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Policy on Disruptive Social BehavioursPDF 10
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Policy on Disruptive Social Behaviours, Aitchison College
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3. How Will Disruptive Social Behaviours Be Prevented?
Aitchison is committed to cultivating a positive school climate and a healthy social environment where
disruptive social behaviours are counter-cultural and are reported to relevant authorities with confidence. Our
prevention efforts are encompassed in a whole-school approach that consist of consistent messaging, active
supervision of areas prone to disruptive social behaviour, and clear procedures for identifying, reporting, and
addressing disruptive social behaviours. This will be accompanied by timely reviews of climate data (in the
form of incident reports, surveys, etc.) to identify patterns of behaviour for data-based decision making and
policy reviews.
A. Promoting a Healthy Campus Environment
To promote a healthy campus environment and promote character development, the school is committed to
offering structured library lessons, book reviews, and storytelling sessions across school sections. This will be
accompanied by the use of Show & Tell, declamations, debates, and challenge cups to embed values and ethical
reasoning. Student-led reflection activities after exposure to value-driven films and literature will also be
arranged in addition to ongoing social-emotional learning workshops with the school psychologist on a range of
topics including anger management, emotional regulation, dealing with peer pressure, etc.
B. Communicating Clear Expectations and Promoting Positive Behaviour
Values of respect, courtesy, and fairness are promoted in a wide range of contexts in school ranging from
assemblies and in-class instruction to extracurricular activities, sports, and everyday interactions. Student
expectations will be communicated to them at the start of the year along with information regarding new and
existing policies, code of conduct, and logical consequences upon any breach of the school rules. Students will
also be provided with information regarding key contacts and support available to them at the start of the year
and notice boards in school and boarding will serve as a reinforcement of this information.
Additionally, all students will be given clear advice regarding their role in addressing disruptive social
behaviour through assemblies, orientations, and information sessions. Student leadership will be sensitized to
the adverse consequences of disruptive social behaviours and provided training on how to address such
incidents in a respectful and effective manner. Peer-led initiatives in the form of student portfolios and clubs
will also be encouraged in this regard.
C. Incorporating Service Learning Into the Curriculum
Service learning will be formally embedded into the curriculum to make learning more engaging, develop
students’ civic responsibilities, and cultivate empathy and social skills among students. It also seeks to reframe
community service from a system of punishment or reward to a focus on community and character
development. Students will be able to choose from a number of service learning opportunities available within
the college and this will be added to their annual school transcript. This will be piloted at a small scale in the
first year of the policy’s implementation.
D. Focusing on Boarding Life
The boarding houses have an additional responsibility over residential students who can be particularly
vulnerable to the impacts of disruptive social behaviours. Members of the boarding community are expected to
show attentiveness to different aspects of the boarding environment. In particular, boarding staff will show a
keen interest in residential students’ social life, noticing any changes in behaviour or appearance. Housemasters
hold regular meetings and check-ins with boarding students and develop a relationship of trust with each boy.