PC Fall 2020

Fall 2020 • Volume 24 • Issue 1 The magazine of Catholic Principals' Council | Ontario
CYBERBULLYING
MATTHEW JOHNSON DEBRA PEPLER & DAFYDD MORGAN MARISSA KOKKOROS
Confronting Cyberbullying: What Works? A Time to ‘Re’ Imagine Let’s Talk Consent and Healthy Relationships
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Fall 2020 • Volume 24 • Issue 1
IN THIS ISSUE
EDITORIAL, ADVERTISING & SALES
Deirdre Kinsella Biss, Editor

[email protected]
Carol Anne Jeanson, Copy Editor
Ania Czupajlo, Senior Designer
[email protected] | ext. 25
John Nijmeh, Advertising Manager
Confronting Cyberbullying: What Works? 8 A Time to ‘Re’ Imagine 10
Hannah Yakobi, Marketing & Communications Manager
Gaby Aloi, Manager of Corporate Operations
CORPORATE, PROGRAMS & SERVICES
Blaine MacDougall, President

Joseph Geiser, Executive Director
Wendy Lopez, General Counsel
Let’s Talk Consent and Healthy Relationships 13 Perspective Taking: An Essential Literacy Skill 18 [email protected] | ext. 23
Tilia Cruz, Support Services Advisor
Jeff Baechler, Support Services Advisor
IN THE SPOTLIGHT KEEPING YOU INFORMED
Confronting Bullying: What Works? | 8 Sexting at Your School | 35 Marguerite Thomson, Support Services Advisor
A Time to ‘Re’ Imagine | 10 A Catholic Lens for Responsible Digital Citizen | 39 [email protected] | ext. 41
Let’s Talk Consent and Healthy Relationships | 13 The Reign of God: A Model for Catholic Luciana Cardarelli, Program & Member Services Coordinator
School Culture | 42 [email protected] | ext. 37
Perspective Taking : An Essential Literacy Skill | 18
Another Reason to be Anxious: The Fear of Kindness: An Antidote to Bullying | 44 Jan Murphy, Program & Member Services Assistant Coordinator
Missing Out | 21 No Homework in Exchange for Kindness | 46 [email protected] | ext. 24
A Time of Renewal | 24 When School Administrators Get Bullied | 47 Vanessa Kellow, Administrative Assistant, Professional Learning
Towards a Bully-Free World | 26 Cybersecurity/Samaritans on a Digital Road | 50
Jacob Chouinard, Communications & Technology Officer
Begin with a Change in Attitude | 28 Creating Safe Schools for LGBTQ+ Students | 52
Social Media and Our Indigenous Students | 30 New Resources Navigating Cyberbullying
and Cyberviolence | 54 Maria Cortez, Administrative Assistant, Operations
An Educators' Guide to Safeguarding Students | 32
What About the Bully? | 37 The Challenge of Technology | 56
Bessy Valerio, Receptionist
Schools Went Virtual. So Did Bullying! | 58
IN EVERY ISSUE
From the President: A Pandemic Welcome: New Peaks and Valleys | 4 Principal Connections is the proud recipient of the following awards:
From the Executive Director: 2020/2021 A New Year of Possibilities | 5
From the Editor: Nothing Online Is an Accident | 6
We thank all those who contributed to this issue. Please note, however, We would like to acknowledge that the CPCO office is on the traditional
that the opinions and views expressed are those of the individual territory of the Mississaugas of the Credit First Nation.
contributors and are not necessarily those of CPCO. Similarly, the
acceptance of advertising does not imply CPCO endorsement.
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FROM THE PRESIDENT
Blaine MacDougall
A Pandemic Welcome
Our New Peaks and Valleys!
This time last year, who would have considered that today
Ministry policies and guidelines, board policies, and
we would be conversing about such things as: a global School Improvement Plans are all tools that help guide
pandemic, synchronous learning, pivoting, adaptive our plan in dealing with social media. With the increasing
modelling, hybrid education, cohorting, contact tracing,rate of use and abuse of social media by some of our
and social and physical distancing? students, our role as administrators is to guide our staff
and students to understand and provide opportunities
In this uncharted new world where we find ourselves, we for them to be able to navigate social media in a safe
are also working through and increasing our knowledge and productive manner. I believe that we know and
base when dealing with the understand the ‘why’ regarding
We are continuously called

challenges and opportunities this concern – as Simon Sinek
of the ever-developing number (Start with Why) likes to
of social media outlets that are to take action to help each remind us. It is the ‘how’ for us
available for our students. to sort out!
and every one of our
We all understand that social
media is here to stay. And it
students to understand One tool you may find helpful
in dealing with cyberbullying
is apparent that students are what it means to venture was designed by the Catholic
starting to venture into this
‘playground’ of social media at a
into the playground of Principals’ Council | Ontario
(CPCO), the Ontario
very early age. social media. Principals’ Council (OPC),
l’Association des directions
We know that there are many et directions adjointes des
positives and negatives to social media, and, as Catholic écoles franco-ontariennes (ADFO), and Victim Services
leaders, we are continuously called and reminded to Toronto (VST). If you are looking for an organized and
unpack our Lord’s second commandment – “You shall easy-to-follow resource, please check this tool out on the
love your neighbour as yourself.” (Mark 12:31). We also CPCO website under Professional Learning.
know that it is imperative to continue to have ongoing
discussions with staff and students about how we should Living through a global pandemic has called us to an even
be treating one another as we journey through this life. higher level of action. I thank you for your dedication and
These discussions and learning opportunities have now your willingness to share your ideas and to embrace the
become even more heightened due to the availability of challenges that lie before us, together. May you continue
social media for all. to draw upon one another’s assets, skills and talents.
As Catholic administrators and leaders, we are Finally, I thank you for your commitment to Catholic
continuously called to take action to help each and leadership, the call that we took with all of its challenges
every one of our students to understand what it and opportunities. May we all have a year filled with great
means to venture into the playground of social media dialogue and collaboration so that decisions are made
and how they are to treat their peers while engaging thoughtfully. My very best to each and every one of you
in this activity. for a terrific year ahead.
4 Principal Connections • Fall 2020 • Volume 24 • Issue 1

FROM THE EXECUTIVE DIRECTOR
Joseph Geiser
2020/2021
A New Year of Possibilities
Welcome to a new school year! While this is always a time March, nothing compares with the live experience of
of great anticipation, September 2020 will be unlike any being in God’s presence in God’s house. The sermon
other school beginning that any of us have experienced provided by this new priest contained a message of hope
in our lifetimes let alone in our careers. The 2019/2020 for all of us and can set the tone for the year ahead. When
school year will unfortunately be remembered as one he spoke of the many turmoils, personal struggles and
of job action across the education sector amid a highly challenges that he faced in his eight years of formation, he
charged political landscape, followed immediately by a recounted how he always found time each day to focus on
global pandemic resulting in a pivot to computer-based the deep inner peace he felt that being in God’s presence
teaching, learning and working gave him. This is the peace that
Be strong and courageous; share with others to strengthen

from home for the last four each of us needs to rely on and
months of the school year.
do not be frightened or and bolster us as we face the
One might ask – What next? At uncertainties of the year ahead.
the time of this writing, there dismayed, for the Lord
is still considerable uncertainty
about what indeed is next for
your God is with you St. Isadore of Seville, a bishop
and scholar, is often recognized
Catholic education in Ontario. wherever you go. as the patron saint of the
Joshua 1:9 internet although he lived
The themes for our Principal many, many centuries before
Connections magazine are generally decided upon well in the internet was even contemplated. It was his dedication
advance in order to line up the right mix of articles and to communication and recording everything that was
authors. This issue, which focuses on Cyberbullying, was known to that point in history that set him apart. May
predetermined prior to the need for everyone to figure out this prayer be a reminder of who we are as Catholic
how to do education from home. Within these pages the educators as we continue in our journey.
reader will gain insights into the impact that cyberbullying
can have on all of us – and especially those least equipped Grant we beseech Thee that through the intercession of Saint
to deal with the mental anguish often associated with Isidore, bishop and doctor, during our journeys through the
it for our students and their families. However, as we internet we will direct our hands and eyes only to that which is
know all too well, cyberbullying is not just limited to our pleasing to Thee, and treat with charity and patience all those
students! How often do we send or receive emails or other souls whom we encounter. Through Christ our Lord, Amen.
forms of social media from parents, supervisors, staff or
even colleagues that might be perceived as offensive and There is no doubt that September 2020 will begin as no
crossing the line into harassment and/or bullying? While other has – let it be one of peace, focused on the needs of our
we may be familiar with the legal nuances of each of these students in our Catholic schools. May we strive to be kind,
terms, it is the perception and the intent that often dictate respectful and peaceful with each other as Jesus would want
how these communications are interpreted. us to be – in all of our actions and communications.
Recently, I had the privilege of once again attending Mass Thank you to the team at CPCO and specifically to Deirdre
in person and listening to the homily of a newly ordained Kinsella Biss (Editor) and to Ania Czupajlo (Sr. Designer)
priest (eight days). While I appreciated the many, many for this outstanding edition of Principal Connections. St.
weeks of attending virtual Masses since the middle of Isadore would be proud and pleased with your work.
Principal Connections • Fall 2020 • Volume 24 • Issue 1 5

FROM THE EDITOR
Deirdre Kinsella Biss
Nothing Online Is an Accident

The connection between student well-being and frequency and impact of cyberbullying. He introduces
student achievement is deeply appreciated in Ontario. strategies which focus on empowering witnesses,
It remains a fundamental part of the learning agenda fostering empathy, countering moral disengagement,
in our schools. As Catholic Principals and Vice- and promoting positive social norms.
Principals, we are truly committed to building trusting,
positive school climates that are inclusive and foster a Marissa Kokkoros, Director of Aura Freedom
sense of belonging. International, shares the need for our students to
understand and develop healthy
Despite all our

But despite all our efforts, relationships. Discussing consent
student well-being continues and coercion is a way to help
to be affected by instances of
cyberbullying and cyberviolence. efforts, student students recognize unhealthy
relationships. In her article,
In Canada, one in five teens have
witnessed online bullying, 51
well-being Let’s Talk Consent and Healthy
Relationships, she presents the
per cent of all teens have had a
negative experience using some
continues to be major components of healthy
relationships, reflects on the
form of social networking, and affected by role consent plays, and shares an
instances of
one quarter of our students from informative “Relationship Bill of
Grades 4-11 report that they Rights.”
cyberbullying and
have said or done something
mean or cruel to someone online. Dealing with psychological issues
Cyberbullying has become more
common than bullying. cyberviolence. and behaviours generated by the
bully, the bullied and the witness
presents a whole other realm of
This edition of Principal Connections takes an in-depth challenges for school leaders. Toward a Bully-Free World,
look at the issues surrounding cyberbullying. A most authored by Mary Gordon, conveys the social emotional
timely topic, but particularly relevant when so many of needs of our learners. She advocates that empathy
our students’ social experiences are occurring online. should be taught explicitly in our schools. An Antidote to
Bullying, by Diane Banasco, highlights the importance
Debra Pepler and Dafydd Morgan ground our thinking by of students experiencing and being taught kindness as a
presenting the issue of bullying as a “systemic problem.” proactive step to dealing with the issue.
They believe that bullying and cyberbullying problems
are not likely to change without a shift in the systems that Making good decisions, and making sense of a constant
unintentionally allow bullying to happen. In their article, information flow presented without physical presence
A Time to 'Re' Imagine, they discuss using a developmental and social emotional cues, can make it difficult for
approach to the problem rather than using a disciplinary students to assess situations and create appropriate
lens to inspire change. meaning. Now, more than ever, our students need to be
educated on this topic, and must be made aware of their
Matthew Johnson’s article, Confronting Cyberbullying: online behaviours and the need to use safe practices.
What Works? is built on MediaSmarts research that
examines important steps that can reduce both the Nothing online is an accident.

Help shape Ontario’s
teaching profession
Run or nominate a colleague for one of
23 elected positions with the Ontario
College of Teachers’ Council.
If you hold principal qualifications and

are employed as a principal or vice-
principal, you can serve on Council in
the principals’ category.
Nominations open
August 18, 2020 and
close at 5 p.m. EST on
November 27, 2020.
Learn more at oct.ca, call the College’s election information line at

416.961.8800 (toll-free in Ontario 1.888.534.2222), ext. 558 or
send an email to [email protected].
CONFRONTING
CYBERBULLYING
What Works?
By Matthew Johnson
T
he term ‘cyberbullying’ can be misleading. First coined
in 1999, with the '90’s prefix ‘cyber,’ it can feel like a thing
of the past, a relic of flip phones, chat rooms and instant
messaging. Students often say it's a thing of their past, too,
believing they've outgrown it by the time they reach high school.
Neither is true: older teens are both more likely to be bullied and to
bully others online than younger ones. Cyberbullying is also one of the
top five concerns Canadian parents have for their kids online.
‘Bullying’ may also call to mind a straightforward dynamic between a

bully and a target, with an imbalance in physical or social power and
a clear intent to harm. However, the more we learn about cyberbul-
lying, the more complex it becomes, a cluster of distinct but related
experiences ranging from online hate to technologically-facilitated
relationship violence.
MediaSmarts research gives us important insights into what works

to reduce both the frequency and impact of cyberbullying. While
different strategies are more or less relevant to different forms of
cyberbullying, there are several that apply in most cases: empowering
witnesses, fostering and broadening empathy, countering moral
disengagement, and promoting positive social norms.
Empowering witnesses Countering moral disengagement
Though witnesses are a part of any bullying incident, their Youth are often seen as being responsible when sexts
role in cyberbullying is more crucial. Because digital they've sent are shared without their consent. Moral
media have unknown and unexpected audiences, it can disengagement – the psychological mechanism by which
be hard to know who is witnessing an incident, making we tell ourselves that it's all right to do something we know
targets more likely to feel that witnesses support the is wrong, or to not do something we know is right – is a
perpetrator. Digital media are also shareable and persistent. major factor both in helping youth to justify perpetrating
Witnesses may re-victimize a target by spreading cyberbullying and turning a blind eye when they witness
harassing content (such as forwarding a sext that was it. MediaSmarts' resources such as There's No Excuse
shared without the original sender's consent). Similarly, and Impact: How to Make a Difference When You Witness
targets may be re-victimized by content that persists long Bullying Online teach young people how to recognize
after it was originally posted. different forms of moral disengagement. Statements such
as, "when a girl's sext gets shared, it shows other girls the
Just as witnesses can make a cyberbullying situation risks" or "a girl shouldn't be surprised if a boy shares her
worse, they can also help make things better. To empower sexts after they break up" are explored and confronted. Of
our students, we need to go beyond telling them to “stand note, youth who agree with these statements are five times
up." While youth say that witnesses can have a large more likely to share a sext without the sender's consent.
impact, they also tell us that what they do is crucial:
actions that target the perpetrator, such as confronting Promoting positive social norms
them in private or public or mediating between them
and the target, are seen as less likely to be helpful, while Moral disengagement does not happen automatically. Older
actions such as posting something nice about the target, teens are more likely to engage in it than younger ones, which
comforting the target privately, and talking to a trusted suggests it is something they learn from peers, society and
adult are perceived more positively. the media. Strategies for confronting any kind of bullying
have to include changing social norms. This can be as simple
A further problem with telling youth to "stand up" is as giving youth accurate information to correct impressions
that often that is what cyberbullies think they are doing: from peers and media: since youth often overestimate how
standing up for a friend is a common reason youth give for common cyberbullying is, letting them know the actual rate
being mean or cruel online. can make it seem less normal and acceptable.
Fostering and broadening empathy We also need to address broader attitudes that contribute
to bullying, such as whether students feel safe intervening
We’ve all heard it – they were "just joking around." It in cyberbullying, as well as gender stereotypes that lead
shows why fostering empathy can be more complicated to girls being blamed when a privately shared sext is made
than it may seem. Aspects of digital communication – public. This is where traditional media plays a role, as
such as the absence of cues like facial expression, tone of media both contributes to problematic social norms and
voice and body language – can act as ‘empathy traps’ that provides a safe context for talking about them.
keep students from feeling empathy in situations where
they normally would, and this can be crucial both to pre- These strategies – empowering witnesses, fostering empathy,
venting and countering cyberbullying. Seven in ten young confronting moral disengagement and confronting social
Canadians say they would be more likely to respond to norms – may seem like a tall order. However, each provides
online hate if someone they knew told them it had really an opportunity to address cyberbullying in our schools.
hurt their feelings. How students feel empathy is also And because they are all connected – with social norms
conditional on how close they are to the target, with more encouraging or discouraging moral disengagement, which
distant connections being less likely to prompt empathy: affects who we feel empathy towards, which determines
99 per cent of youth say they would do something if the what we do when we witness bullying – anything we do
target of cyberbullying was a family member, 89 per cent to address one makes addressing the others easier. While
if it was a close friend, 62 per cent if it was a student at cyberbullying may not yet be a thing of the past, we can work
their school with whom they were not friends, and 37 per together to make it a smaller part of our students' future.
cent if they did not know the target.
Matthew Johnson, Director of Education, MediaSmarts

A Time to
‘Re’ Imagine
By Debra Pepler and Dafydd Morgan
In this time of pandemic, we have an unprecedented

opportunity to pause, take stock, and renew our vision
and priorities. Dr. Tedros Adhanom Ghebreyesus, the
Director-General of the World Health Organization
described this as “a defining moment to reimagine the
world our children deserve.”1
It is time to reimagine how schools can nurture

the healthy development of all children and
youth. Schools are society’s socializing institu-
tion and responsible for the care and education
of the “whole child.” Principals are the leaders
within schools with the responsibility of
giving “assiduous attention to the health and
comfort of the pupils” (Ontario Education
Act). This means that principals and the
teachers under their guidance must show
unrelenting care for all their students,
especially for those who are disadvantaged,
marginalized and racialized.

