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Student Handbook 2026-2027

Overview 2 Community HUB 2 Brockton Mission and Guiding Principles 4 Community Code of Conduct 5 Pluralism/Diversity Statement 8 Uniform Guidelines 10 Technology and AI 11 Academic Integrity 12 Student Support 13 Student Harassment & Bullying Prevention 13 School Related Commitments 15 Attendance 15 Reporting Student Absences and/or Lates 15 During the School Day Check-In and Check-Out 16 Environmental Awareness 16 At Brockton we will (in alignment with practices and spirit of O Soji - Community Care)16 Our Shared Environmental Responsibilities 17 Policy on Substances 18 Restorative Justice Practices 19 Appeals 20

Overview This Student Handbook is a resource for students to ensure there is clarity of expectations and commitments. For items not addressed in this Handbook or for additional clarity, students are encouraged to speak with their Advisor or Principal. This Handbook provides detailed information and is supplemented by the up-to-date information on the Brockton Community HUB (of the website). New documents are regularly added to the HUB! If you have yet to do so, please register for an account here. If you are having trouble accessing the HUB, please reach out to marketing@brocktonschool.com.

Community HUB The Community HUB of the School website provides extensive information, including but not limited to that regarding: ● Community Code of Conduct ● Attendance ● Important Dates ● First Week Schedule ● Daily Schedules ● Outdoor Education Dates ● Extra-Curriculars ● Uniform Guidelines ● Student Supply Lists ● Hot Lunch Program ● Parking and Traffic Information ● School Policies ● School Agreements ● Emergency Procedures ● Handbooks ● … and more

An example of what our HUB looks like

And much much more.

Brockton Mission and Guiding Principles At the core of everything we do at Brockton is our mission.

Brockton’s Mission is to: Inspire the Growth of Outstanding Humans Our Guiding Principles communicate that we are a place where: 1. Every student matters 2. Every family matters 3. Community matters 4. Learning for life matters

The School Strategic Plan speaks with more depth to these items and also outlines the Strategic Direction of the School. Given your pivotal role in the School’s success, you are invited to be an active participant in the school’s strategic priorities. Your ideas and perspectives are welcomed. In addition, Brockton School makes use of the IB Learner Profile and many associated IB concepts. The School is committed to these foundational statements and welcomes student/family inquiry to learn more.

Community Code of Conduct Note: this is an abbreviated version. Reference the Community HUB of the website for the full version. Members of the Brockton School Community and in consideration of an individual’s age, maturity, and diverse abilities, must review and abide by the Brockton School Community Code of Conduct. The purpose of the Code of Conduct is to promote Brockton as a safe, caring, orderly, respectful, and inclusive place to learn and grow. The Code of Conduct shall apply to all school activities, including those on and off school premises, during and outside regular school hours, on school coordinated transportation, during school-sponsored events, and when presenting/speaking as a member of the community, formally or informally. The Code of Conduct may also apply to other circumstances, not necessarily related to school sponsored activities, that impact the school environment. Note: ● In addition to the Code of Conduct, all members of the Brockton School Community are expected to follow the laws of British Columbia and Canada as well as Human Rights Codes and additional essential expectations. ● In addition to the Code of Conduct, community members and in particular students will be held accountable to specific agreements and expectations including but not limited to the annual: Acceptable Use of Technology Agreement (including Cell Phone Agreement) and Academic Integrity Agreement.

ALL Members of the Community Commit to: ● Support Brockton’s Mission and Guiding Principles. ○ Brockton’s Mission is to Inspire the Growth of Outstanding Humans ○ Brockton’s Guiding Principles state that Brockton is a place where ■ Every student matters ■ Every family matters ■ Community matters ■ Learning for life matters ● Prioritize safety (physical, emotional, psychological, social, and other). ● Respect privacy, property, policies, procedures, expectations, agreements and other needs of the diverse community.

● Respect and treat others fairly with a lens of equity, inclusion, justice, and belonging, regardless of and in consideration of diversity (for example: race, ancestry, religion, family status, gender, gender identity or expression, age, physical or mental differences of ability, and other.) ● Communicate respectfully and responsibly. ● Support regular student attendance and preparedness. ● Support learning opportunities (in all areas - classroom, extra-curricular, and more) and not interfere with the learning of others. ● Support appropriate use of technology and artificial intelligence (responsibly, respectfully, and safely). ● Support academic honesty and integrity. ● Support environmental sustainability. ● Respect the neighbourhood and position/responsibility within our greater community in which we exist. ● Be a positive ambassador of/for Brockton School. ● Learn, grow, be grateful, and have fun!

