EDIT MAIN
Plus_blue

Nurse with big heartPhysical Health


District Nurse: DENISE MORGAN, RN 

(360) 619-1320 x 7256

SOCIAL + EMOTIONAL HEALTH


Research indicates that positive school climate is a critical dimension of effective risk prevention, health promotion efforts and learning. Reviews of the research show effective risk prevention and health promotion efforts are correlated with safe, caring, participatory and responsive school climates. One of the fundamentally important dimensions of school climate is relational, i.e., how connected people feel to one another in school, and the nature of the school-family-community partnerships. In fact, “school connectedness,” or the extent to which students feel attached to at least one caring and responsible adult at school, is an area of increased attention among risk prevention and school climate researchers. School connectedness is a powerful predictor of adolescent health and academic outcomes, violence prevention and is a protective factor against risky behaviors.

Additional research proves that when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.

We understand educating our children requires a partnership. Students need support at home and from the community to succeed in school and life. Each student is unique and learning styles are different. We believe the diversity of our school community, which in simplest terms means the ways in which people are different, enhances the district’s ability to implement our goals. Education involves acknowledging and valuing what is comfortable and known and leading students to an understanding and appreciation of what is new and different. Encountering different perspectives, ideas, ways of thinking, and understandings is an essential part of this process. Through their experience with such differences students develop the ability to think critically, to make informed judgments, to imagine, to understand, and to grow. Helping students understand their connection to the world and to each other will enable them not only to achieve their highest potentials, but also to serve as strong and effective leaders. This principle is at the heart of our mission to foster unlimited possibilities.

In an effort to improve the school climate and "connectedness" each of our schools is working to implement Positive Behavioral Interventions and Supports (PBIS). For school specific information, please contact the building administrator and/or counselor.

Harassment, Intimidation + Bullying (HIB)


The 2010 Legislature passed Substitute House Bill 2801, a Washington State law which prohibits harassment, intimidation, or bullying (HIB) in our schools.

RCW 28A.300.285 defines harassment, intimidation or bullying as any intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:

  • Physically harms a student or damages the student’s property.
  • Has the effect of substantially interfering with a student’s education.
  • Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment.
  • Has the effect of substantially disrupting the orderly operation of the school.

If you feel your child has experienced harassment, intimidation or bullying please contact their school counselor and fill out the HIB Incident Report.

BULLY PREVENTION


Washington state law defines harassment, intimidation or bullying as any intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:

- Physically harms a student or damages the student’s property.

- Has the effect of substantially interfering with a student’s education.

- Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment.

- Has the effect of substantially disrupting the orderly operation of the school.

U.S. Health and Human Services stopbullying.gov defines bullying as unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.

Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Statistics on the rates of bullying and cyberbullying vary between studies due to the measures used, the questions asked, and the population studied. However, the general consensus is that one out of three children are bullied at school, in the neighborhood, or online and that one out of three children bully others. No child is immune - kids of every race, gender, grade and socio-economic sector are impacted. But it doesn’t have to be this way. As parents you have the power to help reduce bullying.

Please check out the resources to the left for additional information and tools to help communicate with your family. We are in this together!