In this article, we focus on bullying prevention as a One of the challenges you face as a principal with taking
process that can be addressed through a transformation. a developmental approach to understanding bullying is
the lens of progressive discipline, where consequences
School-based bullying is a relationship problem that for student behaviour escalate as undesired behaviours
unfolds when one or more students abuse power to persist. If we approach bullying prevention through a
control and distress another student (Pepler, 2006). developmental rather than disciplinary lens, we become
Relationship problems require relationship solutions. more able to respond to challenging behaviours in a way
Those who are bullying need to learn to use their power that will inspire growth and positive change.
positively, understand the harms they cause, and find
ways of being recognized and valued without gaining Consider that we expect our teachers to work with
power through aggression. Those who are being victim- students who are struggling academically in a caring,
ized need to be protected from bullying, included with resilient and patient manner, where they resolutely
peers and assured of a non-violent learning environment. believe that the child can and will succeed, given good
programming and meaningful practice in a safe space.
We believe there are three critical questions to be considered We owe our students who are demonstrating bullying
for a transformation to recognize education as a relational behaviours no less. These children need us to believe
process that is unrelenting in its support of every student. in them, that they can grow in their understanding of
relationships, and learn to make better choices. These
1. Should we address bullying and children need opportunities to practise building
other disruptive behaviours as primarily relationships, to experience social challenges, and to
developmental or discipline problems? repair the hurt and harm they have caused. By taking a
developmental over a disciplinary perspective towards
bullying behaviours, we set the conditions for our
There is a tendency to focus on the appropriate students to learn and grow in a safe space.
punishments for students who bully others and
disrupt the learning environment. It is important 2. Where does cyberbullying fit in?
to consider what students are learning during
punishment – that those who have the power A majority of students involved in cyberbullying are
get to use it to distress and control those who also involved as perpetrators or victimized students
are less powerful. All students should be within traditional face-to-face bullying. Cyberbullying
accountable for their behaviours, but the represents a challenge to the developing brain. In
consequences must be educational and communication through social media, children and
promote the developmental capacities youth struggle with the paucity of feedback. They cannot
that are lagging. see the other’s facial expressions, body language or the
fullness of their emotional reactions; therefore, they do
not experience the impact of their behaviours on others.
With specific empathy-based digital citizenship education,
students can learn about communicating through
technology. It is never too soon to start this teaching!
When addressing problems of cyberbullying in your

school, the strategies that we suggest apply equally to
traditional and electronic forms of bullying. Of note, even
if cyberbullying does not occur inside the school building,
principals are required to respond to the problem as it
can have a severe impact on your school climate and the
well-being of your students.

4. Where should we focus our bullying
prevention efforts?
Often the focus on bullying prevention is to “fix” the

students who are involved in these problems. Bullying,
however, is a systemic problem – one that generally
pervades the culture and relationships within a
school. The focus, therefore, should be on changing
systems by engaging school staff, parents and students,
changing classroom and peer group dynamics, as well
as supporting individual students who are engaged in
bullying problems. Bullying problems among student
are unlikely to change without a shift in the systems that
inadvertently allow bullying.
3. Should we have a general program that As we face uncertainty about returning to school in
reaches all students or have programs that focus September, all principals share the same concerns
on those with the greatest risk of struggling? regarding the quality of the relationships in their
building that form their school’s community and control
its climate. What better time than now to consider a
With limited time and resources, it is important to focus renewed focus on the quality of the relationships in your
attention where it is most needed. On one hand, this building, including student-to-student, teacher-student
might suggest a singular focus on the children most and principal-teacher? A great place to start is community
involved in bullying problems – those who bully and circles, where school days and staff meetings are started
those who are victimized frequently. On the other hand, by sharing and listening to each other, either to a planned
bullying unfolds in the context of peers, who generally prompt, or, as participants get more familiar and
reinforce those who bully. Universal and indicated comfortable, through an open-ended question. Consider
prevention efforts are required both to promote positive beginning all of your staff meetings with community
relationships throughout the school for a safe learning circles and encourage your teachers to begin their classes
environment and to promote the safety, inclusion and with them as well!
development of those involved in bullying.
By providing students and staff alike with a positive and
When you, as a principal, actively plan to address bullying open space to share their thoughts and feelings with
prevention and intervention, it is useful to consider each other, you will develop and strengthen empathy
the tiered support model of “good for all, necessary for amongst peers and colleagues, which will improve
some, and essential for few.” Good for all supports could the quality of relationships in your building, decrease
include school-wide community building efforts such as incidents of bullying behaviours and provide optimal
the Canadian WITS2 , Fourth R 3 and BRAVE 4 programs. learning environment.
For some of your students, further support may be
needed, such as opportunities to engage in structured and
engaging relationship skill building through play groups, Debra Pepler, Department of Psychology, York University
clubs and volunteer opportunities. A small number of Dafydd Morgan, Principal, Champaign Trail Public School
your students may require more intensive support, such 1
Tedros Adhanom Ghebreyesus’s presentation at the Virtual Global
as engaging your school’s social worker to work with both Launch of the Global status report on preventing violence against
the child and the child’s family. children 2020, June 18, 2020.
2
witsprogram.ca
3
youthrelationships.org
By approaching bullying prevention and intervention 4
www.braveeducation.com
through a lens of tiered support, principals will be able
to maximize the return on their investment of time, MediaSmarts is a Canadian organization that focuses on digital and
emotional capital and budget. media literacy. It has a wide range of excellent evidence-informed
resources for teachers and parents at mediasmarts.ca.

Let’s Talk Consent and
Healthy Relationships
By Marissa Kokkoros
A
cross the globe, women and girls face
inequality, discrimination, violence and
exploitation. Human trafficking in the sex
trade is one of the most extreme forms of
gender-based violence and disproportionate-
ly affects women and girls, although boys and men can
also be exploited.
Traffickers and abusers exploit vulnerabilities created by

sexism, racism, colonialism, gender inequality, poverty
and more. Systemic inequities and social marginal-
ization have created intergenerationally marginalized
communities that are targeted by exploiters. If there is
a “crack” in the surface, they will find it. Racialized girls,
especially Indigenous youth, experience added layers of
discrimination and barriers to support, as well as youth
in care, LGBTQ2S youth, disabled youth and youth with
mental health issues. These marginalized youth often lack
social supports, leaving room for exploitation under the
guise of love, community and a better life.
Discussing consent with youth is an important way to

help them recognize unhealthy relationships. It can
also empower them to protect themselves from sexual
violence, sexual exploitation and human trafficking. Don’t think Hollywood. Forget about the movie ‘Taken.’
It is important to dispel the myths about human Right now, Aura Freedom and other Toronto grassroots
trafficking – what it looks like, who is trafficked and how groups are seeing 16 and 17-year-old boys trafficking their
it is done. Many Canadians still think that all human classmates for money, notoriety and as a way to validate
trafficking involves crossing international borders, their masculinity. We are also seeing young women get-
kidnapping and forcible confinement, but most cases of ting involved in the recruitment of those trafficked into
domestic human trafficking in Canada look very different. the sex trade as a way to escape their own exploitation.
Social media is increasingly used to target, recruit and

groom young women and girls, and ultimately exploit
them. Indeed, many of the trafficking survivors Aura
Freedom has supported were targeted and groomed
online. During the luring and grooming stage, a
trafficking situation can start out looking a lot like a
romantic relationship or a friendship. Youth get a glimpse
of a “dream life” before the rug is ripped out and the
exploitation begins.
Many of the youth we have worked with have told us that

they felt they were at fault for their abuse and exploitation
because they never actually said “No.” The truth is, their
exploitation was a slow process of coercion, manipulation,
violence and blackmail, and they never had a choice.
This is exactly why education on consent and healthy

relationships is so important. It can save lives.
So, what is consent?
Personal boundaries must be respected by both parties
and practising consent is a part of any healthy relation-
ship. Aura Freedom borrows the I LOVE FRIES acronym
as an easy way to teach just about anyone about consent.
What is coercion in the context of

human trafficking?
Freely given: Consenting is a choice you make without pressure, • Manipulating someone until they give in to a sexual
manipulation, or under the influence of drugs or alcohol. act (this is sexual assault!)
Reversible: Anyone can change their mind about what • Can involve blackmailing, pressuring, guilting,
they feel like doing, anytime. intimidating, threatening or physically harming
Informed: You can only consent to something if you have someone into a sexual act
the full story. You cannot consent to something which • Not being able to give consent on your own terms
you have not been fully informed of! • Not being given the space or opportunity to freely say “no”
Enthusiastic: You should only do stuff you WANT to do,
not things that you feel you’re expected to do.
Specific: Saying yes to one thing doesn’t mean you’ve
said yes to others.
What consent IS:

• The presence of a YES – without coercion!
• Clear, communicated, enthusiastic
• The responsibility of the initiator
• Can be changed or withheld at any time
• Ongoing
What consent IS NOT:

• The absence of a NO – “Well, she didn’t say no” is
NOT an excuse! Healthy relationships
• Silence There is so much to say and so much to ‘unlearn’ due to
• Made automatic by the relationship status harmful gender norms and other issues. The term “healthy
• A free pass – consent must be given for everything you do relationships” does not just refer to romantic ones, but also
• Given by someone else other than YOU – Only you friends, work relationships, friendships and family members.
can speak for yourself. Consent is never connected to
the clothes you wear, your behaviour, where you hang The major components to a healthy relationship are:
out or who you hang out with. It is nothing other • Communication
than YOUR CHOICE. • Boundaries
• Safety
Consent given under coercion is NOT consent. This is • Honesty
especially important to highlight with youth as coercion • Trust
is often used to obtain consent in situations of human • Enjoyment
trafficking – but this consent is not legal. • Separate identities

If these major components are present, then the be practised. Just because you are in a relationship with
relationship usually has a good foundation to be a someone does not give them the right to abuse or violate
healthy one. Abusive relationships revolve around you in any way.
control, fear and lack of respect, with one partner
usually having control. This can involve threats, Consent is always needed
name calling, blaming, guilt-tripping, jealous
questioning and physical violence. Sometimes it helps for youth to affirm the rights they
have to have safety, dignity and enjoyment in a rela-
Consent in relationships tionship. The RELATIONSHIP BILL OF RIGHTS by
Wellness Reproduction and Publishing is another great
Consent is an absolutely necessary part of a healthy tool for teachers and students.
relationship. Consent in a dating relationship should
THE RELATIONSHIP BILL OF RIGHTS
I hereby declare that I have the following

rights in my intimate relationships. I also
recognize and respect that all other people
are entitled to the same rights at all times.
1. To have and express my own feelings and

opinions, whether or not others agree.
2. To make decisions about myself, and to
have equal decision-making power in my
relationships.
3. To say "no" to physical closeness or any
other act that makes me uncomfortable,
at any time.
4. To refuse a date at any time.
5. To choose my own friends, and to maintain
relationships with those friends.
6. To participate in activities that do not
include my boyfriend or girlfriend.
7. To control my own money and other
possessions.
8. To live free from fear and abuse.
9. To end a relationship.
We all have the right to feel safe and loved in any relationship and to have agency over our own bodies. Having
conversations about consent and healthy relationships is one way to empower youth and prevent exploitation.
Marissa Kokkoros, Director, Aura Freedom International
Aura Freedom is a grassroots women's organization that works to eradicate gender-based violence and human trafficking through equity-
advancing education and advocacy. Through education, advocacy, research, training and partnership building, Aura Freedom has implemented
sustainable projects preventing and addressing gender-based violence and human trafficking in both Canada and South Asia. Our work has
advanced gender equity, empowered marginalized women and given survivors anti-oppressive access to crucial services.
Website: www.aurafreedom.org Instagram: @aurafreedom Twitter: @AuraFreedom Facebook: Aura Freedom International

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Perspective Taking
An Essential Literacy Skill
By Brian Weishar
During the pandemic, we may be surprised to hear stories of young people who ignore
social distancing to line up to purchase videos or amass at parties. We also may
hear of young people, who, rather than become bystanders, prevent the aggression
of another person. Or how a teen makes an effort to comfort someone who they think
feels lonely.
These stories have one thing in common, the important skill of perspective taking. It is
a skill we can link, at least in part, to the question, “How do you think (a character in
a story, a person in an event) felt in this situation?”

What is Perspective Taking?
Perspective taking is the ability to look beyond one’s
own point of view in order to consider what other
people might feel, how they may think, and what they
might experience. It allows individuals to form positive
relationships, navigate social interactions, develop social
and cultural awareness, and be empathetic.
The ability to understand another’s perspective is devel-

opmental. Young children tend to believe that everyone
thinks like them, and they have difficulty understanding
what and how someone else’s thinking and experience
might be different from their own. As children grow and
they become more capable of abstract thinking, their
perspective-taking ability grows. Adolescents understand
others may hold perspectives that are different from their
own, and that these perspectives may cause others to
think, value and act in ways that differ from their own.
Young adults also begin to recognize, appreciate and
seek out different perspectives. This is called ‘mutual
perspective-taking’ (Stepping Stones, 2012).
Perspective Taking and Reading

There has long been a connection between reading and
students being able to develop ideas about their world
around them. Recent research shows a compelling
connection between reading and perspective taking and
its role in how they interact with their world inside and
outside the classroom. Floyd Cobb and John Krownapple
in their book Belonging through a Culture of Dignity
state that perspective taking decreases stereotypes, Benefits of Perspective Taking
increases social bonds and altruistic motivation (2019).
There is a growing body of research related to perspective
Characters in stories often face challenges and exhibit taking, in particular as it relates to empathy, when readers
emotional responses during crises or conflicts that can are engaged in understanding point of view through
help students see others’ experiences, decisions and fiction and non-fiction. Perspective taking allows
actions. Exploring characters’ intentions and motivations learners to comprehend the emotional states of characters
are openings to help students navigate personal decisions and people (in fiction and non-fiction). Readers who
in their own lives (McTigue et al., 2015). Readers are taking perspectives trigger emotional empathy or
draw from many of the same skills whether they are empathic concern (McCreary and Marchant, 2017).
understanding stories or they are understanding people,
particularly through perspective taking, a phenomenon Hodges et al. found that reading literature provides a
that Pelletier and Astington call “theory of mind” simulation or rehearsal that helps children understand
(Pelletier & Astington, 2004). “By talking, writing, and differing points of view, expands their understanding
responding to the perspectives of others, students expand of others’ lived experiences, helps them raise questions
their ability to reason and become active thinkers and and understandings about their own perspectives, and
grow in their ability to empathize with others who have prompts them to think more deeply about the workings of
different experiences” (Morgan & York, 2010). human interactions (2018).