In addition to the Commitments for all Community Members (above), Brockton School Students Commit To: ● Demonstrate the IB Learner Profile attributes: Principled, Caring, Open-Minded, Reflective, Knowledgeable, Balanced, Thinkers, Inquirers, Communicators, Risk-Takers. ● Actively abide by student-related school policies, procedures, expectations and agreements (including but not limited to the appropriate use of technology and academic honesty). ● Engage in safe and appropriate behaviours, acknowledging personal safety, one’s impact on others, and the modelling of behaviours to other (sometimes younger) students. ● Attend school, be punctual, and be prepared for lessons/activities. ● Wear the correct, clean, and undamaged school uniform. ● Take responsibility for personal actions and belongings; do not bring prohibited or unnecessary high-valued items to school. Note, students are welcomed to use a lock on their locker if they wish. ● Take responsibility for one’s learning and respect the learning environment and opportunities of others. ● Help promote a safe, caring, respectful, and inclusive school environment. Respect the right of others - with their differences - to learn in such an environment.

● Respect one’s position of privilege and responsibility within the school community, the local community, and the greater community. ● Report concerns or ask for help as appropriate. ● Strive to be an engaged member of the community. ● Remember, Brockton is YOUR school.

Code of Conduct Violations and Follow Up: ● Consequences of behaviour that violates the code of conduct and/or is deemed unacceptable will be addressed in a manner that whenever possible and appropriate, will: ○ focus on restorative rather than punitive practices ○ take account of the individual’s age, maturity, and diverse abilities ○ consider both intent and impact ● Every effort will be made to support individuals and to determine the root causes of behaviour. ● Efforts will be made to secure confidentiality; however, school officials may have a responsibility to advise other parties of serious breaches. ● The school will take all reasonable steps to prevent any form of retaliation against a Community member who has brought a complaint forward of a breach of the Code of Conduct. ● In situations where extreme and/or repeated and concerning violations of the code of conduct occur, continued enrollment at the school may be terminated.

Acknowledgement and Agreement: By enrolling at Brockton School, all students and parents are expected to have read and agreed to the School Code of Conduct. There is no opting out of the Code of Conduct.

Pluralism/Diversity Statement Brockton School is dedicated to fostering a pluralistic community that honours the dignity, rights, and distinct identities of all its members. Brockton recognizes that pluralism requires moving beyond mere tolerance to actively building a culture of equity, inclusion, belonging, justice, and more. At Brockton School, our mission is “to inspire the growth of outstanding humans.” We believe that for this mission to be pursued, there must be an authentic engagement of pluralism: the active and respectful engagement with diversity in its many forms. Recognizing that the diversity of our community is a strength, we foster an equitable, inclusive environment where every student, family, and community member matters. Guided by the principles of the United Nations, the Canadian Constitution, the BC Human Rights Code, the Truth and Reconciliation Commission of Canada, and several key associations, we are committed to ensuring that every individual at Brockton is known, challenged, supported, and safe to explore their unique genius. We do not just accept differences; we embrace them as essential to developing self-aware, other -aware, purpose-filled, global citizens ready to thrive in a dynamic world.

Our Framework for Pluralism To prepare our students for a future that demands empathy, collaboration, and global awareness, Brockton School’s approach to pluralism is anchored in, and strictly abides by, the following local, national, and global frameworks: ● The United Nations (UN): We uphold the Universal Declaration of Human Rights and the Convention on the Rights of the Child, ensuring every learner has the right to an education free from discrimination, where their holistic well-being and voice are prioritized. ● Indigenous Recognition and Respect: We acknowledge the traditional, ancestral, and unceded territory of the Coast Salish Peoples, including the territories of the of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations on which we work, live, learn, and play. We honour the enduring presence, histories, and rights of First Nations, Inuit, and Métis peoples of Canada. ● The Canadian Constitution: We uphold the Canadian Charter of Rights and Freedoms and the Canadian Human Rights Act. ● The BC Human Rights Code: We fiercely protect our community members from discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, age and/or other.

● The Province of British Columbia & Ministry of Education: We meet and exceed the province's mandates for Safe, Caring, and Orderly Schools. This includes the meaningful integration of Indigenous teachings and First Peoples Principles of Learning, comprehensive support for neurodiversity, and adherence to Sexual Orientation and Gender Identity (SOGI) inclusive practices. ● ISABC & FISA: As proud members of the Independent School Association of BC and the Federation of Independent Schools of BC, we collaborate with peer institutions to champion social justice, racial equity, and accessibility, ensuring the independent school sector serves the public good. ● CAIS Pluralism Standards: We hold ourselves accountable to the CAIS benchmarks for pluralism. We continuously evaluate and evolve our school culture, inclusive hiring practices, curriculum representation, and community engagement to reflect a diverse and interconnected world.

