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School District 5
Home of the Spartans
Sparwood Secondary School
Code of Conduct

Guiding Principle

Sparwood Secondary School’s Code of Conduct is designed to provide guidelines for appropriate student behaviour while under the jurisdiction of the school, while at any school-sponsored function, or where engaging in an activity outside of school has a negative impact on the school environment. Students have a responsibility to respect the rights and dignity of others and to become actively involved in their own academic learning and social growth. 

Conduct Expectations

General Guidelines for Success: 

Everyone shares the responsibility of behaving in ways that will make our school a special place where people are valued and where excellence in performance is the commonly shared goal. Inappropriate behaviour is that which disrupts the teaching and learning environment of the school, creating greater difficulty for student learning. 

Acceptable conduct is demonstrated by: 

  • Respecting oneself, others and the school’s facility and grounds. 
  • Engaging in responsible behaviour in all learning and school activities (attend classes regularly, be ready and prepared for the start of class, complete assignments, and use good manners and common sense). 
  • Modeling respectful and responsible behaviour to their peers and younger students, in the community. 
  • Conducting oneself in a manner which in no way compromises the safety or well-being of others. 
Successful Students are: 
  • Respectful of the rights and responsibilities of others
    • Respectful students value that everyone has the right and responsibility to learn and work in a safe and respectful environment. 
  • Prepared and on task in school: 
    • Means bringing the required books and materials, completing assignments as directed and taking the initiative to ask for help when required. 
    • Means being mentally and physically prepared for success. 
    • Getting adequate sleep, maintaining a healthy diet and exercise and avoiding the use of alcohol or narcotics enables the student to take full advantage of their education. 
  • Where they are supposed to be and on time: 
    • They make constructive use of the educational opportunities they are provided. 
    • Being late for school or to class causes a disruption to the learning of all students. 
  • Dressed appropriately: 
    • Our school is an educational community with a focus on high standards of personal conduct in order to promote a positive, safe learning environment. 
    • The image of a SSS student is one whose manner of dress reflects responsible personal judgment, a positive attitude toward school, and respect for all others. 
    • Clothing should be suitable for active participation in school life.
Sparwood Secondary School Environment

Is free from acts of: 
  • Bullying, cyber-bulling, harassment, and marginalization 
  • Threat and intimidation
  • Violence in any form 
  • Abuse in any form 
  • Discrimination in any form including race, colour, gender, religious beliefs, sexual orientation, ancestry or national origin 
  • Retribution against a person who has reported incidents 
Does not tolerate: 
  • Theft and vandalism 
  • Intoxicating or banned substances 
  • Weapons or replica weapons and/or explosives 
  • Intruders or trespassers 
  • Cyberspace/cell phone/electronic device/computer misuse
Unacceptable conduct includes but is not limited to: 
  • Theft 
  • Vandalism, littering or willful damage to school, staff or student property 
  • Tobacco use on school property 
  • Comments, displays or actions made to students or staff that express racial stereotypes, racial hatred, sexual stereotypes, sexual hatred, sexual orientation stereotypes or sexual orientation hatred, made directly, written or via electronic communication 
  • Comments, displays or actions made to student or staff, which intimidate, threaten the safety of, harass or bully, made directly, written or via electronic communication, relational aggression. 
  • Disrespecting the rights of others to a safe, respectful, and productive learning environment. 
  • Creating a safety hazard for others. This includes student behaviour that has the potential to harm others, including running in crowded areas, tripping, pushing, and not keeping hands and feet to oneself. 
  • Repeated lates and/or absences 
  • Profane or offensive comments 
  • Plagiarism: plagiarism is a serious academic transgression, it is intellectual theft. Any use of another’s research, ideas or language without appropriate recognition may be considered plagiarism. 
  • Instigating a fight, being a willing combatant in a fight, physically assaulting others. 
  • Dangerous behaviour. The intention to do harm, real or implied to self or others, to include: bomb threats, inappropriate use of the Fire Alarm or inappropriate use of 911 Emergency Response. 
  • Arson, weapons or tampering with safety equipment 
  • Bringing toy/fake weapons of any kind to school 
  • Possession, trafficking or non-medical use of alcohol or drugs 
Forms of unacceptable conduct cited above are only some examples and not an all-inclusive list.


Consequences will be applied to unacceptable conduct in accordance with Safe, Caring and Orderly Schools: A Guide. Progressive discipline methods based on the severity and the frequency of the behaviour and age of the student will be implemented to alter the inappropriate and/or unsafe behaviour. Consequences will focus on being restorative rather than punitive in nature.

Consequences may include, but are not limited to the following: 
  • Direction from staff 
  • Parent conference 
  • Detention 
  • Restorative or problem solving approaches 
  • Support from an outside agency 
  • Suspension of not more than 5 days (in-school or out of school suspension) 
  • Suspension pending a meeting with the District Suspension Committee (indefinite) 
  • Academic penalties for plagiarism and/or cheating 
As circumstances warrant, administrators have a responsibility to advise other parties following an incident: 
  • Parents/guardians of the student offender(s) 
  • Parents/guardians of the student victim(s) 
  • School staff and school community as deemed appropriate by the school administration and/or district administration 
  • Police and other agencies as required by law
Universal Understandings
Sparwood Secondary School is a community comprised of students, staff, and parents. We are proud of our efforts to maintain a safe, caring, and orderly environment at Sparwood, where everyone can make a contribution and be successful. The guiding principle in our Code of Conduct is that everyone is expected to behave in a way that shows respect for themselves and for other people. The Sparwood Code of Conduct promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law. We respect and celebrate the diverse cultures, customs, religions, values, and viewpoints that make up our school community, welcoming the unique contributions that each person can offer. As students mature and move through successive grades there is an expectation for increasing personal responsibility and self-discipline. With these heightened expectations come increasing consequences for inappropriate conduct/unacceptable behaviour. The severity and frequency of unacceptable conduct as well as the age and maturity of students are considered in determining appropriate disciplinary action. Disciplinary action wherever possible, is preventive and restorative, rather than 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.


Bullying behaviour: a pattern of repeated aggressive behaviour, with negative intent, directed from one person to another where there is a power imbalance. Bullying behaviour is a type of harassment and intimidation. This aggressive behaviour includes physical or verbal behaviour, and is an intentional and purposeful act meant to inflict injury or discomfort on the other person. There are three critical conditions that distinguish bullying: 
  1. Power: involves a power imbalance. Individuals who bully acquire their power through physical size and strength, including status within peer group, and/or by recruiting support of the peer group. 
  2. Frequency: repeated over time. Bullying is characterized by frequent and repeated attacks. It is this factor that brings about the anticipatory terror in the mind of the person being bullied that can be so detrimental and can have the most debilitating long-term effects. 
  3. Intent to harm: is intended to hurt. Individuals who bully generally do so with the intent to either physically or emotionally harm the other person. 
Harassment: any comment that is hurtful, degrading, humiliating or offensive to another person or group of people. 

Cyber bullying: bullying behaviour which is carried out through internet service such as email, chat room, blog, discussion group or instant messaging. It can also include bullying through mobile phone technologies and new internet technologies in the future. 

Safe Schools: school in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school. 

Caring Schools: schools where it is known that a sense of belonging and connectedness – not just for students, but for everyone in the school community – is a necessary element in the creation and maintenance of a safe learning environment. The school is an inviting place for students, staff, parents, and visitors. 

Orderly Schools: schools that are free from chaos and confusion, and alive with the sights and sounds of purposeful learning activities. The attitudes and actions of students, staff, and parents support an environment that is resistant to disruption and intrusion, and enables a constant focus on student achievement.