until
behaviour improves or until
the end of discipline period
Refer to Section 12‐ Procedures
for Suspension and Expulsion
23
III: Level 3 Intervention
Student exhibits a behaviour
that is considered High Level
Offense
Example: Student assaults
another student in the
playground
• Repeat intervention steps
from Second Violation
• Student is referred to
Principal or Vice Principal
• Principal contacts parents for
an intervention meeting
• Student is suspended from
attending school for a longer
period of time
• Local authorities (e.g. Social
Police) are contacted
First Time
• Teacher provides verbal
recognition of misbehaviour
• Teacher makes note of
incident in student report
• Student is sent to the Social
Worker Office for behaviour
management
• Parents are contacted
• Student is sent home for the
day
• Written warning is sent home
and requires parent signature
If No Improvement
• Student is Excluded from
attending that school
Third Time
Second Time
• Repeat intervention steps from
First Violation
• Student is referred to Principal
or Vice Principal for
behaviour management
• Parents are contacted
• Principal meets with parents
for an intervention meeting
• Parents, students, and school
agree on a behavioural
improvement plan and sign a
contract
• Student is suspended from
attending school
Refer to Section 12‐ Procedures
for Suspension and Expulsion
24
Section Eleven:
Students with Special Educational Needs
Students with special education needs are required to follow the same school rules as their
peers. Students with special educational needs may need greater assistance in learning and
following the school rules.
Students with special education needs must not have greater consequences imposed for
misbehaviour. If disciplinary action is necessary, it will be carried out in accordance with the
ADEC Disciplinary Actions.
The Learning Support Team (LST) will determine whether the behaviour is a manifestation of
the student’s special need. The LST, with the support of the Regional Special Education
Supervisor will:
•
•
•
Conduct a Functional Behaviour Assessment (FBA) to detemrine whether to develop
and implement a behavioural intervention plan
Review the behavioural intervention plan, if one has been developed, and modify it as
deemed necessary to address the behaviour in question, if necessary
Support the student’s return to school, unless the parent and the Head of Special
Education in the Region agree that a transfer to different school or alternative
educational setting is necessary
Refer - ADEC Transition Procedures Handbook
Section Twelve:
Procedures for Suspension, Exclusion and Expulsion
Suspension:
Before a suspension is considered the school must have a documented history of incidents of
misconduct and details of behavioural interventions that have been implemented. This
documented record shall be transferred with the student to any new school, and that the school
shall keep a copy of that record.
Before a suspension can be considered the school must have conducted a fair and documented
investigation into the behaviour incident.
Steps for Suspension:
1.
2.
3.
4.
5.
6.
7.
A student may only be suspended from school by the Principal.
The school shall have documented evidence of the student’s behaviour to support a
suspension.
The Principal shall notify the parents or guardian directly (by phone or in person) of
the student(s) conduct prior to issuing a suspension.
The principal shall complete the Notice to Suspend letter and forward directly to the
parent or have the parent collect it from the school.
A copy of the Notice to Suspend is forwarded to the school social worker.
A copy of the Notice to Suspend is forwarded to the Regional Social Worker who will
record the suspension on the regional suspension data base.
A copy of the Notice to Suspend is kept in the student’s file.
25
8.
9.
10.
11.
12.
13.
14.
15.
The suspension commences on the following school day on which the decision to
suspend was made. The student remains at school on the day the decision to
suspend was made. The student does not return to class and is given work to do
under supervision from the social worker or nominated teacher.
The period for suspension must not exceed 5 days
The student must be provided with a continuation of work program to be completed
during the suspension period.
A Return to School meeting will be conducted at the earliest convenience to the
school (No later than 3 days after the suspension)
The student, parent and/or guardian must attend the Return to School meeting
before the suspension can be concluded.
In the event that the Return to School meeting is unsuccessful the Principal may
extend the suspension by no more than 5 days.
In the event that the second Return to School meeting is also unsuccessful the
Principal may choose to disciplinary transfer the student consistent with the
procedures.
When a student has been suspended on more than one occasion for serious
misconduct, then the school may consider the option of exclusion and transferring
the student to another school.
