Policy 1040 – Safe and Supportive Schools

All HCPSS students, employees, parents, and third parties will contribute to the development and implementation of a safe and supportive school climate.

HCPSS will promote an inclusive, safe, and supportive school climate by prioritizing positive relationships through the use of evidence-based approaches, including but not limited to, restorative justice practices, Positive Behavior Interventions, Strategies, and Supports Social Emotional Learning (SEL), trauma-informed intervention, etc.

It is a violation of this policy to intimidate, make a threat, or to follow through with a threat against the physical, emotional, mental, or academic well-being of HCPSS students or employees, and that violation will be addressed through the application of the appropriate Board policies and the HCPSS Student Code of Conduct.

HCPSS will mitigate threats and disruptive or harmful behaviors in order to maintain a safe and supportive school climate by:

HCPSS will ensure physical security and emergency preparedness by:

The Superintendent/designee will ensure that HCPSS students, employees, parents, and third parties are notified of the provisions of this policy annually.

The Superintendent/designee will establish a Behavioral Threat Assessment team(s) to implement a process for identifying, assessing and intervening with individuals whose behavior may pose a threat to the safety of a person, school, or the school system.

The Superintendent/designee or school-based administrator will take action in response to a violation of this policy in accordance with Policy 7030 Employee Conduct and Discipline, Policy 9200 Student Discipline, the HCPSS Student Code of Conduct, the HCPSS Procedures for the Threat Management Process, and any other applicable Board policies.

The Division of Schools and the Office of Safety and Security will coordinate for a multi-faceted approach to maintain safe and supportive school climates.

School-based administrators, under the guidance of the Division of Schools, will notify parents of situations that interfere with a safe and supportive school climate, as appropriate.

Principals will disseminate information on the standards and penalties of this policy at their schools annually.

All HCPSS students, employees, parents, and third parties will maintain a safe and supportive school climate.

HCPSS Employee – Any individual who is a permanent or temporary employee of the HCPSS whose compensation is paid in whole or part by the Board, including but not limited to, school-based administrators, teachers, substitute teachers, paraeducators, and other school-based and Central Office support staff.

HCPSS Procedures for the Threat Management Process – The manual that provides the process of gathering relevant information about student behaviors, communications and stressors to provide the student with appropriate resources in effort to decrease the risk of them engaging in harmful and violent acts.

HCPSS Security Personnel – HCPSS staff employed by the Office of Safety and Security.

HCPSS Student Code of Conduct – A disciplinary framework that is designed to support a safe, positive, and respectful learning environment and discipline procedures for effective learning.

HCPSS System-Level Emergency Operations Plan (EOP) – A multi-hazard approach for the school system to prevent, protect against, mitigate, respond to, and recover from the threats and hazards that pose the greatest risk to the people, property, and operations of the school system.

Non-School Facility Emergency Operations Plan (EOP) – An emergency operations plan created specifically for non-school facilities within the school system that addresses the roles of non-school based employees in handling all levels of emergencies.

Parent – Any one of the following, recognized as the adult(s) legally responsible for the student:

Positive Behavior Interventions, Strategies, and Support – The school-wide and individual application of data-driven, trauma-informed actions, instruction, and assistance to promote positive social and emotional growth while preventing or reducing challenging behaviors in an effort to encourage educational and social emotional success. 

Restorative Justice – Grounded in the roots of indigenous wisdom, Restorative Justice in Education is a mindset shift that values relationships as the foundation of a balanced community. By prioritizing intentional relationship building with students, staff, and families, fostering authentic dialogue about racism and inequity, & integrating trauma-informed, culturally responsive teaching practices, restorative justice seeks to support a school-wide climate and culture shift. This transformative approach honors dignity and mutual concern for all people in an effort to co-create just and equitable learning environments for children.

School Climate – The prevailing attitudes, standards, or environmental conditions within a school. Reflects shared responsibility for the norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures of a collaborative school community.

School Property – Any property owned or leased by the HCPSS or used by HCPSS for school-related activities. The concept of property extends to school activities such as field trips, use of parks and recreation facilities, proms at hotels, etc. Bus stops and facilities scheduled by the school system for student use are considered an extension of school property.

School-Related Activity – Any school system activity, whether held on or off school property, in which a student directly participates (e.g., school field trip, athletic event, or class/graduation activity), or in which the student does not directly participate but represents the school or student body simply by being there (e.g., spectator at a school event).

School Specific Emergency Operations Plan (EOP) – An emergency operations plan created specifically for individual schools within the school system that addresses the roles of school-based employees and administrators in handling all levels of emergencies.

Social Emotional Learning (SEL) – The process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Supportive – Providing encouragement and social and emotional assistance.

Third Party – Parents, mentors, volunteers, vendors, contractors, and others with whom HCPSS students or employees interact during school or school-related activities.

Threat – An expression of an intent to cause physical, mental, or emotional harm to someone. The threat may be expressed/communicated behaviorally, orally, visually, in writing, electronically, or through any other means; and is considered a threat regardless of whether it is observed by or communicated directly to the target of the threat or observed by or communicated to a third party; and regardless of whether the target of the threat is aware of the threat. Threats may be direct (“I am going to destroy that school.”) or indirect (“I’m going to get him.”).

Trauma-Informed Intervention – An approach to behavior intervention that is informed by the recognition that the experience of trauma, including the experience of violence, abuse, neglect, disaster, terrorism, and war, may have a significant impact on an individual’s physical and emotional health and ability to function.