Pluralism in Action At Brockton, we aim to: 1. Empower Voices: Provide safe spaces and platforms for ALL to share their experiences and lead initiatives. 2. Ensure Representation: Continuously audit our curriculum, resources, and pedagogy to ensure students see themselves reflected in their learning and are exposed to a wide array of global perspectives. 3. Build Capacity: Educate students and provide ongoing professional development for faculty and staff on anti-bias, equity, and inclusion strategies. 4. Foster Authentic Community: Maintain a school ecosystem where authentic connections flourish and a place where “Every Student Matters, Every Family Matters, Community Matters, and Learning for Life Matters.”

Uniform Guidelines Students in Junior Kindergarten through Grade 12 wear the Brockton School uniform. The uniform reflects our shared identity and community values, and students wear it with pride as ambassadors of the school. Brockton’s uniform is gender-neutral. Students may wear any approved uniform items within their grade-level category. There are several types of Brockton uniform, used for different purposes throughout the school year. Specific requirements for each grade group are outlined in our Uniform Guidelines.

Technology and AI At Brockton School, we embrace the intentional integration of educational technology and artificial intelligence (AI) as dynamic tools to enhance inquiry-based learning, foster creativity, and prepare students for a rapidly evolving digital future (AI Policy, Technology Policy). In alignment with our mission to inspire the growth of outstanding humans and the values of the IB Learner Profile, we view these emerging technologies not as replacements for independent thought, but as cognitive partners that expand student potential (AI Policy, Senior School Handbook). Preparing students for their digital present and future is a shared responsibility, and we are dedicated to providing a safe, secure, and supportive digital environment (Technology Policy, Student Technology Agreement). Through clear guidelines, robust data privacy frameworks, and a commitment to digital citizenship, we empower our students to utilize technology and AI responsibly, ethically, and purposefully as they develop into principled, lifelong learners (AI Policy, Student Technology Agreement).

Students are expected to read and abide by the Educational Technology Handbook for Senior School (Grade 6-12). The Educational Technology Handbook for Senior School includes but is not limited to: ● Overview of educational technology platforms ● Acceptable use of technology details ● Cell phones ● Device permissions ● Digital citizenship ● Bring your own device ● Tech safety tips (technology at home) ● Technology related policies and agreements ● Additional Resources

Academic Integrity At Brockton School, academic integrity is a foundational principle rooted in the values of honesty, trust, fairness, respect, and responsibility. It is a moral and ethical commitment to producing authentic, original work, properly citing sources, and resisting misconduct like cheating or plagiarism. Upholding academic integrity protects the intrinsic value of student learning, fosters a strong culture of trust within our school community, and supports students' personal growth and development as principled, ethical learners. In an environment where technology continues to evolve, it also means using digital tools and artificial intelligence responsibly and transparently to enhance, rather than replace, independent thinking. Below are the key documents and agreements Brockton School uses to support and guide academic integrity: ● #219 – Academic Integrity Policy ● #501 – Academic Integrity Policy and Procedures Guide which includes Citations and Referencing Guide ● Academic Integrity Agreement – Senior School For Senior School students all guides are posted on their Canvas Classrooms.

Student Support Brockton School is committed to a safe and caring community environment. We actively foster a culture of inclusion, respect, and empathy. Guided by Restorative Practice, we focus on building strong relationships, addressing harm in ways that promote understanding and accountability, and supporting growth for everyone involved. There are multiple avenues of support for students at Brockton School including but not limited to: ● First aid/health support from our trained office and/or wilderness first aid responders ● Learning differences support from our Inclusive Education Programming ● Pastoral care/support from home-room teachers/advisors ● Grade Lead support for disciplinary concerns ● Personal Counselling support from the Personal Counsellors ● Course Planning Support from the course planning team ● Post-Secondary Support from the Post-Secondary Team ● General Support from the School Administration - Principals, Head of School and other ● ANY OTHER reasonable type of support (just ask) We want students to be aware of the supports and also the policies and procedures that are in place to ensure such supports. These include but are not limited to: ● 235 – Student Harassment & Bullying Prevention ● 234 – Recognition, Prevention & Reporting of Child Abuse ● 239 – Health & Wellness

