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ISB Behavior Policy
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ISB believes in creating a culture of positive language, behavior and values, and embedding a caring and principled environment for our students to thrive in. Our key principles are:

1- We are safe

2- We are respectful

3- We do our best

4- We have fun

The purpose of this document is to make all staff members at the International School of Brno aware of:

the expected standards of respectful behaviour

the expectation that they will help parents and legal guardians support their children in demonstrating respectful behaviour

what the International School of Brno does to promote respectful behaviour on the part of the International School of Brno students

the measures to be taken in the event students do not meet the expected standard of respectful behaviour

how to ensure that all staff members are aware of the powers they have to promote respectful behaviour and to discipline students not meeting the expected standard

how to prevent bullying

➤ Policy Content:

PYP Behavior Policy---------------------------------------------------------------------------------------Jump to page        

MYP and DP Behavior Policy --------------------------------------------------------------------------Jump to page

Expected Standard of Behaviour--------------------------------------------------------------Jump to page

Being Worthy Role Models----------------------------------------------------------------------Jump to page

Involving Parents----------------------------------------------------------------------------------Jump to page

Behavior Management---------------------------------------------------------------------------Jump to page

Behaviour Management Practices and Procedures--------------------------------------Jump to page

Vaping & Tobacco Policy------------------------------------------------------------------------Jump to page

IEP related behavior concerns-----------------------------------------------------------------Jump to page

A note on physical intervention----------------------------------------------------------------Jump to page

Student Dress Code—-------------------------------------------------------------------------- Jump to page

ISB Anti-Bullying Section-------------------------------------------------------------------------------Jump to page

ISB Smartphone Usage Section----------------------------------------------------------------------Jump to page

PYP Behavior Policy

All PYP homeroom teachers and specialist teachers co-create essential agreements with their classes within the first week of school, these should be consistently reflected on during school time as reminders of expectations

The essential agreements should reinforce positive actions and focus on what we want to see and hear and not what we don’t want to see and hear. The essential agreements should embody the IB LP and our key principles.

For example: We promise to use caring words instead of -We will not be rude.

Examples of ISB Principles in Action

We are Safe (Balanced, Thinker)

We stand up for the truth

We report any incidents which are not caring

We are respectful to others (Caring, Communicator)

We use caring and polite words

We praise others

We help others

We welcome and care for new students

We greet others

We celebrate each others success

We are respectful to ourselves

(Caring, Balanced)

We make balanced choices

We are honest

We celebrate our own successes

We are respectful to our School (Caring,  Thinker)

We hang our backpacks and coats in appropriate places and take them away at the end of the day

We pick up trash

We report any damages in bathroom

We return lost items to ‘lost and found’

We do our best (Principled, Knowledgeable)

We are inquirers

We come prepared to class

We are active listeners

We reflect on our learning

We have fun (Risk taker, Inquirer)

We are risk takers and try new things

We engage positively in school activities

We engage positively in out of school activities

We play together in a friendly manner

We inquire into new concepts that bring us joy

Positive Reinforcements Include:

1- Verbal feedback to students/ parents during pick up or drop off time

2- Complimentary notes to the students from teachers to take home

3- Recognition in our Student-Led assemblies by given IB Learner Profile Certificates

4- Mindful mornings 5 minutes

5- Reflective afternoons 5 minutes

As a school we acknowledge that at times, consequences are also necessary for certain actions students take. These consequences are to provide students the opportunity to reflect upon the actions they have taken, to learn to make better choices and to take responsibility for their own behavior.

Examples of ISB Principles not being followed:

ISB Principles

Minor Incidents

Significant Incidents

Serious Incidents

We are not respecting others or we are being unsafe

Pushing

Teasing

Name calling

Gossipping

Rough play

Gum chewing

Defiant behavior- answering back not following instructions

Blackmailing

Fighting- physical attack, aggressive behavior towards staff or students- use of weapons

Bullying

Touching one another inappropriately

Online harassment- Cyber Bullying

Extreme Rudeness to staff

Insulting comments about size, race, color, religion, ethnicity, gender.

We are not respecting ourselves

Being dishonest

Talking negatively about ourselves

Plagiarism

We are not respecting our school

Damaging property unintentionally, drawing on desks for the first time.