The research also indicates that there is a reciprocal
relationship between the broader scope of comprehension
and perspective taking. Studies have found that students
who focused on characters’ internal states outperformed
students who focused only on elements of story such as
events, conflicts and resolutions. The students who took
a perspective-taking approach were more successful on
inferential, open-ended types of comprehension ques-
tions overall (Hodges et al., 2018). When students took Creating a Safe Space
a perspective-taking approach, they tended to be more
motivated in reading in general, had greater proficiency Educators supporting students’ learning, should ensure
with reading in other subject areas, and experienced perspective taking is framed in a safe space and students
“positive impacts, both social (e.g., fostering perspec- are supported to go beyond simplistic and overgener-
tive-taking to resolve peer conflicts) and academic (e.g., alized responses. They should also take care that such
helping students understand multiple sides of a scientific activities uncover and transform, rather than reinforce,
debate)” (McTigue et al., 2015). potential stereotypes and assumptions.
Perspective taking may be an important approach in

What Perspective Taking Looks Like addressing sensitive issues or deconstructing significant
in the Classroom events. As such safety is key, and teachers may need
administration support in order to create safe spaces that
There are a number of ways students can be engaged in maintain the respect and dignity of all who are involved.
perspective taking in the classroom, including:
• Exploring inference questions when reading fiction/ Not Just in the Classroom
non-fiction, such as How do you think the character/
person feels or thinks in this situation? What do you think As administrators and other educators guide students
motivated the character/person to take this action? through the day, there may be opportunities to guide
• Role-play or writing-in-role, for example, by using students in navigating interpersonal relationships
structured talk and focused writing to prompt through perspective taking by:
students to view the world from the lens of
another person and explore what it might be like to • Reminding students that others perceive the world in
experience the world from a different point of view. different ways based on different experiences
• Exploring metacognitive questions, during or • Asking students to consider what another person may
following perspective taking, such as What did be thinking or feeling
you learn about your own perspective by taking • Helping students find common ground, acknowl-
on the perspective of someone else? What new edging differences and recognizing needs of another
understandings did you gain by exploring the person
intentions and motivations of the character/person? • Involving students in seeking resolutions that
What challenges did you have in trying to understand are respectful of other people’s needs (Cobb &
the character’s perspective, and how might you Krownapple, 2019)
work around those challenges if you see them again?
How (or why) do you think examining perspectives
through reading (or writing) might help you with Brian Weishar, St. Theresa's Catholic High School, Simcoe Muskoka
your own social interactions? Catholic District School Board

ANOTHER REASON TO BE ANXIOUS
The Fear of Missing Out (FOMO)

By Natasha Parent
W ith the widespread use of social network-
ing sites among today’s teens, there is no
question that the context of adolescent’s
social development has changed dramatically over the
past decade. Specifically, the use of social networking
FOMO and adolescent
development
Research has long emphasized the importance of peer
sites, combined with the practically universal adoption of groups in adolescent’s social development (Brown &
mobile technologies, has allowed for today’s youth to be Larson, 2009). During this time, teens feel a strong need to
‘always connected’ to their friends and peers. belong and feel socially connected to their peers (Deci &
Ryan, 2000), and social network sites can be excellent tools
Indeed, 89 per cent of teenagers say that they are online for them to satisfy this need (Nadkarni & Hofmann, 2012).
‘nearly constantly’ or ‘multiple times per day’ (Anderson This desire to feel more connected to others is one of the
& Jiang, 2018). This constant connectivity through social key drivers of social networking site use among adolescents
networking sites, such as TikTok, Snapchat and (Anderson & Jiang, 2018). Unfortunately, access to this
Instagram, provides youth with an unprecedented constant stream of information may actually lead youth
amount of information about what’s happening with their to experiencing feelings of FOMO rather than feelings of
peer groups – including all of the things that they may be belonging and inclusion (Przybylski et al., 2013).
missing out on.
One of the major underlying mechanisms linking social
What is FOMO?
network site use, FOMO and negative mental health-re-
lated experiences (e.g., anxiety, depression, insecurity)
is social comparison (i.e., the process of evaluating one’s
This constant access to information about what others attitudes, abilities and traits in comparison with others).
are up to has led to the development of a new construct:
the “Fear of Missing Out” (FOMO). FOMO is defined
as the fear that others elsewhere are having more fun or
that one is missing out on a rewarding experience, and
has been linked to feelings of anxiety, envy, insecurity
and loneliness (Przybylski, Murayama, Dehaan, &
Gladwell, 2013).
Though the idea of developing anxieties around missing

out on rewarding experiences has been around for
decades (Simson, 1982), the widespread adoption of
social networking sites, allowing youth to constantly
check in on their peers, has recently intensified these
experiences. For example, new technologies such as
‘Instagram Stories’ provide users with instant access to
videos and pictures of what others are doing. This
real-time access to information about the activities
and social gatherings that youth may be missing
out on can heighten their feelings of exclusion
and/or rejection.

Though social comparison is a common behaviour across
the lifespan, this tendency is particularly common in Why technology isn’t
adolescence (Krayer, Ingledew, & Iphofen, 2008), and is
an important contributor to identity development (Spies
the problem
Shapiro & Margolin, 2014). Typically, teens engage in
the social comparison process in an effort to affirm and Despite our understanding of FOMO and how it can
re-affirm that their actions, decisions and abilities are contribute to feelings of anxiety, envy, insecurity
being accepted by others (Griffin, Adams, & Little, 2017). and loneliness, it’s important to remember that
technology is not the enemy. It’s true that maladap-
However, when engaging in these behaviours online, tive or over-use of technology can lead to problems
youth are often comparing themselves to embellished among teens, and that FOMO can contribute to
versions of the realities of their peers. In other words, these excessive patterns of use (Oberst et al., 2017).
when teens turn online to compare themselves to their However, this same technology can be extremely ben-
peers, they are often only comparing themselves to only eficial to the development of youth’s social networks
the moments their peers considered worthy of sharing (Ellison, Steinfield, & Lampe, 2007), self-esteem
– not the everyday moments they chose not to post (Gonzales, 2014) and feelings of connectedness
about. This creates the impression that others are always with others (Spies Shapiro & Margolin, 2014). Most
engaging in more rewarding experiences. For example, importantly, taking the technology away can harm
all those invited to a classmate’s birthday may post about teens’ relationships with their friends and could push
the party, while those who weren’t invited might not post them further “out of the loop.”
anything at all – thus creating the impression that those
So, what can we do?

who weren’t invited were the only ones not at the party.
FOMO and excessive It is important to talk to teens about social media. For
technology use instance, hold a discussion about what’s being posted

and what isn’t. A lot of what is posted online these days
is superficial, staged or fabricated. People are often only
When youth turn to social networking sites to satisfy posting about their peak moments (accomplishments,
their need to feel connected to their peers, and decrease vacations, photos in which they look particularly good),
their concerns around being socially excluded, this may and most people don’t post about the unappealing
actually lead them to experiencing feelings of FOMO. In aspects of their lives (going to the dentist, grocery
turn, these experiences of FOMO can drive social net- shopping with their parents, doing their least favourite
work site use, since checking up on other people can lead chore). Everyone is doing these things too; they just
to a temporary relief of these feelings of anxiety (Oberst, aren’t posting about it. Though most teens are fully
Wegmann, Stodt, Brand, & Chamarro, 2017). Ironically, aware of this, it is important to have these conversations
however, the more teens check their social networking so that they can share their feelings and frustrations,
accounts, the more they may find events they are missing and so that they can see that they aren’t the only ones
out on. In this way, using social networking sites to who feel this way!
reduce anxiety around missing out can actually end up
being another source of FOMO. This vicious circle may
then reinforce itself, gradually turning social network site Natasha Parent, PhD Student, Department of Educational and Counseling
use into a more problematic pattern or addiction. Psychology and Special Education, University of British Columbia

A Time for Renewal
By John Connelly and Kristy Onyeaju
“We have all known the long loneliness and we have media spotlight. And we who had always prided ourselves
learned that the only solution is love and that love comes on the sense of community we offered, felt a collective
with community.” So ended the postscript of Dorothy sense of loneliness; we were for a moment in time the
Day’s autobiography, The Long Loneliness. Of all the words “other” in our own neighbourhood.
we could use to describe the experience of learning and
teaching at St. Michael’s College School – the venerable, We knew we needed a broader sense of our own story.
independent, Catholic school for boys now entering its We commissioned an independent review committee
169th year – loneliness would not top the list of many. to conduct interviews and surveys, to hear the stories
that needed to be told. In its final report, “A Time
But such is the tyranny of loneliness: it is felt deeply by for Renewal,” the committee found that “It is evident
the one who experiences it, but often silently, painfully. that for many people SMCS is a beloved educational
As a former English teacher, I believe that everyone has institution that provides a superb education” (14),
a story and the desire to share it. When we tell the story however it also found “One in five students currently at
of St. Michael’s College School, I wonder now that we SMCS reported having been bullied during their time
don’t talk more about loneliness. The Basilian Fathers at SMCS” (8). Although the expert review reported
who founded our school were pilgrims in a strange land. these numbers were “somewhat lower than or similar to
With only their Catholic faith and fraternal sense of rates across Canada” (8), this societal issue needed to be
community to sustain them, they carved out a space for addressed. At SMCS, we committed to do our part and
boys to learn and to grow. But loneliness must have been a take a leadership role by implementing the recommen-
mainstay for them in those early years. dations of the report. This included recognizing that
our programming needed to respond more directly to
We who have worked alongside the Basilian Fathers in the realities of life for those students who felt they were
pursuit of the school’s mission to “graduate young men outside of the brotherhood looking in. We knew we
who change the world through lives of faith, character and needed our students – all of our students – to help us to
service” have long witnessed the benefits of belonging to write the next chapter.
a school community. We take pride in the “double blue
brotherhood” in which our students stake out member- Our Student Wellness Officer, Liat Benzacar, has
ship the moment they arrive on our campus. For many of identified for us the need to adopt a “trauma-informed
us, there was little need to interrogate our assumptions lens” to identify the needs of students, especially
about the strength and cohesion of our school community those who feel the most lonely and vulnerable. She
and what it meant to our students, families and alumni, at reminded me recently that, “while it can be so painful
least not until the events of November 2018. We lived the to acknowledge, we are all part of a bigger system that
most painful moments of our story under the glare of a perpetuates many of the very things we are working

toward dismantling.” We knew our students needed to Our programming is robust, growing and responsive to
learn how to interrogate their own biases, assumptions current events and the lived experiences of our students
and privilege. We needed to give our students a forum to and their families. There is a real thirst among the
share their stories and to access the grace and empathy students and staff to learn about the roots of racism,
to hear and value every word. homophobia and religious persecution, and to learn
how their stories can intersect in powerful ways with
We had been working for several years to bring more those of the broader society to which they belong.
awareness of the demands of citizenship in the 21st cen- We have invited guest speakers to address upstander
tury. We looked at gender-based violence and emotional culture and introduced new tools for students to report
intelligence and how important it is for developing men anonymously on matters of safety and security. Our
of character. We were confident in the goodness of our policies on these issues have been updated and we have
graduates, but we wanted to empower a generation of reengaged the SMCS community in their commitment
upstanders and allies for life in an increasingly complex to implementing them. We truly believe, as Dorothy Day
world. Through our Modern Man Movement, we found did, that the answer to our challenges lies in the strength
that by seeking out student leaders with their own stories of the community, and we understand more fully that
to tell, and by encouraging them to engage their younger our community must honour all of its members and hear
peers in meaningful dialogue, we had tremendous their stories.
capacity to reach all our students, but especially those
who felt lonely or marginalized. I am reminded of the conversation between Peter and
Jesus: “After His resurrection, He said to him the third
Many students describe the connection they make with time, “Simon son of John, do you love me?” Peter felt hurt
a senior leader at our Outdoor Education camps as a because he said to him the third time, “Do you love me?”
life-giving moment that draws them more fully into the And he said to him, “Lord, you know everything; you
brotherhood. We have been working to expand those know that I love you.” Jesus said to him, “Feed my sheep.”
opportunities for mentorship, for dialogue, and for (John 21:17).
community through our nascent Teacher Advisory Group
program, which brings students of all age levels together
bi-weekly for meaningful, small-group discussions and
activities. We touch on a range of topics such as friendship, John Connelly, Director of Student Affairs, St. Michael’s College School
kindness, empathy, health, wellness and digital Kristy Onyeaju, Assistant Head, Department of English,
St. Michael’s College School
citizenship (to help students to understand the power
and importance of a positive digital footprint through the Contributed by James McKinnon, Principal
responsible use of social media). St. Michaels's College School

Towards a Bully-Free World
By Mary Gordon
2020 will live in our minds and hearts as a year of In a democracy, schools are our Department of Public
anxiety, stress and loneliness. Schools closed by Health, and education is our Ministry of Peace. However,
emergency decree. Our students were suddenly at for an alarming percentage of students, their safety is
home. And while children were seeing and hearing threatened by being bullied. Incredibly, in spite of all the
apocalyptic news of the deadly virus, just as it upended research on bullying and all the training of educators,
their lives, the murder of one Black man by a police bullying is pervasive and studies in neuroscience have
officer led to a social eruption like we haven’t seen in shown us it has a debilitating and lasting effect on mental
decades. The world shifted. health and well-being.
The students who left our classrooms in the spring When the students come back, they’re going to be
will not be the same students who are returning in the dysregulated. The early tasks are to help them with
fall. They’re more aware of danger and death. My own emotion regulation, which means they have to talk about
grandchildren talk to me about what they see happening how they feel. Until we are able to reach our students
in the world. The seven-year-old’s interpretation of emotionally, we will not be able to teach them.
this movement is that, “The world has to stop bullying
and being mean to Black people.” The nine-year-old One example is the Roots of Empathy program, which
interpreted foreign policy as, “China is being a bully to I first created for Ontario classrooms in 1996. It helps
our country because they stole two Canadians and won’t develop student’s emotional literacy by having them
give them back unless they get their own way.” interpret the feelings of the tiny baby and then share
when they had the same feelings. This emotional literacy
Children understand when something is unfair. It doesn’t that develops is the affective part of empathy, which when
matter what label we put on it. coupled with perspective taking, the cognitive aspect
of empathy, will act as a brake in preventing children
That’s how children view bullying – it’s unfair. If we do from doing harm to others. As educators, we have an
something to somebody else that hurts their feelings opportunity to refocus on preventing bullying from
or their bodies – that’s unfair. Racism and bullying are happening by helping students develop empathy.
connected at their root – they’re about power. And they’re
about using power to hurt others. Like Colin Kaepernick, the NFL quarterback who
knelt during the national anthem to protest police
Our students are ready to stand up. brutality against Black people. What a brilliant
example of someone who, against all odds, had the
We have in our hands a tipping point in society. When moral courage to “stand up” by kneeling down. He was
students come back to school, we have an opportunity to vilified by his bosses, by political leaders, by the public,
re-calibrate the culture of school. Never in my memory nationally and internationally.
have children been so desperate to return to school. It
will be a homecoming. If educators ever felt overwhelmed Kaepernick was bullied as he was taking a stand against
with the enormous tasks of educating students, they the bullying of others. He sacrificed almost everything.
might feel inspired now because they represent stability, And then this spring, the world saw what he saw; felt
security, comfort and hope. what he felt.