Student Harassment & Bullying Prevention Bullying behaviour and / or harassment is taken seriously because it undermines our shared values and the wellbeing of our community. Bullying is ongoing conduct that is done with the intention to scare or make someone afraid and is unwelcome to others. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender,

attire, (perceived) sexual orientation, gender identity, culture or religion are all forms of bullying. Harassment is any behaviour or comment that is hurtful, degrading, humiliating or offensive and can occur on a one time or more frequent basis. Intimidation is anytime a person uses fear in order to force or influence someone to do something. Examples of bullying and harassment may include but are not limited to: ● Physical violence such as hitting, pushing, spitting at another student or restricting their movement; ● Unwelcome touching; ● Interfering with another student’s property, such as by stealing, hiding, or damaging it; ● Using offensive names, unwelcome teasing, or spreading rumours when interacting with others; ● Racist, anti-semitic, or homophobic slurs; ● Belittling another student’s abilities and achievements; ● Unreasonably excluding another student from a group activity; ● Ridiculing another student’s appearance, way of speaking or mannerisms; ● Threatening the wellbeing of another person; ● Using technology to hurt, intimidate, threaten, embarrass, or humiliate another person. Anyone who is the target of bullying / harassment is encouraged to report the bullying / harassment and not to suffer in silence. Speaking out and reporting bullying / harassment ensures the school can appropriately address the bullying / harassment and may help prevent other students from future bullying / harassment. When Brockton School becomes or is made aware of bullying, the situation will be addressed taking into account the students’ age, maturity and disabilities and diverse abilities (if any). Additionally, Brockton School will take all reasonable steps to prevent retaliation by a person against the student who has made a complaint.

School Related Commitments In addition to the Code of Conduct and other Policies, Agreements, Expectations, and Commitments:

Attendance Student attendance is the shared responsibility of parents, students, and staff. Parents have the responsibility to ensure their child's attendance at school and to communicate with the school regarding their child's absences or tardiness. Students are expected to have punctual attendance and to attend classes prepared to participate and work in a positive manner. Illness is inevitable. If a student is ill, they should stay at home until their symptoms resolve. Similarly, appointments or the like are expected. Whatever the case, upon a student’s return - and age/stage dependent - they are encouraged to connect with their teacher for support on learning they have missed due to absences.

Reporting Student Absences and/or Lates Option 1: ATTENDANCE EMAIL (preferred) ● Student absences or lates or early departures can be reported by email at: attendance@brocktonschool.com ● Emails must come from a parent or guardian email listed in our student information system, MySchool. If your email changes, please contact the School. ● Students cannot email in their own absence; only messages from parent and legal guardian email accounts are accepted. ● For all absences, please include the following information: Subject of Email: Absence – Student Name Include in the body of the email: - First and last name of student - Grade - Date of absence & whether it is for the full day or what portion of the day - Reason for absence (e. g.: ill, appointment, vacation) - If late, state approximate time of arrival. - If leaving early state time of departure. Option 2: ATTENDANCE REPORTING LINE 604-929-9201 (available 24 hours a day)

The School will still be accepting voice messages for absences but would prefer parents send an email in advance instead.

During the School Day Check-In and Check-Out Students arriving to school, or leaving school, during the school day MUST sign in/out through the school office - sign in/out system. Students arriving late will sign in and will secure a LATE SLIP (from the sign in/out counter) to enter their class. Students leaving early are expected to have sent a communication to the school from parents in advance through the attendance email system (preferred) and/or by phone.

Environmental Awareness At Brockton School, we are privileged to learn, play, and grow in the breathtaking natural environment of North Vancouver and the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. Framed by the North Shore mountains and coastal forests, our campus is a constant reminder of the beauty of the natural world—and our profound duty to protect it. As global citizens and members of the Brockton community, environmental awareness is not just a topic we study; it is a value we live by every day. We believe that caring for our environment begins right here in our classrooms, hallways, and schoolyards. At Brockton we will (in alignment with practices and spirit of O Soji - Community Care) ● Show Gratitude: By actively maintaining our learning spaces, we show appreciation for our school, our teachers, and our peers. ● Take Ownership: When we clean up after ourselves and others, we recognize that the school environment belongs to all of us. ● Practice Mindfulness: Taking a few moments to restore order to a classroom brings a sense of calm and readiness for the next activity.

