New N.S. student code of conduct sparks concern among disability advocates
When Anna MacQuarrie delved into Nova Scotia’s new school code of conduct, her heart sank as she began to worry about her children. The long-awaited update to the code was met with enthusiasm by many, but MacQuarrie and other disability advocates expressed concerns that it could inadvertently penalize students with disabilities or complex needs.
As a mother of three kids with disabilities, MacQuarrie has witnessed her children face punishment at school due to their complex needs. She fears that the situation may worsen when the new code of conduct is implemented in September. One of her sons was suspended in Grade 3 for misbehaving, a situation she believes could have been prevented with proper support and accommodations in place.
Stephanie Carver, the president of Inclusion Nova Scotia, echoes MacQuarrie’s sentiments, highlighting that many students with intellectual disabilities in the province are not receiving the necessary support in school. When these students lack proper assistance, they may act out as a form of communication. Carver expresses concern that the updated code of conduct does not consider this aspect, potentially leading to students being punished for behaviors they may not be able to control.
The revised code of conduct, released at the end of April and set to be implemented for the new school year, aims to address the escalating rates of violence in schools. Minister of Education Brendan Maguire emphasized the importance of setting clear expectations and consequences for disruptive behavior. The updated policy outlines stricter definitions of unacceptable behavior, such as racism, bullying, sexual assault, and physical violence, with disciplinary measures based on the severity of offenses while considering the student’s age and developmental capacity.
Despite the push for a safer school environment, concerns about inclusive education persist. A report on school violence by the province’s auditor general revealed challenges faced by educators in aligning practices with inclusive education policies. Autism Nova Scotia, a proponent of inclusive education, shares Inclusion Nova Scotia’s worries about the new code of conduct. They caution against punitive approaches like suspensions and exclusions, which could disproportionately impact autistic students, racialized learners, and those from lower socioeconomic backgrounds.
The Department of Education maintains that feedback from groups like Inclusion Nova Scotia and Autism Nova Scotia was incorporated into the code of conduct update. School staff responding to unacceptable behavior are required to consider various factors, including the need for intensive behavioral support. Plans for students requiring such support may involve alternative learning settings or adapted schedules to ensure fair and equitable responses.
While the Department of Education reassures its commitment to inclusion and preventing discriminatory application of the code of conduct, MacQuarrie and Carver remain skeptical. They emphasize the importance of fully supporting students with intellectual disabilities within the classroom setting to avoid exclusion and convey a sense of belonging. As the new code of conduct rolls out, the hope is that the education system will uphold its commitment to inclusion and provide necessary support for all students.