We can explain to our students that when they see wasn’t a friend. That difference in “in-group/out-group”
something that is unfair, such as bullying, that it is not empathy is quite typical. But it can change, depending on
their fault, but it is their responsibility to do something. how schools establish a culture of non-bullying. Students
When students see bullying of any kind, they can be have opportunities to understand bullying from the
encouraged to call it. It takes both empathy and moral perspective of how they would feel if their “baby” was
courage to stand up to bullying. bullied. These discussions open students to take the
perspective of a vulnerable person and to realize that we
School administrators and teachers can’t possibly are all just bigger babies. This perspective accounts for
always monitor bullying. When students trust that they the significant reduction of bullying in classrooms that
will be supported if they challenge bullying, they will host the Roots of Empathy program.
heroically do it in the moment rather than just going to
their principal or teacher. When it comes to bullying, my hope is that we begin to
face its systemic nature the way the world is finally, more
In order to help a child feel a sense of belonging, which openly acknowledging systemic racism. Because systemic
opens them to learning, students need to trust – it’s the bullying – from the corporate world, to institutions, to
currency of interactions. They need to know that if they government – is a hidden killer of human spirit and
challenge bullying, they’ll be safe doing it. Relationships potential. We can do something. We can seed empathy
are the vehicle for everything. If a student is bullied, trust in young children and help them nurture it. Students can
is ruptured – trust in school as a safe place, in teachers, become adept at de-escalating conflict – in classrooms
and in principals – and the damage affects it all – mental and schoolyards. That is our pedagogy of hope.
health, well-being, and, of course, the ability to learn.
There are always heroes among us. And they are, I
In a recent international survey, on average, 93 per cent guarantee you, in our classrooms.
of students reported that if they saw a friend in the play-
ground being bullied or treated meanly, they would help
them. Only 85 per cent said they’d help a student who Mary Gordon, Founder and President of Roots of Empathy

Begin with a Change in
ATTITUDE
By Kate Bojin
Pre COVID-19, women and girls were already at found that girls are more likely to engage in verbal/psy-
greater risk of experiencing violence online, especially chological bullying, whereas boys display more physical
severe types of harassment and sexualized abuse. In forms of bullying. However, in the current context of
2009, 67 per cent of the victims of police-reported physical distancing and isolation imposed by COVID-19
intimidation on the internet were women and girls this has likely shifted.
(Statistics Canada, 2009). In the current climate of
physical distancing, it is estimated that cyber and MediaSmarts carried out research with 800 youth (16-20
online forms of gender-based violence are exacerbated. years old) indicating four in 10 young Canadians have
sent a sext and more than six in 10 have received one.
Young women aged 15-24 remain at greatest risk of Research also found the majority of sexts remain private
experiencing violence both within and outside intimate between the sender and intended recipient. Concerningly,
relationships. We know people experience violence of the survey respondents who said they had sent a sext in
differently and that each person’s experience is affected the past, about 40 per cent said at least one of their inti-
by many factors such as sex, race, age, ability, ethnicity, mate photos had been shared without their consent. This
faith, sexual orientation and gender identity, and income finding points to the critical need to work more closely
level (Learning Network, 2020). with youth to understand principles of consent and online
safety. These experiences can have detrimental impacts
One quarter of Canadian students from Grades 4-11 have on a student's sense of self, their relationships and even
said or done something mean or cruel to someone online, their learning outcomes.
whereas 37 per cent reported that someone has said or
done mean or cruel things to them online that made them Changing Attitudes
feel badly (Steeves, 2014). Eagle Canada, has indicated
52 per cent of LGBTQ youth (ages 11-12) report being Much more needs to be done to prevent all forms of
victimized multiple times online as targets of cyberbully- gender-based violence from happening in the first place.
ing (Abreau and Kenny, 2017). One place to start is interrogating inequitable attitudes
early, often and ongoing. In a study by Plan International
With regard to gender differences in bullying, it is USA with children and youth aged 10 to 19, they found
commonly reported that overall boys are more likely to the following;
be involved in bullying others than are girls (Pepler, Jiang,
Craig, & Connolly, 2008), although some studies have • Seven in 10 boys in the survey (72 per cent)
found little difference. In addition, most studies have say they personally feel pressure from parents,

friends, teachers or society to be physically strong. masculinities, gender equality and the prevention
The strongest correlation with feeling pressure to of gender-based violence. This means ensuring the
be physically strong and ready to fight is exposure methodology, language and content we explore is age
to boys making sexual comments and sexual jokes appropriate and relevant to the lives of children and
about girls. youth. Ensuring that gender equity and inclusivity is
• One in three boys (33 per cent) feels pressure to embedded across the educational journey is integral.
dominate or be in charge of others. This programming has the potential to nurture gender
• When asked about what society expects boys to equitable and inclusive belief systems, challenging
do when feeling sad or scared, or feeling angry, 40 deeply rooted stereotypes and bias.
per cent boys said they should fight/punch, be
aggressive or violent, whereas 30 per cent girls Keep on being that role model
responded to cry.
• Four in 10 heterosexual boys ages 14 to 19 feel Don’t underestimate your power as a role model to
pressure to “hook up with a girl” (40 per cent v. children and youth. By communicating your support for
29 per cent of heterosexual girls 14 to 19 who feel gender equity, racial and social justice you set the stage.
pressure to “hook up with a boy”). Communicate that you are still learning yourself, and
inspire your students to undertake their own journeys.
What do these attitudes have in common with You may want to check out White Ribbon’s It Starts
gender-based violence? They can act to fuel and With You, educator resources to learn more about how
legitimize gender-based violence and misogyny. The educators can inspire gender equity and inclusivity.
attitudes uncovered by this study, show an important
responsibility of educators, parents and family members Create safe spaces with youth
to listen and guide boys and young men to think about
their gender identity differently, and being accountable Making schools not only physically but psychologically
for one’s actions. safe for students is paramount. Are there ways you
can carve spaces for youth to build trust, share their
These norms, which are perpetuated at all levels of society, gendered experiences in building relationships, what are
can act to pressure boys to exert their dominance, be they scared of, what excites them, etc. In doing so, you
sexual before they are ready, stagnate their ability to challenge rigid gender norms, which tell boys not to
name emotions and communicate effectively. We must all express their emotions and help to foster vulnerability
work together to root out “bro-culture,” which is steeped instead. Powerful stuff.
in patriarchy, misogyny, heteronormativity, racism
and ableism. Doing this is essential for more equitable Collective responsibility
relationships and broader institutions.
The role of educational institutions continues to hold Education, like all institutions, has a responsibility
immense power to promote students learning on healthy to address systemic racism and inequity. If we want
relationships, equity and social justice. students to embrace gender equitable, anti-racist,
inclusive and meaningful relationships, its crucial our
Role of Education in Supporting Youth to Build broader institutions also reflect these values. For senior
Healthy Relationships educational leaders, are there currently policies, practices
in place which have led to inequitable outcomes for
We all have a role to play, particularly educational communities of colour, and other marginalized groups?
institutions and stakeholders in supporting youth to build How can education as an institution embed gender and
healthy and equitable relationships – founded in mutual racial justice at all levels?
respect, support and equity.
Kate Bojin, Director of Programs. White Ribbon
Communicate your support for healthy relationship
programming rooted in equity and inclusion – across White Ribbon’s mission is a bold one. We engage men and boys in the
the life cycle prevention of gender-based violence by promoting equity and transforming
social norms. We challenge and support men and boys to realize their
potential to be part of the solution in ending all forms of gender-based
At White Ribbon, for instance, a life cycle approach is violence. Our vision is a future without gender-based violence.
used in engaging children and youth to explore healthy www.whiteribbon.ca, [email protected]

Social Media and Our
Indigenous Youth
By Johanna Sam and Jennifer Shapka
The COVID-19 pandemic drastically changed how we Learning Goals

teach and support students. In Spring, 2020, govern-
ments and educators across Canada made the difficult Acknowledging that we, in Canada, are on the
decision to close school buildings indefinitely. As edu- traditional territories of Indigenous Peoples. To learn
cators worked remotely, they were suddenly confronted about Indigenous territories where you live, please visit
with a known, but often invisible digital divide that exists native-land.ca. By the end of this discussion, school
in Canada for Indigenous People (FNTC, 2020), and administrators and teachers should be able to:
particularly those in rural communities (CRTC, 2018). • Understand Indigenous young people’s social media
Of additional concern, unfortunately often there may be and device use
little parental oversight or awareness about what students • Describe the role of Indigenous culture in cyberbully-
might be experiencing or exposed to online. ing experiences
• Identify culturally-responsive cybersafe practices
This article explores the risk of cyberbullying and to support Indigenous students, families and
cybervictimization for youth who are Indigenous. communities
While cyberbullying has been a public concern for over
a decade, most research inquiry has explored it from Social Media Use
the perspective of dominant Western cultures (Brolls,
Dunlop, & Crooks, 2018). In general, there is a lack of Research has shown that widespread use of social media
understanding about visible minorities, specifically by Indigenous youth is linked to an uptake and access to
Indigenous youth, involvement in online social network- mobile devices and internet in recent years (Rice, Haynes,
ing (Brolls, Dunlop, & Crooks, 2018). The following Royce, & Thompson 2016), and they most often report
discusses published literature on technology use and using Facebook, Tumblr and Snapchat (Sam et al., 2018).
cyberbullying experiences of Indigenous youth. In terms of how much time they spend online, they report
spending between two to eight hours online per day (Sam,

et al., 2018), which is a typical range for non-Indigenous provided an online space for Indigenous youth to connect
youth (Brisson-Boivin, 2019). Indigenous youth indicated with, affirm, and give voice to their Indigenous identities,
that the amount of time online increased when they oral histories and connection to land (Rice et al., 2016).
felt bored or when they have access to sites related to Since Indigenous youth involvement in social media is
their interests, for instance video gaming (Sam et al., partially due to the multi-modal nature that lends itself
2018). Indigenous youth feel they have independence to oral cultures of Indigenous People (Rice et al., 2016),
when it comes to their social media use (Sam, Wisener, cyberbullying incidences are often culturally specific.
Schuitemaker, Jarvis-Selinger, 2018) For instance, Indigenous-specific forms of cyberbullying
included defacing digital images of deceased kin and
Indigenous Youth Online Safety and sharing them on social media (Carlson & Frazer, 2018).
Most existing literature generally considers cyberbullying
Cyberbullying as an act that takes place between individuals; however,
Research also shows that Indigenous youth are aware of in many Indigenous communities’ conflict can be
online safety concerns, in particular the risk of disclosing a long-standing state between families (Carlson &
personal information online (Sam et al., 2018). They Frazer, 2018). By not factoring in culture, educators’
also understand the negative potential of social media risk incorrectly including behaviours that Indigenous
by recognizing that what they put online could hurt People wouldn’t consider an issue, yet overlook forms of
future employment opportunities or affect how trusted cyberbullying that might have a significant impact on
adults, such as teachers, perceived them (Sam et al., 2018). them (Carlson & Frazer, 2018).
However, similar to non-Indigenous youth (Brisson-
Boivin, 2019), although they are aware of netiquette Culturally-Responsive Cybersafe Practices
principles, Indigenous youth also report disclosing
their personal information online or being engaged in As noted, there is very little cyberbullying research that
cyberbullying (Sam et al., 2018). focuses specifically on youth who are not part of the
majority culture, such as Indigenous students. This needs
The amount of cyberbullying Indigenous youth are to change, and along with this comes the need to develop
engaged in and witnessing varies (Sam et al., 2018), with and assess culturally-responsive online prevention and
some reporting witnessing cyberbullying incidents on intervention initiatives (Brolls, Dunlop, & Crooks, 2018).
a daily basis (Sam et al., 2018). In terms of wellness Importantly, to reduce the digital divide, educational
outcomes associated with being cyberbullied, studies programs around online learning needs to engage
across Canada have found that Indigenous youth who caregivers, community leaders and Elders in Indigenous
are cyberbullied were more likely to experience anxiety communities in order for them to learn about social
symptoms (Brolls, Dunlop, & Crooks, 2018). Similarly, media use and potential negative impacts on individuals,
Indigenous youth who reported cyberbullying others families and communities (Rice et al., 2016).
were more likely to experience stress (Brolls, Dunlop,
& Crooks, 2018). This suggests that being engaged in Based on the work done in the Sioux Lookout region
online aggression, whether as a victim or a perpetrator, (Molyneaux et al., 2014), we know that social media, with
negatively influences Indigenous students’ well-being. its capacity for sharing photographs, stories, music and
Yet, research has shown that many Indigenous youth art, holds great potential for preserving and supporting
do engage in useful coping strategies when they are Indigenous culture. Included in this is language
involved in cyberbullying, such as telling a friend or preservation, as well as the sharing of intergenerational
trusted adult, deleting their social media, enhancing their Indigenous knowledge both within and between
privacy settings, ignoring the person, or standing up for Indigenous communities (Molyneaux et al., 2014; Rice
themselves (Sam et al., 2018). et al., 2016). To ensure the promotion of reconciliation in
education, these initiatives must be led and endorsed by
Indigenous Cultural Considerations Indigenous people and communities.
In terms of culture, work by Rice and colleagues (2018)

has found that content-sharing sites and user-generated
content online (e.g., Facebook or YouTube) provide a way Johanna Sam, PhD and Jennifer Shapka, PhD are from the
for Indigenous youth to share stories or videos (Rice et Department of Educational and Counselling Psychology, Special
al., 2016). They were able to show that social networking Education, University of British Columbia.

An Educators’ Guide to
Safeguarding Students
By Tracie LeBlanc
Sex trafficking is happening all across Canada. Young people trafficking strategy that includes continuing education
are being lured online and from local malls and schools, yet and prevention in Ontario schools, building on the
many believe it can never happen in their community. school curriculum.2 As leaders in the school community,
principals and vice-principal’s play an important role.
At Covenant House, we’ve been working with survivors “Every system that interfaces with young people has
of sex trafficking for nearly 40 years. Increasingly we hear a responsibility to talk to them about sex trafficking,
from educators wanting to know how to protect their exploitation and healthy relationships,” Julie notes.
students. Given that victims are recruited as young as 131, “School is where students spend nearly eight hours of
awareness and education at a young age are essential. their day. Teachers may also see behaviour at school that
parents may not.”
Julie Neubauer, manager of Covenant House’s anti-hu-
man trafficking team, stresses that “all young people are Survivors have told us that they wish they had been
vulnerable to becoming a victim. Sex trafficking crosses educated about the signs of luring and grooming, and
demographics, and the entire student body has the that greater public education could prevent many
potential to be impacted by it in some way.” victims from being lured in the first place. The more
students know about sex trafficking, the better equipped
In March 2020, the Ontario government announced they are to protect themselves. It’s about making them
a $307 million commitment to a new anti-human aware, not afraid.