Our Shared Environmental Responsibilities Every Brockton student is expected to uphold the following environmental responsibilities: 1. Leave It Better Than You Found It: Whether in the classroom, the hallways, or the outdoor playground, always tidy your space before moving on. Pick up stray litter, even if it is not yours. 2. Mindful Waste Management: Sort your waste accurately. We rely on every student to utilize our recycling, composting, and landfill bins correctly to minimize our ecological footprint. 3. Resource Conservation: Be mindful of the resources you use. Turn off lights when leaving an empty room, use refillable water bottles, and avoid unnecessary printing or paper waste. 4. Respect for the Outdoors: When learning or playing outside, treat the local flora and fauna with respect. Stay on designated paths, do not disturb local wildlife, and preserve the natural beauty of our North Vancouver surroundings. Ultimately, environmental responsibility is a collective effort. By treating our campus with the utmost respect, we practice the habits necessary to become thoughtful, principled stewards of our planet.

Policy on Substances Brockton School believes in providing a welcoming, safe, and sustainable environment and community. The School is committed to its fundamental responsibility of enforcing a tobacco, cannabis and vapour products-free environment, as required under federal, provincial, and BC Ministry of Education legislation and regulations. School Policy. Students are expected to refrain from using, possessing, or being under the influence of alcohol, drugs, tobacco, or vaping products at all times, including possession of related items or supplying these substances to others. Students who are suspected of using or possessing prohibited items will be subject to investigation, which may require them to submit to a search of their person and/or property and/or require them to undergo drug and/or alcohol testing. Students who provide prohibited items to other students, are in violation of this policy. While at school, students may use or be under the influence of prescription drugs that they have been prescribed. Students should disclose to their Advisory teacher or Head of Grade any prescription drugs that they take that could have a school-related impact. Breaches will be addressed in accordance with the school’s behaviour framework and may result in disciplinary consequences, including suspension or involvement of external agencies, depending on the nature of the incident. The School’s intention is to ensure that all students are safe and healthy. POLICY 224 – Smoking/Vaping – Use of Tobacco, Cannabis & Vapour Products on School Property

Restorative Justice Practices In short, Restorative Justice is a thoughtful approach that engages stakeholders to address wrongdoings or conflict, take responsibility, and set things right for future positive engagement. Restorative Justice is intended to support self-awareness, other awareness, expectations within a community, accountability, responsibility, healthy relationships, and a sense of value and connectedness. Restorative Justice is grounded in Indigenous ways of thinking and directly connects to aspects of Trauma Informed Practice; Pluralism - Diversity, Equity, Inclusion, and Justice (DEIJ); Compassionate Communication, Compassionate Systems, and more. NOTE: A Restorative Justice approach can and should be used in situations that involve appropriate discipline (e.g., suspensions). Students need to know boundaries and expectations; students also need to have a path to restore themselves. Students may be asked the following and/or other questions: 1. What happened? 2. What part did you play in it? 3. Was this in line with expectations? If not, why? (Note: the facilitator will likely refer to code of conduct and expectations) 4. Who was impacted by this? (Note: think of students, staff, parents, community members…) 5. How can you take responsibility? (Note: students should consider among other things, follow-up with all who were impacted) 6. What might you do differently next time? 7. What can you do to support your relationship with one another (and/or your position in the community) moving forward? (Note: students should be encouraged to consider how they can contribute positively; work with students to find ways for them to see themselves as able to positively influence/contribute to the community).

Appeals In the event of Disciplinary Action or a Membership/Enrollment Review, parents and students are provided with the essential facts of the misbehavior by School Administration and there is opportunity for discussion between parties. Families are provided with reasons for the decision made, and the relevant information that led to the decision. If students or parents wish to appeal a major behaviour decision by a Principal related to misconduct, they must give notice of their intent to appeal to the Head of School, in written or email form, ideally within 7 days of the notification of the decision. If students or parents wish to appeal a discipline decision associated with Academic Integrity, they must give notice of their intent to appeal to the Principal, in written or email form, ideally within 48 hours of the notification of the decision. The Head of School, or their designate, will oversee all appeals and, where necessary will convene a committee of Administrators or appoint a designate, to assist in rendering a final decision on the appeal. The Head of School or designate will: ● Invite the student and family and relevant staff or other key stakeholders to a meeting OR determine whether the appeal will be decided on the basis of a written submissions only ● Review all supporting documentation ● Seek additional relevant information ● Invite student or family statements ● In considering the appeal, the Head of School, or their designate, will consider the fairness and reasonableness of the decision and may, if warranted, substitute a different decision. If students or parents disagree with major decisions or actions of the Head of School or their designate, particularly in cases of suspension or expulsion, they should contact the ISABC Ombudsperson to discuss these issues.

MAKE IT AN AMAZING YEAR!