Code of Conduct

NPSS Code of Conduct

North Peace Secondary School (NPSS) promotes the values expressed in BC Human Rights code respecting the rights of all individuals in accordance with the law. The school will treat seriously, behaviour or communication that discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, gender preference, sexual orientation or age.

Purpose for the code:

  • to ensure that NPSS is a safe, caring and orderly school.
  • to ensure all students are academically and socially successful.
  • to clarify and publish expectations for student behavior while at school, at a school-related activity or in other circumstances where engaging in an activity (including on-line) will have an impact on the school environment.
  • to provide a process by which students take ownerships of acceptable and unacceptable behaviors.

Acceptable Conduct:

AIR-A motto for our behavior expectations


ac coun ta bil i ty –  n. the state of being accountable, reliable, or answerable.

You are accountable for your actions, your decisions, your life; no one else is but you.


in teg ri ty –  n. adherence to moral and ethical principles; soundness of moral character; honesty.

Integrity is doing the right thing, even if nobody is watching.


re spect –  n. willingness to show consideration or appreciation

Respect for ourselves guides our morals; respect for others guides our manners.

 A.I.R. Matrix ~ school-wide behavior expectations

These expectations apply to behaviour at school, during school-organized or sponsored activities on or off school grounds that impacts the safe, caring and orderly environment of the school, and/or student learning.

NPSS promotes the values expressed in BC Human Rights code respecting the rights of all individuals in accordance with the law. NPSS will treat seriously, behaviour or communication that discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or metal disability, gender or sexual orientation (prohibited grounds set out in the BC Human Rights Code).

Unacceptable Conduct: Guiding Principles for Responses to Unacceptable Conduct

  • Our entire discipline process is designed to be an instrument of success and inclusion.
  • Our entire discipline process is designed to be preventative and proactive.
  • We aim to be clear about behavioral expectations and what success looks like.
  • We aim to be fair, reasonable, and consistent with responses and/or consequences.
  • We aim to pre-correct anticipated behaviors and/or rule violations.
  • We try to consider the function (the why) of the behavior.
  • We respect the uniqueness of each student, each incident, and each set of circumstances.
  • We attempt to balance consequences with recognition and positive feedback.

Unacceptable Conduct Examples

The behaviours cited below serve as examples and in no way is this table an all-inclusive list.


Level 1 Level 2 Level 3
Disrespect toward other students Abuse of school equipment Acts of racism/discrimination
Incomplete homework Cheating/Lying/ Plagiarism Bullying / Harassment / Intimidation
Late Inappropriate clothing Defiance/Disrespect
Wandering Halls during class time/AWOL Inappropriate use of technology Possession, use, or distribution of illegal substances (drugs, alcohol, weapons)
Littering Invasion of adult space Fighting/Physical Aggression
Misuse of Personal Equipment (cell phone, mp3 player, etc.) Inappropriate representation of school (field trips) Vandalism
Pushing/Horseplay/Rough-housing Defacing school property Behaviour creating unsafe conditions
Inappropriate language Inappropriate displays of affection Sexual Harassment
Teasing/Derogatory remarks Truancy – Skipping class Theft
Unprepared for class Smoking/Chewing Tobacco on school grounds
Retribution against a person who has intervened to prevent or report an incident or other safety concern.

Rising Expectations

We understand behaviors like academics need to be taught and the students understanding of the concepts of respect, responsibility, and safety deepens with maturity and experience. Therefore, behavior expectations will be on a continuum to reflect the individual student’s developmental stage. As students become older, more mature and move through successive grades, increasing personal responsibility and self-discipline is expected. Therefore, increasing consequences for inappropriate conduct/unacceptable behavior exists.


The guiding principles (mentioned above) set the parameters in determining appropriate disciplinary action. The severity and frequency of unacceptable conduct as well as the age and maturity of students are all considered. The guiding principles ensure that:

  • Responses to unacceptable conduct are planned, consistent and fair.
  • Disciplinary action, wherever possible is preventative and restorative, rather than merely punitive.
  • Students as often as possible, are encouraged to participate in the development of meaningful consequences for violations of the established code of conduct.

Special considerations may apply if a student is unable to comply with the expectations due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.


NPSS has the duty to report unacceptable behavior to involved personnel where deemed appropriate. This includes:

  • Parents/guardians of student offender(s).
  • Parents/guardians of student victim(s).
  • School district officials – as required by school district policy. Usually the principal of enrolling student and if necessary district staff (see conduct committee for details).
  • Police and/or other agencies as required by law.
  • All parents – (when deemed to be important) to reassure members of the school community that school officials are aware of a serious situation or incident and are taking appropriate action to address it.

Retaliation Prevention

NPSS will take all reasonable steps to prevent retaliation against a student who has reported a code of conduct breach.