Educating Yourself First
Protecting students starts with educating yourself so you can equip and empower them to
recognize the warnings signs and reach out for help.
What is Sex Trafficking? Warning Signs

Sex trafficking is the control, coercion and use of The warning signs of sex trafficking can be
threats or violence to force a person to sell sex against subtle. Some that you may notice can include;
their will for someone else’s financial gain. According skipping class or struggling with schoolwork,
to law, it is always trafficking if someone is under 18, withdrawing from friends, a change in physical
even if there is no coercion, control or threats. appearance (expensive clothes, purses or
accessories, a new or unusual tattoo) or an
all-consuming relationship.
Who are the Victims?
Eileen Barry, secondary teacher at the TCDSB
Young people who struggle with self-esteem, bullying, Section 23 High School at Covenant House,
discrimination, social isolation, learning disabilities recounts when a trafficker and the girl he was
and mental health issues may be at greater risk of being trafficking were in the same class and interacting
trafficked. But from our experience working with for months before signs became apparent.
survivors, we know that there is no such thing as a
‘typical’ victim. It can happen to anyone regardless of age, “They seemed like good friends, and at first, there
culture, income, orientation, gender or neighbourhood. weren’t any red f lags. But over time, we started
to notice more tension and control between the
The common denominator is some type of vulnerabil- two. He would wonder how long she had been in
ity. Traffickers pursue those seeking love, acceptance, the bathroom or press to know why she wasn’t at
a glamourous lifestyle, or basic needs like food and school that day. He monitored her every move.”
shelter. They then use this need to exploit them.
Eileen cautions that “if it seems ‘off,’ it probably is”
and encourages educators to “watch for changes in
Who are the Traffickers? behaviour or personality, long absences at a time,
avoidance or increased defensiveness.”
Much like victims, there is no one type of trafficker.
They can be peers, family or gang members. A study
showed that victims are often recruited by someone
they know, either a boyfriend or a friend, often a
victim themselves. 3

What Educators Can Do
Prevention and early intervention are critical. Building • Presentations to educators, parents or community
strong relationships with students and offering opportu- organizations
nities for engagement are good first steps. It is easier to • Online modules for educators to facilitate with
start a conversation or ask questions when students have their students, including Sex Trafficking 101 and
relationships with a network of trusted adults. Relationships and Trafficking
Additional ways that you can help include; • Our online resource hub, Traffick Stop, for more
information on the issue
• Ensure your school has established protocols around
dealing with suspected cases of online luring and sex The impact of sex trafficking on victims and their families
trafficking. can be devastating. It can be a long and difficult process
• Prioritize sex trafficking awareness and education for to start their lives over.
your students, staff, parents and the community. This
may include staff education at PA days, addressing We can all work together to help fight sex trafficking,
the topic at parent conferences and offering empower ourselves and those around us to recognize
presentations and resources for students. the signs, reach out for help when needed, and
• Empower students to look out for themselves and safeguard students from becoming a victim of this
each other. Encourage open dialogue so that they horrific crime.
are more likely to seek help for themselves or if they
notice something with a friend.
• Recognize Human Trafficking Awareness Day in
your school and make it an event like ‘Pink Shirt Day.’ Tracie Leblanc, Associate Director of Communications, Covenant
House, Toronto.
Contact [email protected] for more information.

Support that Covenant House Provides
1
Gabriele, F., et al. (2014). The Incidence of Human Trafficking in
• As a national leader in the ‘hands-on’ delivery of Ontario, Ontario Coalition Research Initiative.
services and support to young female victims of 2
news.ontario.ca/opo/en/2020/03/ontarios-new-anti-human-
sex trafficking, Covenant House can support your trafficking-strategy.html
3
Canadian Women’s Foundation. (2014). “No More”: Ending Sex
schools and community in various ways: Trafficking in Canada, Report of the National Task Force on Sex
• “Trafficked” presentation for Grades 7-12 that equips Trafficking of Women and Girls in Canada. Retrieved from
students with tools to protect themselves www.canadianwomen.org/our-work/sector-resources

SEXTING AT YOUR SCHOOL
Some Words of Advice
By Brendan Roberts
If you’re an administrator, even a new one, you’re session, Martin shared the pictures he had received from
likely familiar with sexting, either in your own school or Cindy with his best friend, Greg, with promise that Greg
through the experiences of a colleague. would not share the pictures.
What is sexting? The CPCO website defines sexting as, Greg shared the pictures with three other students and
“the practice of sending or posting sexually suggestive eventually the information made its way back to Cindy.
text messages and images (including nude or semi-nude Cindy, with good adult advice, reported the incident to
photographs), via cellular phone or over the internet.” the school understanding that she had played a part in
this issue.
The following situation, which arose amongst 12 and
13-year-old students, provides insight as to how one After a full day of investigating by the school’s
school approached the problem. The names in the principal and vice-principal, which included speaking
narrative are ficticious. to the now eight students involved both directly
and indirectly, as well as discussions with senior
One evening, Martin V and Cindy G were using Snapchat. administration, the school determined repercussions
They mutually agreed to share inappropriate pictures of for each student directly involved. Parents of five of
themselves with each other. Immediately after closing the the students were met with individually and had the

overall situation explained to
them, as well as their own child’s
as open and transparent as you
can be with all students without
Virtual Instructor-led
part in it. All parents had the jeopardizing the safety of anyone. (live) workshops
opportunity to speak directly
with the principal in a frank open Next, speak individually with all the CONFLICT
discussion about their child. parents. Do not allow one parent RESOLUTION &
to be there when you speak with DEALING WITH
Following two days of investigation another parent, even if they request DIFFICULT PEOPLE
and discussion, it was believed the it and appear to have a rational fall / winter sessions
matter had been settled. explanation for being there. innovative • practical • fun
However, on the third day, which Then, be prepared for parents who
was Martin’s second day of at first may seem accepting of your
suspension, his mother Mrs. V came decision. Know that they, perhaps
back to the school asking to speak even more so than parents who
with the principal. She indicated leave your office saying you are
that it was Greg, not Martin, who wrong, are more likely to come
had shared the pictures with other back to argue their child’s position.
classmates. She believed Greg’s If and when this happens, take the
suspension was warranted, but time to slowly and completely go
Martin should have received a more through the incident explaining
lenient consequence. just what their child did and how it
specifically impacted others.
1.800.318.9741 • [email protected]
At the conclusion of the discussion,
sfhgroup.com
Mrs. V and the principal were still
not in agreement. Mrs. V felt the Words of Advice:
entire incident boiled down to, • Keep your own emotions out
“After all, what did Martin do, he of it.
showed some inappropriate pics to • Ask the same open-ended
his friend.” questions to everyone.
• Be sure to document
So, what are the ‘takeaways’ from follow up discussions and
this sexting situation? information. Serving Catholic educators
in Ontario since 1984
First, speak to all or as many of

Enhance Your
the students who are involved Whether you are a seasoned
as possible. This may mean the
Credentials Online
administrator or new to the
Additional Qualifications (AQ)
number of students grows as the position, my advice to all would Additional Basic Qualifications (ABQ)
situation unfolds. Be prepared that be, connect with your colleagues. Principal Qualifications (PQP)
you may have to interview indi- Have a network of peers that when Supervisory Officer Qualifications (SOQP)
vidual students several times. The bigger issues occur or even small
Earn Your Degree
story may change as each student tricky ones, you can reach out and
BPS in Teacher Education
starts to see how what they are talk to them. Do not feel you are M.S.Ed. in Educational Leadership
not saying is getting them in more under a timer to get an answer back
trouble than what they should be to a parent, let them know you are The Power of Niagara
saying. Keep notes (document, looking into the issue to be sure Located in Vaughan, Ontario
Competitive pricing
document, document …). Your you have all the information. Ontario accredited
notes should follow the timeline
and as new information comes up For more information,
Brendan Roberts, Principal, Our Lady call 905.294.7260
add it to the original at the point of Annunciation Catholic Elementary or visit us online at
it takes place. Identify who added School, Windsor- Essex Catholic District www.niagara.edu/ontario.
what and at what juncture. Be School Board

What About the Bully?
By Karl Aquino
T
he internet has changed how students relate Typically, the offender will remain a part of the educa-
to one another by opening new avenues tional community whose values they have transgressed.
of communication. This development has How should administrators and teachers respond to these
many benefits, but it also creates unforeseen students? The answer matters because what educators
problems. Among the most challenging for school do, or don’t do, sends a message that can reverberate
administrators are cyberbullying and the use of social throughout the school.
media to deliver offensive, derogatory or inflammatory
messages to a wide audience. Do the actions of someone’s past tell us about the kind
of person they are now? If these actions are abhorrent,
I was reminded of this problem recently when I saw a should it leave a moral stain that cannot be effaced? As
video of a high school student who recorded a monologue a behavioural psychologist, I have thought about these
in which he denigrated people of a certain race and questions over more than two decades of studying
advocated the use of violence against them. The student revenge, forgiveness and reconciliation. Students who
sent his recording to some friends and it predictably have disgraced themselves in the eyes of classmates,
found its way onto the internet. Students at his school, teachers and the court of public opinion have paid a social
who belonged to the racial group he targeted, were cost. Should they pay it in perpetuity?
understandably angry, distressed and terrified when
they saw it. Some transferred to another school, fearing Most educators believe students can become better
for their safety. The online community denounced the people. Based on this assumption, allow me to offer a
student, he was expelled, and there was talk of charging suggestion for how one might prepare one’s mind and heart
him with a hate crime. for contemplating the most constructive ways forward
for a young person whose actions have harmed others
Sadly, events like this happen in schools over the world and brought dishonour to themselves. My suggestion is
because young people are no different from anyone else. founded on what psychologists know about how we use our
They are imperfect, prone to misjudgment, capable of memories to construct an image of our moral character.
cruelty, and easily aroused to behave in thoughtless even
abominable ways. School administrators rightly devote When we are very young, our memories are episodic. We
much attention to those injured by their cyberbullying remember experiences but do not organize them in any
classmates, but there are two sides to this situation. meaningful way. As we age, we can create autobiographical

memories. Autobiographical memory
is what allows us to see ourselves
understanding of that person, and
this can make all the difference in
Schoolyard
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across time and build a coherent how we relate to them. If I am right,
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Curriculum. This resource will support
of community should begin by student reflection and well-being and will
The internet is a collective memory. viewing that student’s past through help teachers understand how their students
are incorporating social-emotional learning
Like our individual memories, we an episodic rather than biographical skills and strategies in all five math content
strands.
can access material from it to lens. But there are qualifications.
construct crude biographies about
a person for whom information is My colleagues and I have found
available. Most of this material is that a biographical story called
fragmentary and decontextualized. a “redemption narrative” can
Some of it is completely false. make people more willing to hire
Nevertheless, the temptation to former prisoners. So, one way a
build biographies from what we school might help a student to
learn about a person is strong overcome the legacy of an ignoble
because it allows us to form past is to give them opportunities
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others as a biographical mindset. compose about the student to be a
story of moral improvement rather
What if we processed this information than perpetual depravity.
using an episodic mindset? For the
episodic mind, what we see, read or Research consistently shows that
hear about another person is a minute most people consider themselves
portion of the millions of events that morally good. In fact, more so than
make up his or her life. By themselves, the average person. Turn inward
bits of information about their past for a moment and consider how our
cannot tell me that much about what minds deal with the terrible things
a person’s character is right now we have done in our past to sustain
because an episodic mind conceives this belief. If these memories are not THERE IS A LIGHT AT
of all human lives as a succession of repressed, we often treat them as THE END OF THE TUNNEL!
selves acting in unprecedented and anomalies, fleeting events rather than Moving into the new school year
let us help you bring smiles to
unique situations. I may still judge the definitive indictments of our enduring the faces of staff and students.
act I see before me as wrong, but as wickedness. Our autobiographies tend If you are in need of awards, or
gifts with your school logo, signs
episodic I can be more lenient toward to err on the side of generosity and for the floor or walls, spirit wear....
the person because their character hope. I invite you to experiment with WE ARE HERE FOR YOU!
is not a permanent condition but a what might happen for a student, and
dynamic, changing state. For all I for the community that surrounds
know, they are a “better” self today them, when you make the same
than they were just yesterday. charitable interpretation of their
misdeeds that most us lavish so readily
I do not claim that one mindset upon our own.
is better or truer than the other.
What I am suggesting is that we can Karl Aquino, Ph.D, Professor of
choose how we incorporate what we Organizations and Society at the Sauder School
learn about person’s past into our of Business, University of British Columbia

A Catholic Lens
for Responsible
Digital Citizen
By Adrian Scigliano
“I was just joking. I would never do that.”

“We were just roasting each other.”
“I’m so scared that they may have snapped a screen shot and that picture may be shared.”
“I think they may have live streamed the video I just sent.”
T
hese are words we often hear after a weekend They may not realize the vastness of their audience and
of our students socializing online. Usually the the permanency of their words.
result of comments, conversations, videos and
pictures that were shared over social media, Pope Francis told us, “Don’t let yourselves be led astray
the students involved seldom see the gravity of their by this false image of reality! Be the protagonists of
actions in the moment while they were interacting online. your history; decide your own future.” (Pope Francis
comments to an audience at the Apostolic Palace on
In hindsight, the same students are almost always March 20, 2017 in Vatican City, Vatican.)
remorseful for the negative impact these events
have on their friends, family, social community and As school leaders, it is essential that we help students
themselves. Their online choices can result in unwanted navigate this electronic world through the lens of digital
or unforeseen consequences at home, at school, in their citizenship, and that citizenship is permeated by the
social groups, or even with law enforcement. tenants of our Catholic faith. We need to inspire our
students to be the “protagonists” they want to be and
Social media is a powerful tool that has great potential provide them with the tools to navigate the reality of the
to enrich our lives and the lives of the students in our online world so that they can create an online narrative,
schools. However, young children and adolescents a digital footprint, that best represents who they are as
need to be provided with effective digital citizenship children of God and caring community members.
tools, discussions in classrooms and lessons that help
them to navigate the online world in a way that protects Having students engage in discussions, digital citizenship
their safety and promotes online communities that are lessons, case studies and hypothetical scenarios can help
grounded in our Catholic faith. them practise effective discernment. Tapping into addi-
tional resources can also provide powerful support. For
Ironically, socialization online happens most often when instance, in our school, Student Resource Officers from
students are in isolation, alone in their homes with an Peel Regional Police have talked to our students about
electronic device. Their sense of community and the the importance of making sound decisions online. Guest
idea that their comments or actions are within the public speakers have shared information about the importance
domain can elude them in the quietness of their homes. of creating an online footprint that is reflective of what

or how they want to portray themselves to the world. Our to craft a distinctive set of graduate guidelines, which led
parish priest has talked to students about conducting to the release of the Ontario Catholic School Graduate
themselves online in a way that aligns with our faith. Expectations (OCSGEs) in the 1998-1999 school
year. (ice.on.ca) These expectations provide us with an
How does the image our students present of themselves understanding of what it means to be a Catholic Graduate
online align with our expectations of a Catholic Graduate? and also provide a framework to help students reflect on
The Institute for Catholic Education worked collabora- their online activities and frame their decisions when
tively with the Ontario Catholic education community using social media.
Catholic Graduate Expectations – Digital Citizenship Reflection Tool
A Discerning Believer
• My posts online are reflective of my faith in God

• I believe that God is always with us
• I believe that Jesus provides a model for us all and the way I conduct myself online is
influenced by the model that Jesus has provided for us
• I believe in forgiveness and am forgiving and never vengeful online
• I believe in the church community and understand that the way I conduct myself
online effects my community
An Effective Communicator
• When posting online, I write and listen as Jesus would want me to

• I show to the world that through my social media posts I care about others and speak up for them
• I am honest
• I think carefully before I react or make a comment on social media
• I respect all people, their God given uniqueness and do not judge others
• I know that my online voice creates a narrative about me and I work to ensure that
this voice is one that my family and I are proud of at the end of the day
A Reflective Creative & Holistic Thinker
• My thoughts and opinions matter

• I am an online advocate for kindness
• I solve problems and disagreements online with knowledge, understanding and prayer
• I share my great ideas in a respectful way
• I know that the internet is a great medium to advocate for kindness, humility and
love in the world

A Self-Directed, Responsible, Life Long Learner
• I work to always become a better online citizen