Disciplinary Transfer:
The move to transfer a student from a school for disciplinary reasons is a very serious action. Only at the
discretion of the Regional Director, once all documented evidence has been submitted for review by the
Regional Disciplinary Committee, can a decision for a Disciplinary Transfer a student be handed down to a
student.
A student may be considered for Disciplinary Transfer for ongoing breaches of misconduct. A student may
also be considered for Disciplinary Transfer based on the seriousness of a single incident. Any student who
is being considered for Disciplinary Transfers will be suspended from school pending the outcome of the
decision to exclude.
A student may only be Disciplinary Transferred from a school following consultation between the parents
or guardians and the Regional Director. This consultation must include a discussion regarding alternative
educational options for the student.
Before determining that a student is to be Disciplinary Transferred permanently from a school the Regional
Disciplinary Committee must be satisfied of the following:
1.
A proper investigation to determine the nature and severity of misconduct has been undertaken.
2.
The student misconduct is in serious breach of the code of conduct, student Rights and
Responsibilities.
3.
The student has served a period of suspension
4.
Disciplinary Transfers is the only reasonable response to the student’s behaviour given all other
intervention options available.
The Regional Disciplinary Committee will inform the Principal of the decision to Disciplinary Transfer or
alternative outcome.
The Principal will immediately inform the parent or guardian of the decision to a Disciplinary Transfer.
26
The student, and/or parent or guardians have the right to appeal the decision to a disciplinary transfer
within 2 school days of the disciplinary action. (refer: section 12 Appeal Process)
Following two Disciplinary Transfers of a student of mandatory school age the student will be suspended
from attending school for the remainder of the school year as determined by the Regional Disciplinary
Committee. The student will be granted the opportunity to return to school at the commencement of the
new academic school year.
Expulsion
In extreme circumstances the school Disciplinary Committee must seek the approval of the Director
General of ADEC to expel a student from the ADEC system.
The student may seek the opportunity to engage in alternative education settings.
This disciplinary action only applies to students who have repeatedly been excluded from school and are
above the mandatory school age of 16 years.
Section Thirteen: Appeal Process
All students have the right to a fair appeal process for disciplinary action applied to alleged misconduct.
Students are required to fulfill the disciplinary action imposed while the appeal process is underway.
There are three levels of which a student can appeal disciplinary action:
First Level:
Appeal to the Principal of the school
Second Level: Appeal to the Regional Office
Third Level:
Appeal to the Abu Dhabi Education Council
A written letter of appeal from parents is required within 2 school days of the disciplinary action being
handed down to initiate the appeal process. The appeal letter should state clearly the disciplinary action
applied to student, reasons and explanations why the discipline is unjustified, or why the student cannot
fulfill the discipline. The letter should also include a summary of outcomes from previous appeals, reasons
why the decisions were unsatisfactory, and reasons for the current appeal. Please refer to Appendix C Letter of Appeal.
First Level
The First Level of Appeal is at the school and the Principal is responsible for overseeing the process. The
Principal is required to hold a meeting with parents and students within two days of receiving the appeal
letter to discuss the appeal. If necessary, additional meetings will be arranged as soon as possible.
Principals may invite other parties such as teachers, social workers, school advisors, and/or members of
the school Learning Support Team to be present
27
at the meeting. Parents and students may also invite other members to be present in the
meeting to provide support.
Please refer to Appendix C - Letter of Appeal.
Second Level
If the appeal is not resolved at the First Level within a period of one week from the date of appeal, then
the appeal may be extended for an additional one week by the school principal.
If the school fails to receive a written decision concerning the appeal within two weeks from the parent,
the appeal is considered implicitly rejected and the decision issued in this regard shall be final. Students
and parents have the option to escalate the appeal to Regional Office.
The Director of the Regional Office or his delegate will oversee the appeal process. The Director or his
delegate will convene appropriate committees to investigate and advise on process only.
Please refer to Appendix C - Letter of Appeal.
Third Level
If the appeal at the Second Level is not resolved or is not satisfactory, students and parents have a third
option to escalate the appeal to ADEC Central.
A Central Disciplinary Committee will be convened by the Director General (or nominee) to hear the appeal
and investigate claims and charges. Any decision regarding the disciplinary action
issued by ADEC will be final.
