Code of Conduct


At Hillcrest we expect students to act in a safe, respectful and responsible manner and to treat others with politeness and consideration at all times.

Our code of conduct introduces a framework for expectations around student behaviours to establish an optimal learning and working environment.

The code of conduct applies to all school related activities both on and off school property. It may also apply beyond these times when behaviour affects the safe, caring, and orderly environment of the school.

 BC Human Rights Code

The values expressed in the BC Human Rights Code are foundational to our code of conduct. Behaviour or communication that discriminates based on race, ethnicity, gender, age, ability, culture, ancestry, language, religious beliefs, sexual orientation, and socioeconomic background is treated seriously.

Social Responsibility

The staff of Hillcrest work with parents to promote both general and specific expectations for behaviour. The cornerstone of Hillcrest’s behaviour policy is a strong belief in RESPECT. It is expected that students…

  • Be respectful to self and others
  • Be respectful to property
  • Be responsible for their own learning and work to their full potential
  • Be responsible for their own decisions and accept the natural and logical consequence
  • Demonstrate fair play in all activities at all times
  • Show support for each other’s efforts – be inclusive of everyone

School–Wide Expectations:

“At Hillcrest School we expect students to follow the behavioural expectations outlined in the matrix.  Our goal is to have students meet these expectations for intrinsic reasons; as a result we will minimize extrinsic rewards for behaviour.”

Respect for Self
Respect for Others
Respect for Environment
Respect for learning
All Settings
Do your personal best
Dress, speak and act appropriately
Hands and feet to yourself
Be considerate
Use good manners and appropriate language
Keep the school clean
Be prepared with homework and supplies
Respect others efforts and contributions
Be a good listener
Walk to the right
Use inside behaviour
Use appropriate voice
Hands and feet to yourself
Stay in your own space
Inside shoes
Enjoy/appreciate others displays and space
Quiet while classes in session
Respect equipment and space
Play safe
Follow expectations
Hands and feet to yourself
Use appropriate language
Be a good sport
Bring in equipment
Place litter in garbage cans
Treat property with respect
Stay within school boundaries
Be inclusive
Follow the rules of the games
Use sticks and snow for building
Eating Time
Keep the classroom clean
Make healthy food choices
Use proper manners
Speak in an inside voice
Eat only your own food
Listen to the supervisors
Be seated
Use good manners
Library and Computer Lab
Work quietly
Respect equipment
Wait your turn
Return things to their proper place
Follow guidelines for use of equipment
No food or drink
Shut down computer when leaving
Use appropriate research sites
Respect equipment
Remain seated
Focus on the speaker
Hands and feet to yourself
Quiet so others can hear
No food or drink
Appropriate applause
Appropriate dress and footwear
Good sportsmanship
Follow the rules of the game
Be inclusive
Encourage others
No food or drink
Use equipment safely
Put equipment away
Listen to instructor
Follow rules of the game
Sit appropriately
Line up safely
Quiet voice
Listen to the bus driver
Hands and feet to yourself
Keep the bus clean
Wait in designated areas
Inside behaviour

Student Discipline Procedures

Hillcrest staff members use a pro-active approach when dealing with discipline. Staff often discuss “expected” and “unexpected behaviour” with students prior to beginning a new activity. This practice has resulted in Hillcrest having an excellent reputation with regard to student behaviour in our community.

If behaviour problems do occur they are treated as either Minor or Major offences and staff will usually work with students to solve the problem through a process of restitution.


In the philosophy of restitution there is recognition that it’s OK to make a mistake. What’s important is that students take responsibility for their mistake and actively seek ways to fix the problem and/or give back to the community. In the process of restitution, it is important that students identify the basic need (fun, freedom, love and belonging, power, or survival) they were trying to meet when the misbehavior occurred. This will allow them to learn to meet their underlying need in a more positive way. The restitution process allows a student to return to the group strengthened and helps encourage students to become the person they want to be. Restitution moves beyond consequences and rewards, and encourages students to “do the right thing because it’s the right thing to do.”

Restitution does not ignore “bottom line” behaviours such as violence, direct defiance, and theft, to name a few.

Minor Offences (Poor Choices)

Minor offences are handled on the spot in the classroom, hallways, or other areas.  Staff will review expectations with students and work with them to solve the problem that occurred through restitution. Problem solving may include a student conference, phone call to home, notes in the student planner, or “thinking papers/pictures”.

Major Offences (Bottom Line Behaviours)

For repetitive behaviours, or behaviours of a more serious nature, a progressive discipline cycle is implemented through the office. The Major offenses dealt with at the office level may include the following:

  • Bullying
  • Discrimination
  • Damaging or stealing property
  • Fighting (we are a “HANDS OFF” school)
  • Drugs or alcohol
  • Vandalism
  • Dangerous behaviour (ie. throwing objects with the intent to hurt/damage or purposeful hitting)
  • Repeated direct defiance of an adult
  • Truancy or repeated tardiness
  • Disrespectful or abusive language
  • Repeated minor offences
  • Weapons
  • Theft


When dealing with Major and Minor offences, a number of responses may be used depending on the nature and frequency of the offence.

  • Warnings
  • Conflict Resolution
  • Natural and logical consequences
  • Parents notified
  • Parent/Student/Principal meeting
  • Restitution
  • In-school Suspension
  • Out-of-school Suspension
  • Suspension pending a District Hearing

If a serious violation occurs at any time, an immediate in-school suspension or out-of-school suspension may occur.

Special Considerations

Special consideration may apply to students with special needs if these students are unable or do not comply with a code of conduct due to a disability of an intellectual, physical, sensory, emotional or behavioral nature.