Page 10 The following are some of the key administrative procedures that support the District’s Inclusion Policy: • AP 347 – Sexual Orientation and Gender Identity re-establishes the Board’s commitment to creating respectful, accepting, safe and supportive environments regardless of sex, sexual orientation, gender identity or gender expression. • AP 350 – Honouring Diversity and Challenging Racism establishes guidelines to ensure all programs, activities and interactions are free from discrimination based on race or culture. • AP 312 – Harassment, Intimidation, Bullying and Discrimination creates a school culture where students can learn and teachers can teach in a safe environment. • AP 344 – Code of Conduct supports the District’s expectations regarding appropriate conduct for students in the continuing effort to create safe, caring and inclusive learning environments both at school and at school-related functions outside school hours. In September 2016, the District Social Justice District Team was expanded to include the hiring of a Social Justice Education Assistant. Natalie Pryce holds this full time position dedicating her time to school-based social justice clubs, providing workshops to staff on a variety of topics, and provides leadership to school staff in implementing programs and services. Another piece of Pryce’s position is to use Professional Learning Community (PLC) time to educate staff on inclusion, social justice, LGBQT+ issues, and how to provide support to new Canadians in our schools and communities. Social justice clubs were created at Park Avenue Elementary, Fairview Elementary, John Barsby Secondary and NDSS this school year. The clubs ranged in size from 10 to 20 students and were comprised of senior students at both the elementary and the secondary level. The clubs promote student leadership in social justice in their school and school community. The goal of the elementary clubs is to inform and inspire students so when they transition to secondary school they will be better able to continue to engage in social justice advocacy. “Already elementary students are looking at themselves as part of the larger school community; and not separate from it,” said Pryce. The clubs offer students an opportunity to have open conversations; ask difficult questions; seek out useful resources; understand their rights; and get involved to create a space for social change and awareness. NLPS will continue its quest to foster school cultures that are responsive to the diverse needs of individuals and groups as it advocates for social justice and promotes human rights. In all the district’s practices and responses, we strive to be: Educative - Preventative - Restorative