Please refer to Appendix C - Letter of Appeal
Appendix A:
Appendix B: Acknowledgment and warning letters
i.
a.
Student behavior, Level 1 ‐ written warning
Parent acknowledgment of Student behavior, Level 1 ‐ written warning
ii.
a.
iii.
a.
iv.
a.
v.
a.
Student behavior, Level 1 ‐ written warning
Parent acknowledgment of Student behavior, Level 1 ‐ written warning
Notice of Suspension
Parent Acknowledgment – Notice of Suspension
Notice of Exclusion
Parent Acknowledgment – Notice of Exclusion
Notice of Expulsion
Parent Acknowledgment – Notice of Expulsion
28
Appendix: A (i‐1)
Appendix A: (i-1)
STUDENT BEHAVIOUR
LEVEL 1 –– WRITTEN WARNING
Date:
Education Region:
School:
Consistent with the Abu Dhabi Education Council and School Policies and Procedures for
Managing Student Behaviour, this Level 1 Written Warning has been issued to (insert student
name)
of grade
for misconduct that has
resulted in the disruption of the teaching and learning in the school.
The student is in breach of the ADEC and School Code of Conduct for displaying and/or
engaging in the following Level 1 unacceptable behaviour:
(This Level 1 Written Warning will be placed on the schools’ electronic Student Information
System {eSIS} – Behaviour)
The student agrees that there will be no further display or engagement of the above mentioned
behaviour. Continuation of such behaviour will escalate to a Level 2 Written Warning with
more severe consequences.
As the Parent and/or Guardian you are invited to contact the school principal to discuss the
Level 1 Written Warning.
Principal (signature)
Social Worker (signature)
School Stamp
Please complete and return the Parent Acknowledgment Receipt attached to this letter.
31
Appendix: A (i‐2)
Appendix A: (i-2)
PARENT ACKNOWLEDGMENT
of
STUDENT BEHAVIOUR
LEVEL 1 –– WRITTEN WARNING
Date:
Parent:
Student:
As the Parent and /or Guardian I acknowledge receipt of the Level 1 Written Warning from:
School concerning
(student name)behaviour.
I acknowledge that any continuation of such behaviour will escalate to a Level 2 Written
Warning with more severe consequences.
As the Parent and/or Guardian I accept / do not accept (please circle your option) the invitation
to contact the school principal to discuss the Level 1 Written Warning.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
32
Appendix: B (i‐3)
Appendix A: (i-3)
STUDENT BEHAVIOUR
LEVEL 2 –– WRITTEN WARNING
Date:
Education Region:
School:
Consistent with the Abu Dhabi Education Council and School Policies and Procedures for
Managing Student Behaviour, this Level 2 Written Warning has been issued to (insert student
name)
of grade
for misconduct that has
resulted in the severe disruption of the teaching and learning in the school.
The student is in breach of the ADEC and School Code of Conduct for displaying and/or
engaging in the following Level 2 unacceptable behaviour:
(This Level 2 Written Warning will be placed on the schools’ electronic Student Information
System {eSIS} – Behaviour)
The student agrees that there will be no further display or engagement of the above mentioned
behaviour. Continuation of such behaviour will escalate to a Level 3 Suspension and/or
Exclusion.
As the Parent and/or Guardian you are invited to contact the school principal to discuss the
Level 2 Written Warning.
Principal (signature)
Social Worker (signature)
School Stamp
33
Please complete and return the Parent Acknowledgment Receipt attached to this letter.
Appendix: B (i‐4)
PARENT ACKNOWLEDGMENT
of
STUDENT BEHAVIOUR
LEVEL 2 –– WRITTEN WARNING
Date:
Parent:
Student:
As the Parent and /or Guardian I acknowledge receipt of the Level 2 Written Warning from:
School concerning
(student name) behaviour.
I acknowledge that any continuation of such behaviour will escalate to a Level 3 Suspension
and/or Exclusion.