• I am reflective and think about the ongoing digital footprint that my online
activity creates
• I use my gifts and talents given to me by God
• I use the online forum to build on my strengths and the strengths of others
• I set goals to be a better online citizen
A Collaborative Contributor
• I cooperate with others on social media

• I value everyone’s views online
• I respect and listen to others
• I think about how my online activity may affect others
• I work hard in school so that I can build my community and make it a
better place
A Caring Family Member
• I care about others and know that we are all created in the image of God, therefore
I treat people online as I would treat Jesus
• I care about and respect my “family” and know that my online activity is a reflection
of myself and of them
• I care about how my online activity effects my friends and my school community
as a whole
• I care about and respect God’s creation and everything in it
A Responsible Citizen
• I am a peacemaker in the digital world

• I am fair to others and respectful of their opinions
• I am forgiving when others may use poor judgement online
• I stand up for what is right and what I stand up for aligns with who I am
• I know that all life is precious and respect myself and others online
Adrian Scigliano, Principal, St. Daniel Comboni Catholic Elementary School, DPCDSB

THE REIGN OF GOD
A Model for Catholic School Culture
By Michael Harrison
D
o you remember preparing for your Admin leaders to this idea of building the Reign of God? What
interview? Pouring over the core principles are the qualities of the Reign of God? And can you create
of the Leadership Framework? Crafting and these conditions in your school?
rehearsing your answers? One of my favourite
questions is always the ‘Catholic’ one. The challenge is that Jesus did not actually offer a
definitive description. His language was metaphorical.
With some variation, it’s always something like: “What He used images instead of descriptors – parables instead
would a Catholic school look like if you were in charge?” of instructions. Jesus described what the Reign of God is
The challenge is to reach beyond cliché and get at like, rather than what it is. But looking at the Beatitudes
something truly mission-driven. More than an interview and Parables we can get specific qualities.
question answer, thoughts need to be an anchor point
in an administrative career – a reservoir of energy and The Beatitudes provide a blueprint for how people will
inspiration that principals and vice-principals can turn act in the Reign of God. Our actions will be merciful,
to when the challenges of school administration make meek, pure in heart, and we will mourn and suffer with
complex demands on them. each other when faced with loss or injustice. The stan-
dard for behaviour isn’t the lowest possible bar any more
As Catholic school leaders, our vision needs to be rooted (‘Thou shall not kill’ – Exodus 20:13), but a new goal
in a source of authority that aligns our own conscience for conduct, which is as high as can be imagined (‘Be
and experience with our Catholic tradition. Fortunately, perfect, as your heavenly Father is perfect’ – Matthew
we have a leadership model in our scriptural tradition – 5:48 )The Parables ask us to imagine what the Reign
the ‘Reign of God.’ of God could be like. According to Jesus, the Reign of
God is like a banquet, to which everyone is invited, but
The Reign of God may be described as: A new world order, only a few attend. It is like a loving father who welcomes
marked by right relationships of justice, love, compassion back his wasteful son. It is like a mustard seed, which
and liberation. It is ‘what things look like when God is in grows to create a large, sometimes unwelcome plant that
charge.’ Is it possible to align our vision as Catholic school becomes a refuge for all sorts of birds, even unwelcome

ones. It is universal. There can be no such things as cyber-bully? Are these the same reasons that they bully?
insiders and outsiders. All are welcome. What can we do in our schools to disarm bullies? How
am I, as the Administrator, contributing to the conditions
The Reign of God will be brought about by radical and that might foster or decrease bullying?
complete inclusion of the poor and the marginalized.
It requires that we love our neighbour as yourself. It What a Catholic school should look like when you are in
challenges us to broaden our definition of ‘neighbour.’ charge should be a lot like what a Catholic school would
look like if Jesus was in charge. A tall order? Yes, but there
If this is what it will look like when God is in charge, what are questions to ask yourself, or to discuss with your staff
might it look like when you are in charge? As Catholic and School Improvement Team. The overall vision of
leaders, how can we operationalize some of these ideas in enacting the Reign of God provides a clear moral base for
Catholic schools in the modern context? dealing with specific school goals. Please consider:
All moral leaders face ‘modern’ contextual challenges. • Who are insiders and outsiders in my school? Who
The internet is our generation’s unique administrative are marginalized? What can I do to change that
challenge. Neither good nor evil, the internet is the culture?
most powerful tool to aid in the worldwide endeavour of • Do I have a robust understanding of diversity and
education. To indiscriminately limit our students’ access inclusivity? Who are my diverse populations? Is
is to place limits on their ability to achieve their full diversity celebrated?
potential. Instead, we need to consider a much older (but • What are the dynamics of power in my community?
still very relevant) scripture passage: “I have set before Who has voice? Who is invited ‘to the table’ where
you life and death, blessings and curses. Choose life” decisions are made? Are others seeking a voice? How
(Deuteronomy 30: 19). can they be included?
• Are standards of behaviour high and accountable?
This won’t just happen. The seductions of the internet • Do I promote a culture of mercy, forgiveness and
are well-documented. Left to their own devices, students reparation, or of legalism and indiscriminate
can fall down any number of traps from social media justice? How is this made visible to the community?
absorption and excessive gaming, to pornography and How do we ‘welcome back’ those who have been
gambling. But children and young people were never consequenced?
meant to be ‘left to their own devices.’ The modern • Are we looking at school culture data and addressing
educator is called to add on to God’s words saying: “Yes, the most prominent needs?
you may have before your life and death, but don’t worry, • What does it mean for every student to be able to
I will be with you. I know it’s confusing, but you’re not connect with a caring adult in the building?
alone. I’m here to help you find your way through this.” • Is my school a place of kindness? Is kindness a stated
expectation of students, staff and families?
The task of the modern educator becomes less about • Am I exploring the optics of my own privilege,
instruction, and more about curation. Our job is not to and balancing them with actions of humility and
limit access to beneficial technology, but to continue the meekness?
moral formation that has always been central to what • Where is their ‘mourning’ in my community? How
happens in Catholic schools. can I mourn with those who need it?
• Am I willing to visibly ‘suffer persecution for
Kids are still kids. They continue to feel lonely and righteousness sake?’
lost; powerless and ignored; unseen and unheard. They
continue to want affirmation and love. They want to The Reign of God will only be brought about univer-
show that they are capable and good, and that they have sally when individual leaders enact it in their own
dignity, potential and giftedness. They also continue to communities. When your school becomes a morally
experiment with their own evolving ideas about justice challenging place, try to remember your original
and their own abilities to exercise their power. Kids are Admin interview. Find your anchor point. You are
still kids, but they do have much more powerful tools. We being asked: What should a Catholic school look like
need to look at the availability and potential abuses of when you are in charge?
these tools. But we also need to look at the hands that are
using them, and reasons for their misuse. Why do kids Michael Harrison, Principal, St. Cecilia, DPCDSB

KINDNESS
An Antidote to Bullying
By Dianne Banasco
I’d just arrived at St. Oscar Romero Secondary School means one good deed in a crowded area can create a
when a student greeted me with a radiant smile and domino effect and improve the day of dozens of people.’ 6
genuine welcome. We exchanged a few words, wished
each other, “Merry Christmas,” and he directed me to the Entering the cafeteria at St. Oscar Romero, I was
cafeteria. We were both ‘buoyed’ by our exchange. immersed in this contagious position of witnessing
‘acts of kindness.’ I was a guest at their 15th Annual
In the context of the ‘science of kindness,’ one learns that Community Christmas Breakfast – headed by admin-
this ‘buoyed’ sensation has many far-reaching impacts. istration and supported by numerous staff volunteers,
who cooked and served breakfast for their students and
The benefits of ‘small acts of kindness’ are better community. I was enveloped by the kindness, joy, respect
understood when exploring the health advantages of and gratitude that were palatable in the room.
these acts. Research indicates that kindness increases
one’s life span, energy and serotonin, which contribute I spoke to many students and alumni, who expressed
to happiness, calm and overall well-being. Acts of various ways that they ‘pay it forward’ in their school
kindness also decrease pain by releasing endorphins, community, family and with others as a result of the
decrease cortisol levels (perpetually kind people have 23 Christmas Breakfast. That day, an alumni volunteered
per cent less cortisol than the average population), and IT skills to students; at previous Christmas Breakfasts,
blood pressure, plus depression is reduced when people among other initiatives, a soup kitchen was founded in
consistently perform kind acts.1, 2, 3, 4 partnership with community stakeholders.
Benefits are felt by the person performing the act of

kindness, the recipient, and observer(s). It makes sense “When you are kind to others, it not only changes you,
that witnessing acts of kindness can have significantly it changes the world.”
positive impacts on people when conversely; research Harold Kushner
indicates that witnessing bullying and other violent acts
can have profoundly negative impacts on our students.4, 5
Why use kindness to address bullying?
Kindness is contagious
In addition to the improved well-being and health
Kindness is defined as the quality of being generous and benefits for all participants of kindness, studies indicate
considerate, and is rooted in empathy, compassion and that when regular and purposeful acts of kindness are
acceptance. It is offering the best of yourself to someone performed in classrooms and schools, the students
whether for a second, minute or longer. “The positive performing these acts can experience a boost in peer
effects of kindness are experienced in the brain of everyone acceptance. These results are cited in a study, ‘Kindness
who witness the act, improving their mood and making Counts: Promoting Prosocial Behaviour in Preadolescents,’
them significantly more likely to “pay it forward.” This conducted in Vancouver with nine to eleven year olds.7

How do we create regular and purposeful Helpfulness, peace coming from within, gratitude to
kindness in our schools? ourselves and others, joy and happiness; affirmations,
which the school repeated including daily self-affirma-
Our Catholic framework provides a multitude of rich tions such as, “We believe in you,” which also promotes
inroads to purposefully embed kindness into our self-kindness; posters and a Gratitude Wall. Resources
school communities. Our parishes, Catholic Graduate from the website, Random Acts of Kindness8 were
Expectations, Virtues of the Month, Christian mediation, provided an abundance of free materials.
morning prayers, K-12 religion programs, cross-curricular
links and spiritual leaders all offer opportunities for Kindness in your school
regular and purposeful connections to kindness, empathy,
compassion and acceptance. When promoting kindness in your school community,
elements to consider are:
"Let no one ever come to you without leaving better • Incorporate existing Catholic Values/
and happier. Be the living expression of God's Foundations/Cornerstones – including spiritual
kindness: Kindness in your face; Kindness in your leaders, Catholic Graduate Expectations, Virtues of
eyes; Kindness in your smile." the Month, religion program, cross-curricular links
Blessed Mother Teresa • Create leadership opportunities – with staff and
students
• Keep it simple – consistent, simple reinforced
Toronto Catholic District School Board hosts annual Safe messages, such as, “Be the ‘I’ In Kind”
Schools Ambassador Symposiums, which are attended by • Consistent messaging – using announcements, visual
elementary and secondary school Student Ambassador reminders throughout the school, weekly theme days,
Leaders and staff facilitators. This year, the theme assemblies, specific activities by grade and division
was Kindness. Ignited by the symposium, numerous • Engage Parent Council – providing opportunity for
schools focused on Kindness as a key theme, resulting in messaging and initiatives to be reinforced at home;
remarkable initiatives and impacts. Examples include: also as possible source of funding
• Access school board supports including Guidance,
St. Barbara Elementary School intentionally embedded Mental Health, Safe Schools and Religion Departments
kindness throughout the school community. With • Involve community stakeholders including
support from Parent Council, the school promoted the your parish, public health, the police and other
theme, “Be the ‘I’ in Kind.” This was reinforced through community agencies
daily announcements; affirmations that students repeated
as a student body, including ‘I am a leader,’ ‘I am loved,’ ‘I Dianne Banasco, M. Ed Safe Schools Advisor, Toronto Catholic
District School Board, AQ Guidance Instructor; Ontario Institute for
am kind;’ school assemblies; and connections to Virtues Studies in Education, University of Toronto, Psychotherapist;
of The Month. Teachers and support staff also used College of Registered Psychotherapists of Ontario (CRPO)
journaling, cross-curricular activities, bulletin boards
and hallways to reinforce the messages of kindness in the 1
Kindness Health Facts: www.dartmouth.edu/wellness/
classroom and school yard. The simple and consistent emotional/rakhealthfacts.pdf
2
The Science of Kindness; Video: www.youtube.com/
messaging resulted in small and notable changes in watch?v=O9UByLyOjBM
individual acts by students, and in the school culture. The 3
Can Random Acts of Kindness Increase Well-Being?
principal noticed more students holding doors for one positivepsychology.com/random-acts-kindness
another, saying “thank you,” and being proud to share 4
Observing Bullying at School: The Mental Health Implications of
their stories of kindness. Witness Status psycnet.apa.org/
doiLanding?doi=10.1037%2Fa0018164
5
A Meditational Model Linking Witnessing Intimate Partner
St. Jane Francis Elementary School incorporated Violence and Bullying Behaviors and Victimization Among Youth
kindness into their Mental Health Awareness and link.springer.com/article/10.1007/s10648-012-9197-8
embedded kindness into their school ethos with a 6
How to Change The World With Kindness: www.youtube.com/
variety of interventions including classroom lessons, watch?v=ju3ygNPFH98
7
Kindness Counts: Promoting Prosocial Behaviour in
prayers such as the Five Finger Prayer; Mindful Preadolescents’; ripplekindness.org/school-curriculum/why-
Mondays incorporated announcements, which reflected kindness
on key topics of Positive Affirmations, Kindness and 8
Random Acts of Kindness; www.randomactsofkindness.org

No Homework
in Exchange
for Kindness
By Ide Ni Mhuiri
For the third year, students at Gaelscoil Mhíchíl Uí personalized Christmas cards for the homeless, playing
Choileáin, Clonakilty, a primary school in the Republic with a different classmate each day so everyone would
of Ireland, did not have formal homework during the feel treasured, making Christmas hampers for children
month of December. Instead, students were asked to in the local lodge for immigrants, and organizing a litter
undertake little acts of kindness that could make a big pick up day.
difference in somebody’s life.
This initiative helped students see the value of kindness
In a world, consumed by social media, where young and the difference even the smallest gesture can make
people are constantly experiencing pressure and where in somebody's day. It also made students more aware
in-person and online bullying can be common, we of being inclusive of others and trying to make an extra
believed the best way to show students the way forward effort with those who might not usually be in their
was through kindness. group. It impressed on them that no two of us are the
same, and even though we may all have different traits
Daily acts of kindness included reaching out to elderly and talents, no one is better than anyone else.
relatives by visiting/phoning/sending a Christmas card,
helping out with household chores, undertaking random We were blown away by the support we received from
acts of kindness to brighten the lives of those around our school parents, our local community, and indeed
them, as well as acts of self-care to promote self-esteem nationally and internationally for this venture. We had
and positivity by spending time doing something they other schools contacting us saying they had followed
loved that made them feel good about themselves. our lead and were loving the outcome.
We also initiated a school “Buicéad Cineáltais” (kind- Our school took a pro-active approach to eliminate bully-
ness bucket), where students placed kind “observations" ing and unkindness by building positive, healthy, trusting
about their peers, which we hoped would boost the student relationships. By explicitly teaching “kindness”
self-esteem of those around them. Each week at student relationships improved remarkably. We hope it’s a
assembly a random selection of these observations simple but profound message that our students will carry
was shared with the entire school to emphasize how with them in their hearts forever.
small acts and kind words can make huge differences in
somebody’s life. Ide Ni Mhuiri, Deputy Principal, Gaelscoil Mhichíl Uí Choileáin
Gaelscoil Mhichíl Uí Choileáin is located in Clonakilty, West Cork,
Each class also proposed a unique way in which they Republic of Ireland.
collectively could make the Christmas season better
This school provides the standard primary school education
for their community. Among the class acts were baking curriculum through the medium of the Irish language for students
animal cookies for the local animal refuge, visiting a ages 4-13 years old. The school has an Early Intervention Class and
local nursing home to sing Christmas carols, making an Autism Spectrum Disorder Class.

