Harsh Lessons to Learn

Reflections on Bill 13: Accepting Schools Act

Peter Panacci
PED 3102
Prof. Maurice Taylor
October 4th, 2015

Thanks to the hard work and progressive programs of the Ontario Board of Education, bullying
and all forms of discrimination have been eliminated from our schools. Students are now completely
free to express their beliefs, cultures and orientations in a welcoming, receptive environment, open to
all. Unfortunately in the world of today's students, these two statements are only fantasy and fiction.
The reality of student life throughout Ontario is much bleaker, with bullying and discrimination still
being major issues in our schools and communities. Bill 13, the Accepting Schools Act, 20121 is a
direct response to address that reality and attempt to change the underlying factors which allow
bullying and discrimination to continue. The goal of all education is not only to inform and prepare
students, but to allow them to develop and mature in a safe environment where they can explore their
identities free from persecution.
To achieve these goals, an overhaul of school policies at all levels (administration, school
boards, principals, teachers, students and parents), is necessary to change the attitudes, procedures,
punishments and supports associated with these challenges. Bill 13 addresses these points in different
ways: identifying all forms of bullying and discrimination, the proper procedures for reporting,
responding to, dealing with instances of bullying and discrimination, specific duties of principals and
teachers, and outlining the rights of all members of the school community.
Any attempt to fix the issue of bullying and discrimination is bound to be complicated and
fraught with problems. However, despite the scope and vastness of this task, I believe that Bill 13
makes remarkable progress towards reforming the outmoded mentalities and policies. The real strength
of the document is that it attempts to take a holistic approach, focusing not just on reprimanding and
punishing, but establishing channels for support, counseling and growth.2 It also outlines clear cut
guidelines for teachers, principals and school boards to follow3 to remove dangerous moral gray zones
or times of uncertainty. This helps to establish an equal standard throughout the province that
1 The Hon. L. Broten, Minister of Education. Bill 13: An Act to amend the Education Act with respect to bullying and
other matters (June 19, 2012). (Hereafter to be referred to simply as Bill 13)
2 Bill 13, Section 301 subsection (7.1) (d) p 8.
3 Ibid, Section 302 p 8-9.

guarantees a basic level of respect and fairness. By examining certain sections and sub sections in
detail, I will illustrate direct ways in which the Bill makes positive steps towards creating that ideal safe
school environment students deserve.
One of the most important issues that I believe Bill 13 directly addresses is the methods for
support, counseling and help for not just the victims of bullying, but also the perpetrators themselves.
Section 301, subsection 7.1 (d) speaks to this issue by creating resources to support pupils who have
engaged in bullying;4. This is crucial as it guarantees that formal measures are in place to help end
some of the systemic causes of bullying. From my own experience, while they can be isolated
incidents, bullying and discrimination often emerge from other issues, which if left ignored, will cause
the behavior to continue and possibly escalate. Treating bullies as individuals who need support and
help allows for honest dialogue to begin and hopefully end the cycle of victimization. As teachers we
need to recognize that not only victims need assistance, but that often bullies are acting in ways which
are their very own cry for help and attention.
While much of the bill focuses on bullying, another vital focus is on inclusion and acceptance of
all kinds of lifestyles, including LGTB rights. Section 303.1, subsection (1) (d)5 guarantees that
students and organizations are free to promote equality and inclusion, no matter their orientation. This
issue is incredibly important as it directly challenges some mentalities in certain school boards,
specifically the Catholic school board. It even further specifies that groups be able to use names like
gay-straight alliance without fear of reprimand or censorship6. Although some religious groups have
taken these amendments as attacks on their rights to free speech and religious freedom7 I believe they
safeguard all students, even one's who's beliefs are opposite those of the schools they are in. None of
them should have to hide their sexual orientation, religion or beliefs in order to conform to school
policy.
4
5
6
7

Bill 13, Section 301 subsection (7.1) (d) p 8.

