If you are bullied, recognize that it is not your fault, and know that you have the right to be safe. To be safe, think SAFE: Stand up for your self Ask for help Figure out your choices End it calmly. Tips: If you are bullied, stand proud and make eye contact. Use a firm voice and tell the person … Read More
Those who witness bullying have the power to stop it. If you see someone being bullied, show that you CARE. Care about others Ask an adult for help Reach out End it Tips: If you see someone being bullied, offer to help. Invite him or her to hang out with you and your friends (people who bully often target someone … Read More
If you are always picking on other students, you have a problem. It may be hard to admit you have a problem, but we all have to own up to how we treat other people. It’s not right to want to make others feel badly. If bullying behaviour makes you feel powerful, you must realize that no one really likes … Read More
Research shows that adult intervention is the single most effective way to stop bullying behaviour. Adult visibility within the school has also shown to be effective. Ensure that school staff members are visible in and around the school, particularly during unstructured times such as before class, breaks and over the lunch hour. Encourage students to report bullying and harassment and … Read More
Through years of research, program development, implementation and evaluation, we know that the projects that have the greatest impact on young people are the ones that actively engage them in creating positive changes in their lives. This is particularly important when working with older youth. Youth Action projects help youth:
• decide what is important to them
• decide what impact they would like to have on their schools and communities
• take initiative to have a positive influence on their world.
In the end, we will remember not the words of our enemies, but the silence of our friends.
– Martin Luther King, Jr.
The role of today’s school counsellor is increasingly complex, multifaceted and vital in the creation of healthy, vibrant and resilient schools. Because of their diversity of experiences, school counsellors are in a unique role to become one of the leading change agents and advocates for inclusion, human rights and social justice in their schools. Lesbian, gay, bisexual, trans-identified and queer (LGBTQ) students or those who are labeled as such are among the most at-risk groups in today’s schools. As such, schools must become welcoming, caring, respectful and safe environments for LGBTQ students and their families. School counsellors can play an important role in helping to create these welcoming environments by helping schools to transition from “risky” to “resilient” spaces that accommodate and respect the needs and concerns of all students regardless of their sexual orientation or gender identity.
Students who experience discrimination, whether it is based on race, ethnicity, religion, gender, sexual orientation, gender expression, gender identity or culture, have a legal right to be safe and protected in schools. Transgender students, or those who are labelled as such, are among the most at-risk group in schools.
Two-Spirit people have a long history among Indigenous people across Canada. Before first contact with European colonizers, most Indigenous people recognized the importance of Two-Spirit individuals and the special responsibility bestowed on them by the Creator. At the time they were considered visionaries, healers, medicine people and leaders of their communities. Two-Spirit people were respected as equal and vital members of Indigenous societies. There are individuals documented in history, great women who took wives and carried the bow, and men carrying out duties usually assigned to women.
Cognitive and neuroscientists agree – there is a link between threat and other forms of violence and impaired brain functioning. Strong emotions triggered by emotions, such as anxiety or fear, can create what educational researcher Daniel Goleman calls “neural static”, and can sabotage the functioning of the brain’s prefrontal lobes where reasoning and higher-level thinking take place. According to Goleman, “… continual emotional distress can create deficits in a child’s intellectual abilities, crippling the capacity to learn.”