As the Parent and/or Guardian I accept / do not accept (please circle your option) the invitation
to contact the school principal to discuss the Level 2 Written Warning.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
34
Appendix: A (ii‐1)
STUDENT BEHAVIOUR
NOTICE OF SUSPENSION
Date:
Education Region:
School:
Consistent with the Abu Dhabi Education Council and School Policies and Procedures for
Managing Student Behaviour, this Notice of Suspension has been issued to (insert student
name)
of grade
for misconduct that has
resulted in the continual disruption of the teaching and learning in the school and has led to the
physical endangerment and social welfare of fellow students and school staff.
The Notice of Suspension is effective from
to
.
The suspension period will not exceed 5 school days ( extendable based on meeting results).
The student is in breach of the ADEC and School Code of Conduct for displaying and/or
engaging in the following Level 3 unacceptable behaviour:
(This Level 3 Notice of Suspension will be placed on the schools’ electronic Student Information
System {eSIS} – Behaviour)
The student agrees that there will be no further display or engagement of the above mentioned
behaviour. Continuation of such behaviour will escalate to further Level 3 Suspensions and/or
Exclusion.
As the Parent and/or Guardian you must contact the school principal to discuss the school reentry plan following the suspension period.
Principal (signature)
Social Worker (signature)
School Stamp
35
Please complete and return the Parent Acknowledgment Receipt attached to this letter.
Appendix: A (ii‐2)
PARENT ACKNOWLEDGMENT
of
STUDENT BEHAVIOUR
NOTICE OF SUSPENSION
Date:
Parent:
Student:
As the Parent and /or Guardian I acknowledge receipt of the Notice of Suspension from:
School concerning
(student name) behaviour.
I acknowledge that any continuation of such behaviour will escalate to further Level 3
Suspensions and/or Exclusion.
As the Parent and/or Guardian I will attend the school re-entry meeting on the last day of the
suspension period.
Please contact the school to confirm the time and date of the school re-entry meeting.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
36
Appendix: A (ii‐3)
STUDENT BEHAVIOUR
NOTICE OF EXCLUSION
Education Region:
Date:
School:
Consistent with the Abu Dhabi Education Council and School Policies and Procedures for
Managing Student Behaviour, this Notice of Exclusion has been issued to (insert student
name)
of grade
for misconduct that has
resulted in the continual and severe disruption of the teaching and learning in the school and/or
led to the severe physical endangerment and social welfare of fellow students and school staff.
The Notice of Exclusion is effective from:
.
If appropriate an alternative education placement will be identified and offered to the student
and parents. If the placement option is declined the student will remain excluded until a suitable
placement can be identified and agreed upon.
The student is in breach of the ADEC and School Code of Conduct for displaying and/or
engaging in the following continual severe and unacceptable behaviour:
(This Notice of Exclusion will be placed on the schools’ electronic Student Information System
{eSIS} – Behaviour)
As the Parent and/or Guardian you must contact the school principal to discuss alternative
education options.
Principal (signature)
Social Worker (signature)
School Stamp
37
Please complete and return the Parent Acknowledgment Receipt attached to this letter.
Appendix: A (iii)
PARENT ACKNOWLEDGMENT
of
STUDENT BEHAVIOUR
NOTICE OF EXCLUSION
Date:
Parent:
Student:
As the Parent and /or Guardian I acknowledge receipt of the Notice of Exclusion from:
School concerning
(student name) behaviour.
As the Parent and/or Guardian I will attend the school placement meeting on (insert date)
.
Please contact the school to confirm the school placement meeting.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
38
Appendix: a (Iv‐1)
Appendix: A (iv‐1)
STUDENT BEHAVIOUR
NOTICE OF EXPULSION
Date:
Education Region:
School:
Consistent with the Abu Dhabi Education Council and School Policies and Procedures for
Managing Student Behaviour, this Notice of Expulsion has been issued to (insert student
name)
of grade
for misconduct that has
resulted in the continual and severe disruption of the teaching and learning in the school and/or
led to the severe physical endangerment and social welfare of fellow students and school staff.
Previous suspensions and exclusions have not been effective in modifying the student’s
behaviour.
The Notice of Expulsion is effective from:
.
The student is in breach of the ADEC and School Code of Conduct for displaying and/or
engaging in the following continual severe and unacceptable behaviour:
(This Notice of Expulsion will be placed on the schools’ electronic Student Information System
{eSIS} – Behaviour)
As the Parent and/or Guardian you must contact the school principal to discuss alternative
education options.