When School
Administrators
Get Bullied
By Rebecca Chen
“Workplace bullying is definitely an issue that we need to take seriously because of its immediate and
long-lasting impact on our mental health. It erodes our confidence in the moment and each time the
experience is relived in the mind of those affected, even years after the incidents. If left untreated, it can
lead to anxiety, panic attacks, depression, Posttraumatic Stress Disorder and Substance Use Disorders.”
Dr. Andrew Miki, Chief Science Officer at Starling Minds
Bullying is a pattern of mistreatment from others that

can cause either physical or mental harm. The harm is A majority of school administrators saw bullying
intentional and can include verbal, physical, psychologi- originate from:
cal abuse or humiliation. What is important to note is that
it is extremely common and can come from anywhere 1. Parents of students (63%)
in the workplace, regardless of gender, age, role, sexual 2. Teachers (61%)
orientation or ethnicity. 3. Other administrators (45%)
In a June 2020 survey on workplace bullying focused

specifically on school administrators, Starling Minds Administrators felt the current education system has
found that 92 per cent of those surveyed have been given parents a lot of power, and there are many who
bullied and 76 per cent found that it had lasting effects on abuse this power. In the Starling Community, we see
their mental health. that dealing with parents of students is a key work
stressor in administrators.

uncontrollable), Panic Disorder (recurrent panic attacks), and/
or Social Anxiety Disorder (fear of what others think of you/
being attacked in social situations).
Decreased confidence/self-esteem
Seventy-six per cent of respondents said that bullying resulted
in a decrease in confidence and/or self-esteem. It’s common
to question the intent and reason behind the bullying. Why is
this happening? Why did they choose to target me?
A logical conclusion that people often come to is that they

are weaker or not as good compared to others at work; thus,
The effects of bullying making them the perfect target. Believing these things
about yourself will erode your self-esteem as it results in
The survey also revealed that the top three long-term attacks from all sides: while others attack you, you are also
effects of workplace bullying were increased anxiety, attacking yourself. This increases a sense of hopelessness and
decreased confidence or self-esteem, and increased worry. helplessness, and also influences how people see themselves,
which affects how they perform in their role. Eventually, a
pattern of these thoughts can lead to depression, and in some
extreme cases, it can also lead to suicide.
Other effects
Trauma: Bullying incidents are situations where the person
who was bullied may feel intense fear or helplessness. They
may keep reliving or experiencing the bullying incidents
in their mind, leading to nightmares, feeling upset or
distressed each time they are reminded of the incidents,
increased anger problems or sleep issues. They will tend to
avoid anything that will remind them of the bullying.
Increased anxiety and worry Hypervigilance: Experiencing bullying may put people
into a state of increased alertness and be extremely
Stress is defined as a state of mental or emotional strain sensitive to their surroundings. The goal of being alert
or tension, with anxiety being the physiological response, is to avoid future incidents of bullying. This can lead to
whereas worrisome thoughts often have a “what if” quality increased anxiety.
to them. For example, “What if I’m attacked at work?”
Substance abuse: If nothing else is helping, a person
Eighty per cent of respondents noted that experiencing who is suffering from the impacts of bullying may use a
bullying has increased their anxiety, while 63 per cent substance for relief. If this becomes a chronic pattern, it
noted that it increased their worry. Anxiety and worry can lead to a Substance Use Disorder.
may result in feeling more on edge, tense or nervous, and
may experience physical symptoms such as sweating, How can we address the negative mental
butterflies in their stomach or other digestive issues,
breathing and/or heart palpitations. If this doesn’t end, it health impacts of bullying?
can lead to panic attacks and panic disorders.
Although bullying is a common occurrence, it can be
Some thoughts that people may have are: When will it happen a tough topic to talk about and seek help for, especially
again? Will it get worse? Why is it happening to me? If this con- when it happens in the workplace. Some barriers include
stant worry and rumination aren’t addressed or resolved, it can the fear of not being believed, having people not take
lead to Generalized Anxiety Disorder (excessive worry that is their side, a lack of repercussions, retaliation and feeling

uncomfortable with the need to work with their bully
after making complaints. People are afraid to speak up
about what’s happening to them.
Starling Members share the resources they have used

as support to address the negative effects that bullying.
Unsurprisingly, a significant number noted that they built
a support system through family and friends. Others
sought support through counselling and coworkers.
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can prompt you to develop a plan of action, find allies to
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FOR A CHANCE TO
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If you have experienced bullying, remember that you are
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Questions? Connect with us at [email protected]

CYBERSECURITY
Keeping Staff and Student Data
Secure at Work and Home
By Hilary Close
With the experience of the COVID-19 pandemic, it for hackers to infiltrate accounts. School boards are a
is likely the issue of cybersecurity has come to your primary target for this kind of attack. These are often
attention. As many people transitioned to working from sophisticated and can look like they are from an authentic
home, they found themselves learning about platforms source. Clicking on the link can result in you visiting
that provide virtual meetings, classrooms, social media websites that contain malware. These sites mirror the
groups and so on. authentic source prompting you to provide your user-
name and password. With this information, the hacker
Cybersecurity pertains to school boards’ use of various can access personal information in your board's systems.
kinds of controls to manage risks. This includes liabilities They can then pose as you to launch a cyber attack.
suffered or incurred as a result of a failure to ensure
data security and breaches of confidential personal Tips for being cyber secure:
information. Managing cyber risks is important for
compliance and comes with various legal obligations to • Hackers love when you use the same password for
protect personal information. As a result of the COVID- everything if they get this information they can
19 pandemic, school boards have rapidly adopted new search for other accounts with the same information
remote working arrangements. resulting in theft of personal information. Use more
varied and complex passwords.
Cybercriminals are taking advantage of the stresses, • Video conferencing – check with your IT department
distractions and uncertainties caused by these new for approved secure conferencing tools to avoid infil-
work arrangements to attack and exploit technical tration of improperly configured video conferencing
vulnerabilities as well to engage in various forms of sessions and conference calls (e.g. Zoom-bombing).
fraud. Connecting an infected personal device or USB This eliminates the potential for exploitation of
to the school board wired network could also be risky. link and file-sharing functions or vulnerabilities in
Malicious software can be programmed to scan the conferencing applications.
network and attempt to infect devices. • Encourage staff to establish and maintain a culture
of confidentiality, regarding remote working
Phishing is when an email or a text message from a hacker arrangements including prompt incident/breach
asks you to click on a link. This is the number one way reporting and response.

• Enhance the physical security of computers/ Finally, when it comes to social media, criminals are always
devices, digital storage media and paper documents scanning and using social media to gather information
(including the secure disposal of paper documents). about you. To stay safe, check your privacy settings, think
• Lock your computer and do not share it with carefully about the information you provide to others
family members. publicly, privately, and through the use of applications
• Hackers seek out attachments that are not encrypt- and games. Examples would be sites where you upload a
ed. Ensure confidential attachments are encrypted resume or sites that require name, address and date of birth
with a password. to register for a loyalty card. Consider using a combination
• Check your apps and microphone settings. The apps of family member’s date of birth as a safer choice. When it
default setting when you download often enables comes to social media, less is more, celebrate the wonderful
microphone access. Disable ‘always-listening digital stories and experiences we have in our schools but be aware
assistants’ located where you are working from home. of the information you are sharing, be cyber safe.
Samaritans on a Digital Road

By Tim Slack
I can remember when paper seemed so expressionless. The resource is created around Jesus' parable about The
Depending on what it was writing what you wanted to Good Samaritan as it relates to being an online citizen and
say on paper was so much easier than saying it directly the challenges that students face in their present grades.
to someone. Especially if it was a hard conversation, you Referring to this program, when problems arise has been
needed to have. instrumental in dealing with many bullying behaviours.
Today, computers and social media have replaced paper In our schools, we can educate our students on the effects
as being that expressionless means of communication. of all types of bullying and how to create a positive digital
Everyone seems susceptible to becoming a victim of footprint for themselves. To change behaviours, we need
cyberbullying as the bully can now remotely target their to hold students accountable, have purposeful discussion,
victim from behind a screen. Bullying in the classroom and have intentional teaching surrounding cyberbullying.
or schoolyard does not just stop there any more. The safe
haven of home away from the bully is no more. As a school system, we need to work together so that we
have consistent practices designed to prevent all forms
As an elementary school principal, I am presented with of bullying in our schools. Creating clear and consistent
students who have been the target of online bullying expectations and regulations for all members of our
by a peer. When faced with these situations, we have to school communities is the first step in the prevention
take immediate action to stop the behaviour. I believe of all forms of bullying. To put an end to all types of
that the most pressing question is: How do we educate bullying, we need to work on education and prevention,
our students so we can change these behaviours before not consequences to the behaviour.
they happen?
To change these behaviours, we need to educate our

students about the effects of cyberbullying. Here at the Hilary Close, CIPP/P, Manager of Corporate Affairs, OCSB
Tim Slack, Elementary Principal, St. Jerome School, OCSB
Ottawa Catholic School Board, we have developed a
resource for K-12 called 'Samaritans on the Digital Road.' If you are interested in learning more about the OCSB Samaritans of
Each fall, teachers present five grade-specific lessons to the Digital Road, please contact [email protected] or
their class. [email protected].

Creating Safe Schools for
LGBTQ+ Students
By Joan Grundy
Sometimes gifts are also challenges. The internet contention that it is a “deadly combination” when
has proven to be a lifeline for many LGBTQ+ youth, LGBTQ+ youth, many of whom already feel isolated and
particularly those who feel isolated from their community. rejected, experience cyberbullying.
It has facilitated their connection with other LGBTQ+
youth for companionship and support. But it has also Research indicates that an overwhelming majority of
opened the door to a world where they can be victimized LGBTQ+ youth experience cyberbullying and online
and bullied. harassment. Statistics indicate that rates of depression,
self-harm, truancy, suicidal ideation and suicide are
Kristopher Wells, University of Alberta, indicates that three to four times higher for LGBTQ+ youth than for
negative comments made on online sites are often heterosexual youth.
homophobic and transphobic in nature, whether directed
at LGBTQ+ youth or not. Studies report that LGBTQ+ Often LGBTQ+ youth do not report incidences of
youth experience online bullying and harassment three cyberbullying and harassment. They don’t tell their
times more than do heterosexual youth. Rates are parents because they feel if they share the nature of
particularly high for transgender youth. (Blumenfield & the harassment, they will “out” themselves. For many,
Cooper, 2012; Gay, Lesbian, Straight, Education Network they fear being rejected by their parents more than the
2017) These same studies indicate that most LGBTQ+ harassment and bullying from peers. For this reason, it
students do not feel safe at school. (Every Class in Every is vital that staff respect students’ desire if they do not
School: National Survey on Homophobia, Biphobia and want the nature of the cyberbullying or harassment
Transphobia in Canadian schools, 2011; Gay, Lesbian, they are experiencing discussed with their parents.
Straight, Education Network 2017). The pervasiveness of Exceptions of course are situations where there is an
online homophobia and transphobia and its tragic impact immediate threat to their safety or well-being. Another
supports California psychologist Brenda Wiederhold’s reason some LGBTQ+ students do not tell their parents

is due to the fear of being cut off communities is ensuring that
from the internet, thus severing antibullying and anti-harassment
their support system. school policies explicitly list sexual
orientation and gender identity. This
Not only do many LGBTQ+ stu- Supporting Ontario
ensures accountability in behaviour
dents fail to tell their parents, they and practice. Homophobic and students with access
often do not tell school staff. This transphobic comments and to high quality,
is particularly true if they feel their behaviours should be consequenced technology-enabled
school is not supportive of them. as stringently as racial comments or learning is easy
In not feeling like they can turn behaviours because the result is the with Ontario's Virtual
to home or school for help, many same – young people being made to Learning Environment,
LGBTQ+ students suffer alone. feel less then, which is the antithesis provided by the
of Jesus’ call for all human beings to
Ministry of Education.
So, what can a school leader do to “have life, life to the full.” (Jn 10:10)
ensure these students feel support-
ed? The word tolerance is used in Addressing and consequencing
some discussions about LGBTQ+ unacceptable comments and
persons. Jesus did not just tolerate behaviours sends a powerful
people, he included, welcomed, message to LGBTQ+ youth. It
accepted and celebrated them. shows that their school values them
The starting point for supporting and will not tolerate them being
LGBTQ+ youth is creating safe, disrespected and dishonoured. “The
nurturing communities where they Learn more at,
role of all staff members in Catholic
can be authentically who they are, schools must assume the challenge D2L.com/VLE
and be celebrated as such. There of how to assure belonging and how
are very practical ways to develop to deal with the effects of bullying
communities of care. Professional and social violence. In the face of
development of staff is key. An these realities, all staff must assist
important part of staff development students through the maintenance SHARE YOUR STORY WITH
is providing an opportunity for of established protocols that respond
staff to reflect on any unconscious swiftly and consistently, and present
bias they have about LGBTQ+ unjust intimidating behaviours
We are always looking for
persons, so they can bring that to from spreading.” (Supporting interesting articles.
awareness and consciousness. It Transgender Youth Monograph,
is vital that we name and own any Institute of Catholic Education) Submissions must be 800-1000
words. Images must be 300 dpi
negative (and often errant) beliefs minimum and in jpg or png
we have attached to LGBTQ+ Our LGBTQ+ youth should not formats. Please do not reduce
issues, so that we challenge them, have to wait for things to get better. the size of digital images.
and work them through. We need to be better for them, so Send the articles in Word
that their experience of school format only to Editor,
LGBTQ+ students are 40 to 50 and of themselves is positive and Deirdre Kinsella Biss at
[email protected]
per cent less likely to experience affirming. LGBTQ+ youth’s lives
depression and suicidal ideation if depend on us getting this right. The Currently looking for articles for:
they feel connected and supported poet Maya Angelou said, “When we
Winter 2020: Seeking Positive
in their schools. (The Trevor Project, know better, we do better.” We know Solutions
2019). This hopeful statistic points better. Let’s do better.
Articles due by: Oct. 19, 2020
to the essential need for every school,
elementary and secondary, to have a
support group for LGBTQ+ youth. CPCO reserves the right to edit
Joan Grundy is a retired administrator all materials. Please
from the Waterloo Catholic District School understand that a submission
An important strategy for Board. She currently is a guest speaker and does not automatically
creating safe and nurturing school an author. JoanGrundy@Adeepeninglife guarantee publication.

New Resources Navigating
Cyberbullying and Cyberviolence
By Jan Murphy and Sarah Rogers
“The Internet offers immense possibilities for encounter and solidarity.