Ibid, Section 303.1 subsection (1) (d) p 9.
Ibid, Section 303.1 subsection (2) Same, gay-straight alliance p 9.
Bill 13 has too many flaws http://www.catholicregister.org/columns/item/14685-bill-13-has-far-too-many-flaws,

The third subsection that I believe to be crucial to all teachers and students for the future is
Section 303.3, (1) Consultations (3)8; which establishes that any plans for bullying prevention or
intervention need to include staff, teacher, student and other members of the communities contributions
and input. This is vital as it would ensure that procedures going forward reflect a unified and complete
view of the issue, incorporating all the stakeholders into the discussion. As teachers, we often dismiss
the input and experiences of students and take an authority driven perspective towards problem solving.
This subsection eliminates that unhealthy bias, fosters community discussion and growth between
different members, and puts into play a lot of checks and balances for fairness and equality.
All three of these areas demonstrate real positive growth and development towards a safe school
environment. However, that is only the beginning. The spirit, purpose and principles of this act need to
be translated into actions in the classrooms and schools. That starts with teachers, moving beyond the
required formalities, and changing classroom mentalities and dynamics to reflect a real positive space. I
believe that bullying, racism and other forms of persecution stem from ignorance and intolerance, and
that most children, especially when young, are willing to change their views and actions once they
learn to appreciate others. Incorporating lessons and activities which celebrate different cultures and
include all members of the class will foster understanding and empathy. Activities such as the
Indigenous Rights Blanket Exercise9 (one I recently participated in) and Privilege Walks10 are real ways
of engaging students to carefully think about the situations of others, and what kinds of factors and
circumstances shape our lives. These activities can be adapted to introduce cooperation, interaction and
understanding among students. By helping them see new perspectives, we can eliminate the seeds of
bullying.
These activities can occur during Bullying Awareness and Prevention Week, but they should
really be incorporated into the full curriculum and daily student life. Establishing safe zones in
8 Bill 13, Section 303.3 subsection (3) Consultation p 10.
9 Indigenous Rights: Blanket Exercise. http://www.kairoscanada.org/what-we-do/indigenous-rights/blanket-exercise/
10 Privilege Walk Activity https://ginsberg.umich.edu/content/privilege-walk-activity (this is one example that can be
easily adapted)

hallways, lockers, classes, and opening the dialogue to talk, anonymously or one-on-one with students
will facilitate awareness and community within the school. Of course, I don't have any definite
answers, but I believe approaching this issue, realizing the obstacles and challenges, and making small
implementable goals is the key to ushering in change.
I hope my enthusiasm and appreciation for the progress presented in Bill 13 are evident. As new
teacher candidates, we all have a duty and obligation to help create these safe school environments. I
also have to recognize that this is a gradual process, and even now, 3 years after this Bill was passed,
there are severe discrepancies with the policies and guidelines required, and what is being practiced.
Just from the OCDSB website itself, mandatory bullying prevention and intervention plans are not up
to date, and they even post action plans from 20081112. This is clearly neglecting the guidelines and
requirements of Bill 13, and does not even address their recommendation for student, parent and
teacher involvement and feedback. These are the harsh realities we have to face as we try to change the
systemic reasons for bullying and discrimination. Even harder is teaching students suffering from these
negative influences, and not being able to always help them. Ultimately it is our prerogative to educate
ourselves as best we can, foster a safe, welcoming learning environment, and be open to listen and
engage our students, parents and fellow teachers in a respectful, constructive way. It is definitely not an
easy road ahead, but thankfully I am looking forward to the change we can implement and the lessons
we can learn.

11 Bullying Prevention and Intervention 13 May 2008 http://www.ocdsb.ca/ab-ocdsb/p-n-p/Policies%20and

%20Procedures/P%20123%20SCO%20Bullying%20Prevention%20and%20Intervention.pdf
12 Anti-Bullying Awareness April 2012 http://www.ocdsb.ca/med/pub/Publications%20%20Updated/Anti_Bullying.pdf