Director General (signature)
Principal (signature)
ADEC – DG Stamp
Please complete and return the Parent Acknowledgment Receipt attached to this letter.
39
Appendix: B(v‐a)
PARENT ACKNOWLEDGMENT
of
STUDENT BEHAVIOUR
NOTICE OF EXPULSION
Date:
Parent:
Student:
As the Parent and /or Guardian I acknowledge receipt of the Notice of EXPULSION from:
School concerning
(student name) behaviour.
As the Parent and/or Guardian I will attend the school placement meeting on (insert date)
.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
40
Appendix B: Letter of Appeal
Letter of Appeal
Against Disciplinary Action
Date:
As the Parent and/or Guardian I wish to lodge an appeal against the school based disciplinary
action handed to my child.
Student:
School:
Grade:
Disciplinary Action Level (please circle):
Warning
1
2
3
Suspension
Exclusion
Expulsion
Level of Appeal (please circle):
1 Principal
2 Region
3 ADEC Central
Prior Appeals (please circle):
1 Principal
2 Region
3 ADEC Central
Please attach a copy any prior appeal.
State the reason for the Appeal:
Name:
Relationship to student:
Signature:
Date:
Contact number:
Note: The student or the parent has the right to write a letter of appeal using different forms,
provided that it includes all the above-mentioned information.
41
Appendix C: Letter of Acknowledgement of Responsibilities
PARENT ACKNOWLEDGMENT
OF
RESPONSIBILITIES FOR SUPPORTING POSITIVE STUDENT BEHAVIOUR
Date:
Parent:
Student:
As the Parent and /or Guardian of the abovementioned student, I acknowledge that:
1. I have received from the school and read the Guidelines for Managing Student
Behaviour in Abu Dhabi Schools.
2. I fully understand my role and responsibility towards encouraging my child to behave in a
positive and socially acceptable manner.
3. I will support the school in managing student behaviour and will attend any meetings
required concerning my child’s behaviour at school; and
4. I am aware that I will be liable to pay part or full costs of rectifying or replacing any
school property damaged or destroyed through acts of vandalism and acts of willful
damage or destruction of school property by my child.
Name:
Relationship to student:
Signature:
Contact number:
Additional Comments:
42
Acknowledgment and Approval
I, the undersigned-------------------, being Parent and /or Guardian (relation to student)----------------------------to ----------------, I acknowledge that I have read ADEC Guidelines for Managing
Student Behaviour in Abu Dhabi Schools and I accept terms thereof.
Name:
Signature:
Contact number:
43
Table (1)
Academic Commitment
Written Document
2
3
4
5
behavior
Fail to bring
required stationary
Fail to study/ home
preparation
Fail to do
homework
Fail to bring
required textbooks
Obstruction/disrupt
From the
teacher
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
Referral to School
Behavior
Management
Committee
Suspending
student from
study, notifying
parent
Final termination
from school,
notifying parent
Level
Number
1
Negative
Verbal
warning
level one
level Two
First time
Second time
Third time
-
-
-
One
First time
Second time
Third time
-
-
-
One
First time
Second time
Third time
-
-
-
One
First time
Second time
Third time
-
-
-
One
First time
Second time
Third time
-
-
-
One
ive behavior in
classroom
6
Arriving late to class
First time
Second time
Third time
-
-
-
One
7
Dodging classes
First time
Second time
Third time
-
-
-
One
1
Table (2)
Attendance and Discipline
Written Document
behavior
Arriving late to the
morning assembly
From the
teacher
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
Referral to School
Behavior
Management
Committee
Suspending student
from study, notifying
parent
Final termination
from school,
notifying parent
Level
Number
1
Negative
Verbal
warning
level one
level Two
First time
Second time
Third time
-
-
-
One
2
unexcused absence
First time
Second time
Third time
Third time
-
-
One
3
Leaving class
unpermitted
First time
Second time
Third time
Third time
-
-
One
4
Arriving late to classes
First time
Second time
Third time
-
-
-
One
5
Escaping classes
First time
Second time
Third time
Third time
-
-
One
6
Escaping school
First time
Second time
Third time
Third time
-
-
One
7
Eating during class
First time
Second time
Third time
-
-