This is something truly good, a gift from God.”
Pope Francis
The safer humans make things, the more dangerous they behaviour. Children and youth are particularly vulnerable
can become. The invention of anti-lock brakes (ABS) to online bullying, harassment and luring. A Statistics
improved breaking capabilities and prevented tire skids, Canada 2016 report unveils, one in five young Canadians
which ultimately generated a safer driving experience. experience cyberbullying and cyberstalking, leading
However, this also created a false sense of security for to devastating impacts on an individual’s self-esteem
some drivers thinking they could drive faster and closer and sense of self-worth. The widespread magnitude of
to the vehicle in front because they now had ABS. cyberbullying, along with its multifaceted and complex
nature, impact and rapid growth of technology, can leave
The same holds true of the internet and the cyber world. school leaders overwhelmed.
As Pope Francis points out, the internet offers immense
possibilities. These possibilities are improving daily. To improve the online safety experiences for students,
However, as leaders in Catholic schools, we need to and through a multi-step approach of focus groups,
be constantly aware of safety features and the ‘hidden’ webinars, surveys and interviews, three resources
dangers lurking in the online world especially for students, were created.
staff and school communities.
The double-sided Placemat Tool was created for
CPCO, in partnership with ADFO, OPC and Victim principals and vice-principals to use as thought maps
Services Toronto (VST) collaborated on an initiative for addressing cyberviolence and cyberbullying. The
to investigate Healthy Relationships: Navigating Proactive Placemat Tool provides provocations and
Cyberviolence and Cyberbullying. Over the past four considerations for leaders and school teams to use when
years, this partnership, funded by the Ministry of planning for the year ahead. This tool contains reflective
Education, brought together principals and vice-prin- questions, protocols, procedures and policies and centres
cipals to investigate the impact of the online world in on ‘what do we need to do/know to help keep our
schools and identify the needs (safety features and students safe in the online world?’
dangers) for school leaders.
The Reactive Placemat Tool is designed to react to an
The online world is an extension of positive and negative incident of cyberviolence or cyberbullying in a school.
daily interactions which can magnify possibilities The tool breaks the response down into three areas:
of encounter, but also magnify abusive and negative immediate, short-term and long-term. A Definitions

Section provides up-to-date terminology such as: cyberbullying and digital citizenship. Volunteer hours are
Sextortion and Cybersexual Harassment and a section provided to participating Ontario students (to register
on Best Practices provides thoughtful considerations for e-mail [email protected] with name
principals and vice-principals as they work through these and social media handle). Finally, students and educators
difficult situations. can view T.E.A.R.™ cyberviolence awareness and cyber
safety videos on youtube.com/VSToronto.
As a key partner in this initiative, Victim Service
Toronto (VST) worked closely with all three principal In today’s COVID-19 world, the need to attend to
associations. VST is a not-for-profit, registered charity safety features and pitfalls online are critical for our
that provides short-term crisis response, intervention children and youth to build Healthy Relationships. All
and prevention services responsive to the needs of of the resources can be found at https://cpco.on.ca/
individuals, families and communities in the immediate index.php/members1/professional-learning/cybervio-
aftermath of crime and sudden tragedy. It works to lence-cyberbullying.
prevent victimization through youth engagement,
leadership training, social media engagement strategy “Filter a website, and you protect a student
development and healthy relationship educational
programming in local high schools. Victim Services for a day. Educate students about online
agencies are located across Ontario. safety in the real-world environment, and
you protect your child for a lifetime.”
The third resource created is a result of the partnership
with VST to assist school leaders. An Excel Spreadsheet Christopher Harris
links every Catholic School Board in Ontario with a
Victim Services agency including contact information.
VST also offers several opportunities for youth to be Jan Murphy, Program & Member Services Assistant Coordinator , CPCO
proactive and engaged in positive online interactions. Sarah Rogers, Victim Services
One Youth Leadership program that VST offers
school leaders is T.E.A.R.™ (Teen Ending Abusive
Relationships). It currently has 20 active volunteer
youth leaders, targeting youth facing multiple systemic the best in
barriers including racialized, LGBTQ+, Indigenous and Catholic
youth residing in Neighbourhood Improvement Areas.
Education
The T.E.A.R.™ Youth Leadership Program build on the A place to be.
basic learnings of the T.E.A.R.™ workshop on healthy A place to become.
versus unhealthy relationships, which enables youth to
further analyze root causes of gender-based violence,
by exploring historical and manifestations of systemic
discrimination and oppression.
As well, T.E.A.R.™ Youth leaders launched their social

media engagement strategy, #TEARtalk, in November
2013. #TEARtalk, a weekly Twitter and Instagram
chat (every Thursday 7pm – 8pm EST on Twitter and
Instagram @VSToronto), is completely youth inspired
• Comprehensive student services
and driven. It utilizes social media to create social • Generous, guaranteed entrance
change online by fostering positive digital leadership scholarships London, ON
and providing an innovative forum for T.E.A.R.™ • Small class sizes 1-800-265-4406
Youth leaders discuss and raise awareness on a variety • Supportive community kings.uwo.ca
of complex topics related to unhealthy and healthy Julia McKone ‘19
relationships, equity and trending issues in a fun and Bachelor of Arts (Honors),
positive way. Topics may include gender-based violence, Double Major in Disability Studies
@kingsatwestern and Catholic Studies
sexual violence, human trafficking, healthy relationships,

The Challenge of Technology
By Tilia Cruz, Nancy Podobnik, Cassandra Jack
While new interactive communication technologies are Today, social media is much more prevalent. It is
emerging and benefiting our society, these developments an issue that adds to and challenges ever growing
have caused some major challenges for Catholic school leadership responsibilities. Social media and apps such
leaders. Our Ontario schools have become especially as Snapchat, Instagram, Twitter, Facebook, TikTok and
vulnerable since technology is such a big part of the fabric all the associated terms and slang, as well as YouTube
of school life in 2020. and the gaming world, have become a new learning
landscape. Online currency is measured in texts, DMs,
Many would agree that the for the most part the role of the number of likes, streaks, tags, the number of views,
technology in schools has been extremely positive. The followers, follower requests and subscribers. There is a
ability for students with individualized needs to access need for school leaders to be “in the know” in order to
programs and curriculum has been a welcome change. be prepared to deal with issues that may arise, especially
The interactive methods used to motivate and engage all in the case of cyberbullying.
our learners can be seen each day. The opportunity for
students to engage in learning and communicating with Cyberbullying is bullying that takes place over
global partners is truly incredible. But with many positives, digital devices like cell phones, computers, and
there is also the opportunity for our students to become tablets. Cyberbullying can occur through SMS,
engaged in or experience the negative side of technology. Text and apps, or online in social media, forums,
or gaming where people can view, participate
With the recent attention to online learning platforms, in or share content. Cyberbullying includes
school administrators and policy makers recognize that sending, posting or sharing negative, harmful,
understanding the inherent dangers of technology is a must. false or mean content about someone else. It can
The mobility of technology and the creation of thousands include sharing personal or private information
of applications to entice our learners although helpful, have about someone else causing embarrassment or
created opportunities for them to become victimized. The humiliation. Some cyberbullying crosses the line
impact of COVID-19 and living through a world-wide into unlawful or criminal behaviour.
pandemic has propelled education along in the digital www.stopbullying.gov/cyberbullying/what-is-it
world, creating a new learning landscape for educators.

Cyberbullying is often believed to occur after questions regarding the extent to which a school board
school or outside of instructional time. However, a has a responsibility to address these forms of bullying,
significant number of students not only have access to as well as the issue of the search and seizure of records
Smartphones, tablets, computers and laptops to connect on student personal digital devices, which may include
online, but they commonly use these devices during the images of a sexual nature. And, depending on the
school day. These incidents, whether occurring during severity and nature of an incident, administrators may
or outside of school have a direct impact on the school also seek the support of local police.
climate and culture and thus have a direct impact on the
role of Catholic principals. Many administrators work to support a code of conduct
which includes Zero tolerance for bullying. In striving
Traditionally issues of bullying were often tangible and to be responsive, supportive and compassionate the
by following a process, school administrators were able principal is tasked with investigating the reported
to investigate and make decisions for follow-up and incident, identifying parties involved, reasons for their
consequences. Students at an earlier age, irrespective involvement, taking into consideration mitigating
of neighbourhood, race, gender or abilities indicate factors and determining appropriate consequences and
that cyberbullying has been a part of their school supports for each party, all the while keeping privacy
experience. 2012). issues in mind and ensuring the dignity of all. The
struggle to maintain, strengthen and at times, repair
In our experience, the most effective means to address relationships is constant.
bullying, including cyberbullying is through compre-
hensive school-wide programs that are rooted in faith, Cyberbullying is a growing social problem and one that
grounded in data and best practices, and are responsive many school leaders regularly face and investigate. In
to local school needs. By setting high expectations and the aftermath, as reflective practitioners, there are many
modelling, as well as engaging students, staff, parents thoughts and questions that weigh on the minds and
and community members, we collaboratively create a shoulders of us all. Did I listen and respond effectively?
safe, caring, healthy, inclusive and accepting learning Did I do enough? Was my approach fair, equitable, taking
environment rooted in healthy relationships. The into consideration mitigating factors and my own biases?
Catholic Code of Conduct is reviewed and shared, Could I have done more to prevent the situation? What
prevention and intervention strategies are communi- else can be done through school improvement initiatives
cated, Safe School Action Teams collaborate to create to support students?
plans for school-wide, class and individual student
initiatives, Digital Citizenship is infused throughout Changes in technology have perhaps been one of the
the curriculum and parent engagement opportunities greatest areas to impact society in unforeseen ways.
are provided. Despite these undertakings, schools are It has become increasingly necessary for Catholic
still left with the reality that instances of bullying occur administrators to understand the issues that affect the
and that when dealing with reported incidents some key learning environment of all learners.
challenges arise.
Catholic principals are tasked with having to balance
Oftentimes, instances of bullying are not reported for competing sets of demands. Curriculum, parent and
a variety of reasons and inadvertently, school culture community demands, government policy, changing
is being affected unbeknownst to the adults in the technology, supporting students with diverse learning
building. When an incident is reported, however, action needs and staff morale are issues that contribute to a
must be taken and an investigation begins. Determining complex school environment. Gaining deep empathetic
the authenticity and truth of an incident, including information pertaining to why students get involved in
who is involved is a key challenge. With the ability to cyberbullying will allow administrators to do the work
create fake accounts, accounts with hard to identify that we are called to do.
usernames and anonymity, it is difficult to determine
who may be involved and affected in an incident.
Other hurdles include having students allow access to
their social media accounts, passwords, dealing with Tilia Cruz, Support Services Advisor , CPCO
screenshots – storing and sharing them and involving Nancy Podobnik, Principal, St. Richard, Dufferin Peel CDSB
parents/guardians. Administrators also face considering Cassandra Jack, St Therese of the Child Jesus, Dufferin Peel CDSB

Schools Went Virtual. So Did Bullying!
By Coby Elimelech
The increase of online interactions triggered by COVID-19 Mission Statement should be posted in several places
has resulted in a spike in cyberbullying instances. Various throughout the school as well as online. It should be
factors including the amount of unsupervised time our clear to everyone that if one posts something online
students spend online, addictive online games such as outside of school property – and if it affects someone in
Fortnite (which promotes violence and bullying) and the the school – then it becomes the school’s responsibility.
mindset that bullying is something we only address when 2. Clearly defined steps to take should a parent feel
physically in school, have contributed to the statistic change. that their child is bullied. Generally speaking, the
first step would be to contact the teacher directly,
Cyberbullying platforms followed then by the principal/vice-principal.
Some of the most common online platforms where cyber- 3. Speak to your child. As parents, how many of us
bullying can occur are on social media. These include know who are our children’s best friends? Who is
YouTube, Facebook, Twitter, Instagram and TikTok. Also, their least good friend?
the most popular games right now are Roblx, League of 4. Take screenshots and record any electronic
Legends, Overwatch and Fortnight. cyberbullying material. Often, it can be tracked
directly to the perpetrator. In elementary grades,
Cyberbullying affects school climate ensure that you have access and all passwords to
The benefits of a positive school climate are fundamental their electronic devices. Perform ‘random checks.’
in educational growth and students’ well-being. One Keep home computers in a public place in the house.
recent study found that those who are cyberbullies Clearly define the screen time between education
perceived a poorer climate at school. While students who and pleasure, and have set times when it’s appropriate
were cyberbullied displayed lack of confidence, resilience to go online and when it’s not.
and safety in and out of school. 5. Don’t be a bystander! Encourage students to
stand up to bullying and to bring it to an adult’s
Combat strategies attention. Students should be made aware that being
School communities can employ a number of strategies to a bystander to any kind of bullying is supporting and
prevent cyberbullying. encouraging it to continue. In many cases, it can be
hard for a student to speak up. Confidential reporting
1. Preventative action A whole school approach. When should be made available.
the school has ongoing anti-bullying education, such 6. Work with service or content providers to
as in-class discussions and school assemblies, the investigate and remove offending content
students understand what is acceptable and what is
not. In addition, the entire school body, including
administrators, teachers, parents and students need Coby Elimelech performs in over 400 school presentations per year
in Ontario. He has three different versions of the show
to be on the same page. No one can claim ignorance accommodating Grades 1 through 12. He consults with teachers and
or that they are exempt as the cyberbullying didn’t principals regularly on Bullying Awareness and Prevention. For more
occur on school property. The School Anti-Bully details, please visit www.AntiBullyShow.ca

CPCO CONFERENCE 2020
CANADA’S #1 CATHOLIC LEADERSHIP CONFERENCE
IMPORTANT ANNOUNCEMENT
Please note that due to the COVID-19 pandemic, and in the interest of maintaining the
health and safety of all attendees, the face-to-face conference has been cancelled.
Options for a virtual event are in development.
Full details will be announced soon.
Event hashtag: #CPCOconference

“You are my refuge.” - Jeremiah 17:17
Serve. Advocate. Lead.

PC Fall 2020

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Fall 2020 • Volume 24 • Issue 1 The magazine of Catholic Principals' Council | Ontario

Together let’s frame

Register now and check www.principals.ca/ICP regularly for more details.

Deirdre Kinsella Biss, Editor

CORPORATE, PROGRAMS & SERVICES

Blaine MacDougall, President

Publications Mail Agreement No. 40035635

Copyright ©2020 Catholic Principals' Council | Ontario. CPCOofficial

We are continuously called

4 Principal Connections • Fall 2020 • Volume 24 • Issue 1

Be strong and courageous; share with others to strengthen

Principal Connections • Fall 2020 • Volume 24 • Issue 1 5

Nothing Online Is an Accident

Despite all our

6 Principal Connections • Fall 2020 • Volume 24 • Issue 1

If you hold principal qualifications and

Learn more at oct.ca, call the College’s election information line at

‘Bullying’ may also call to mind a straightforward dynamic between a

MediaSmarts research gives us important insights into what works

Principal Connections • Fall 2020 • Volume 24 • Issue 1 9

In this time of pandemic, we have an unprecedented

It is time to reimagine how schools can nurture

10 Principal Connections • Fall 2020 • Volume 24 • Issue 1

When addressing problems of cyberbullying in your

Principal Connections • Fall 2020 • Volume 24 • Issue 1 11

Often the focus on bullying prevention is to “fix” the

12 Principal Connections • Fall 2020 • Volume 24 • Issue 1

Traffickers and abusers exploit vulnerabilities created by

Discussing consent with youth is an important way to

Social media is increasingly used to target, recruit and

Many of the youth we have worked with have told us that

This is exactly why education on consent and healthy

What is coercion in the context of

What consent IS:

What consent IS NOT:

Principal Connections • Fall 2020 • Volume 24 • Issue 1 15

THE RELATIONSHIP BILL OF RIGHTS

I hereby declare that I have the following

1. To have and express my own feelings and

Marissa Kokkoros, Director, Aura Freedom International

16 Principal Connections • Fall 2020 • Volume 24 • Issue 1

Get a free multi-unit charger for every

JURIS UTNANS [email protected]

What does school photography

18 Principal Connections • Fall 2020 • Volume 24 • Issue 1

The ability to understand another’s perspective is devel-

Perspective Taking and Reading

Principal Connections • Fall 2020 • Volume 24 • Issue 1 19

Perspective taking may be an important approach in

20 Principal Connections • Fall 2020 • Volume 24 • Issue 1

The Fear of Missing Out (FOMO)

Though the idea of developing anxieties around missing

22 Principal Connections • Fall 2020 • Volume 24 • Issue 1

So, what can we do?

technology use instance, hold a discussion about what’s being posted

Principal Connections • Fall 2020 • Volume 24 • Issue 1 23

24 Principal Connections • Fall 2020 • Volume 24 • Issue 1

Principal Connections • Fall 2020 • Volume 24 • Issue 1 25

26 Principal Connections • Fall 2020 • Volume 24 • Issue 1