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Curriculum Framework

Safe and Positive Spaces for Learning

  Draft – The information on this page is under review.

Overview

Safe and positive learning environments respect multiple ways of knowing and being, recognize caregivers as a learner’s first educator, and are inclusive and protective of the rights of the learner. Creating positive learning environments involves honouring treaty relationships, nurturing a sense of belonging, and celebrating home languages, cultures, and identities.  

Elements

Safe and positive spaces for learning are inclusive and respectful of human rights. Diversity is supported and discrimination — regardless if real or perceived — is addressed against race, colour, religion, national or ethnic origin, ancestry, place of origin, language group, disability, sex, sexual orientation, gender identity, age, social condition, or political belief or activity.

When learning environments are safe and positive, there is a sense of calm and respect in all school-related spaces, including school property, school buses, school-sponsored events, online environments, written correspondence, and whenever the school is responsible for a learner or whenever an individual is acting on behalf of or is representing the school.

In safe and positive spaces, educators intentionally teach curriculum that supports and promotes a sense of identity, community, and well-being. When an individual feels respected, included, and heard for who they are, they can connect with people and learning materials, they can state what is expected of them, and they feel capable to meet those expectations.

Strategies

To help create safe and positive learning spaces:

  • Prioritize equity by creating environments and expectations that support all students, families, and educators.
  • Greet learners daily and positively at the door.
  • Follow the 5 to 1 rule: 5 specific praise statements for each corrective statement.
  • Teach behavioural expectations explicitly, provide specific feedback, and routinely practise procedures.
  • Use formal and informal approaches to get to know learners and understand their learning history, cultural identity, and interests.
  • Design classroom layouts to facilitate the most typical instructional activity.
  • Build regular opportunities for positive connections and communication with staff, learners, and their families.
  • Establish a predictable schedule with consistent routines and clearly defined boundaries reflective of the dispositions.
  • Co-create clear expectations with learners for behaviour in the classroom and other school environments.

Resources