-
One
8
Side talk during class
First time
Second time
Third time
-
-
-
One
2
9
Fail to abide by school
uniforms: including
sport’s and military
First time
Second time
Third time
-
-
-
One
10
Fail to behave in the
morning assembly
First time
Second time
Third time
-
-
-
One
11
Fail to behave during
national anthem
First time
Second time
Third time
-
-
-
One
3
Table (3)
Committing to traditional values and customs
Written Document
behavior
Inappropriate length of
hair or nails
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
level one
First time
From the
teacher
Suspending student
from study, notifying
parent
Final termination
from school,
notifying parent
level Two
Referral to School
Behavior
Management
Committee
Second time
Third time
-
-
-
One
Level
Number
1
Negative
Verbal
warning
2
Indecent/inappropriate
dressing
First time
Second time
Third time
Third time
Third time
-
One
3
Use of cosmetics, funky
hairstyle, dying hair
wearing accessories or
high heels and chewing
gum
First time
Second time
Third time
‐
-
-
One
4
Celebrating none Islamic
occasions such as
“Valentine’s Day”
First time
Second time
Third time
-
-
-
One
5
Sexual Misdeeds
‐
First time
Second time
Third time
Third time
-
Two
6
Disdain social values and
First time
Second time
Third time
‐
-
-
Two
4
customs
7
Encourage negative
behavior harmful to
social and religious
values
‐
First time
Second time
Third time
Third time
Two
-
5
Table (4)
Public Property
Written Document
2
behavior
Breaching school facilities’
cleanliness and tidiness
Unintended misuse of
public property
Written warning
for student,
notifying parent
Written warning for
student, notifying
parent
level one
First time
Suspending student
from study, notifying
parent
Final termination
from school,
notifying parent
level Two
Referral to School
Behavior
Management
Committee
Second time
Third time
‐
-
-
One
First time
Second time
Third time
‐
-
-
One
From the
teacher
Level
Number
1
Negative
Verbal
warning
3
Deliberate misuse of public
property
First time
Second time
Third time
Third time
Third time
-
Two
4
Misuse of school
equipment (PC lab, Gym,
social and scientific clubs)
First time
Second time
Third time
Third time
Third time
-
Two
5
Graffiti on school walls
First time
Second time
Third time
Third time
Third time
-
Two
6
Unintended vandalism of
public property
First time
Second time
Third time
‐
-
-
One
7
Deliberate vandalism of
‐
First time
Second time
Second time
Second time
-
Two
6
public property
7
Table (5)
Maintaining order in school buses
Written Document
Number
Negative
Verbal
warning
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
level one
First time
Final termination
from school,
notifying parent
Second time
Third time
-
-
-
One
‐
First time
Second time
Second time
Second time
-
Two
‐
First time
Second time
Second time
Second time
-
Two
4
Verbal abuse on one of
his/ her peers in the
school bus
‐
First time
Second time
Second time
Second time
-
Two
5
Assaulting school bus
driver
‐
‐
First time
Second time
Second time
Third time
Three
6
Assaulting one of his/ her
peers insiode school bus
‐
‐
First time
Second time
Second time
Third time
Three
1
2
3
behavior
Riot in school bus,
disrupting order and
dirtiness in school bus
Damage school bus seats
and writing on them
Verbal abuse on school
bus driver
From the
teacher
8
Level
Suspending student
from study, notifying
parent
level Two
Referral to School
Behavior
Management
Committee
9
Table (6)
Student Violence
Written Document
Behavior
Verbal
warning
From the
teacher
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
level one
Suspending student
from study, notifying
parent
Final termination
from school,
notifying parent
level Two
Referral to School
Behavior
Management
Committee
Level
Number
Negative
1
Threatening others using
words or actions and
outright defiance of school
staff
First time
Second time
Third time
-
-
-
One
2
Throwing fireworks inside
school campus
‐
First time
Second time
Second time
Second time
-
Two
3
Position of sharp/bladed
tools or weapons
‐
First time
Second time
Second time
Second time
-
Two
4
Verbal abuse of school staff
‐
First time
Second time
Second time
Second time
-
Two
‐
First time
First time
Second time
Second time
‐
Two
‐
‐
‐
‐
First time
Second time
Three
5
6
Verbal abuse of his/ her
peers
Assaulting one of the school
staff
10
7
Assaulting of one of his
peers
‐
‐
First time
Second time
Second time
Third time
Three
8
Sexual harassment of his/her
peers
‐
‐
First time
Second time
Second time
Third time
Three
9
Discrimination based on
sect, religion or race
‐
‐
First time
Second time
Second time
Third time
Three
10
Use of /encouraging the use
of bladed weapons or
firearms
‐
‐
‐
First time
First time
Second time
Three
11
Coercive sexual abuse or
exercising willing sex
‐
‐
‐
First time
First time
Second time
Three
11
Table (7)
Mobile phones
behavior
From
the
teacher
Written Document
Written warning for
student, notifying
parent
Written warning
for student,
notifying parent
level one
level Two
Referral to School
Behavior
Management
Committee
Suspending
student from
study, notifying
parent
Final termination from
school, notifying parent
Third time
Keeping the device in
custody until handed
to parent
-
-
One
‐
-
One
Level
Number
Negative
Verbal
warnin
g
1
Blackberry: whether used or
caught in possession on
school campus
First
time
2
iPhone: whether used or
caught in possession on
school campus
First
time
Second time
Third time
Keeping the device in
custody until handed
to parent
3
iPod‐iPad: whether used or
caught in possession on
school campus
First
time
Second time
Third time
Keeping the device in
custody until handed
to parent
‐
-
One
‐
-
One
Second time
‐
Two
4
5
Other mobile phones:
whether used or caught in
possession on school
campus
Using obscene materials or
sharing them with others on
Second time
First
time
Second time
Third time
Keeping the device in
custody until handed
to parent
‐
First time
Second time
Keeping the device in
custody until handed
12
school campus
to Behavior
Management
Committee in the
Regional Office
13
Table
(8)
Violating moral and public values
Written Document
behavior
From the
teacher
Suspending student
from study, notifying
parent
level Two
Referral to School
Behavior
Management
Committee
Final
termination
from school,
notifying
parent
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
level one
Level
Number
Negative
Verbal
warning
1
Forging parent
signature
‐
‐
‐
First time
First time
Second time
Three
2
Forging official school
documents
‐
‐
‐
First time
First time
Second time
Three
3
Dealing out or display
of all that violates
moral and public values
(publications‐movies‐
etc)
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
4
5
Seizure of others’
possessions
Seizure of school
possessions
14
(9)
Smoking, narcotics and public health
Written Document
behavior
From the
teacher
Written warning for
student, notifying
parent
level one
1
2
3
4
5
Fail to attend to personal
hygiene
Ordering food from
outside school campus
Smoking while on school
campus
Use of narcotics and
steroids (ecstasy pills and
hallucination pills and so
forth)
Drug dealing on school
campus/community
level Two
Referral to School
Behavior
Management
Committee
Suspending
student from
study, notifying
parent
Final termination
from school,
notifying parent
Written warning for
student, notifying parent
Level
Number
Negative
Verbal
warning
First time
Second time
Third time
‐
‐
‐
One
First time
Second time
Third time
‐
‐
‐
One
‐
First time
Second time
Second time
Second time
‐
Two
‐
First time
Second time
Second time
Second time
‐
Two
‐
‐
‐
First time
First time
Second time
Thre
15
Table (9)
Denouncing social, political and religious symbols,
Islamic religion, promoting sectarianism and
embracing subversive thoughts and doctrines
Written Document
2
3
4
5
behavior
Denouncing or slandering
national, political, religious
and social figures
Denouncing/abusing Islam
and other beliefs
Inciting sectarian dispute
Judicial order/verdict issued
for student misconduct
Embracing subversive
thoughts and doctrines and
promoting such thoughts
on school campus
Written warning for
student, notifying
parent
Written warning for
student, notifying
parent
level one
level Two
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
‐
‐
‐
First time
First time
Second time
Three
From the
teacher
Referral to School
Behavior Management
Committee
Suspending
student from
study, notifying
parent
Final termination
from school,
notifying parent
16
Level
Number
1
Negative
Verbal
warning
17