Littering

Hiding objects that belong to others

Writing or drawing inappropriate words or objects

Deliberately damaging property of others and the school

Stealing

We are not trying our best

Being late

Disrupting the learning process

Unpermitted use of mobile phones

Repeatedly not doing homework

These actions have been divided into three categories:

Minor: A one off behavior that does not result in serious harm to others, self or property which occurred spontaneously

Significant: Behavior which is repeated yellow or shows a degree of premeditation and which results in more serious harm to self, others or property

Serious: Behavior which is repeated orange, or causes severe damage to self, other or property and shows disregard to the safety and well being of others

For significant incidents the action plan will commence from step 4.

For severe incidents the action plan will commence from step 6.

1- The teacher in whose lesson the behavior was a concern, talks to the student(s) and reflects verbally on their essential agreements together

2- If a yellow incident is repeated,the teacher in whose lesson the behavior was a concern, reflects on essential agreements and keeps the student(s) behind at a break time for 5- 10 minutes. They will write a reflection on what has happened and on the next positive steps for the student(s). The homeroom teacher should be informed and the written reflection should be filed by the homeroom teacher.

3- If after a written reflection the yellow incident is still repeated, the teacher in whose lesson the behavior was a concern sends an email home to inform parents of the situation and the homeroom teacher is cc-d. An incident report must be completed. A meeting is set up with the student and parents and the teacher in concern. Prior to the meeting the student should spend 10-15 minutes during break time, reflecting on the incident and writing what happened and the next steps to prevent this from escalating further. This should also be filed in a folder by the homeroom teacher.

Yellow incidents 1 and 2 by default do not require an incident report (DAR), but nr. 3 requires an incident report (DAR).

If the severity of incidents is identified across the subjects and more than one teacher has a concern including the homeroom teacher, then the homeroom teacher is the one who sets up the meeting and overtakes the issue.

4- Some incidents might become immediate orange (see above) or if yellow incidents are repeated after step 3, this becomes an orange incident. Parents are informed by the principal via an email or phone call. Depending on the incident a meeting is held with the teacher, principal and the student. There can be further consequences such as not being allowed to participate in football, basketball if the incident took place there or helping to maintain the school environment.These consequences are connected to the action to ensure meaningful reflections are happening. An incident form must be completed by the principal or well-being coordinator.

5- If an orange incident is repeated, parents come to school for a meeting with the homeroom teacher and principal and the student. An incident form (DAR) must be completed by the principal or well-being coordinator.

Orange incidents require incident reports (DAR).

6- Some incidents might become immediately red (see above) or if an orange incident is repeated after step 5, parents are called to a meeting with the principal and Head of School. The student can be sent home for the day. Parents must immediately pick up their child. When a red strike is administered, the school psychologist should be involved by the wellbeing coordinator relevant to the case so they can monitor the psychological wellbeing of the student and contribute to the compilation of evidence.

7- As a last step, a student will be expelled from school. This decision is made on a case to case situation and made collectively with the Primary Principal and Head of School.

Red incidents require an incident report and Principal/ Head of School signature. An incident report is drafted by the Principal and the Head of the School is informed immediately.

The above lists are not exhaustive. (Table updated 31.10. 2024)

Behavioral Order of Operations

➤ IEP related behavior concerns

As an inclusive school we recognize that in many cases certain behaviors are a result of an underlying learning challenge. If a student has an IEP and a behavior incident occurs this should be reported directly to our Learning Support Coordinator who has a different set of strategies, procedures and consequences based upon the IEP.

➤ Physical intervention

Physically intervening with a student is a measure that can only be taken under very specific circumstances

Action Steps:

1- Always attempt to defuse a potentially dangerous situation without physical intervention first. Always allow the student to take space if they are not harming themselves or others.

2- If a student is putting others of themselves in danger, attempt to lead the student to a space that is isolated away from others so that they can begin to regulate their emotions in a safe space.

If this is not possible, evacuate other students from the room that the violent situation is taking place in, and ensure they are with another staff member that can relocate them to a safe space.

3- If a staff member deems that physical intervention is necessary, it must be a last resort measure and carried out with maximum regard for the safety of all parties involved. It should primarily be used to ensure the safety of all students (including the student causing the incident) or to protect property from theft/damage. However, intervening to prevent injury will always be considered more justifiable than for the purposes of protecting property.  Even during a physical intervention, the student’s feelings must be respected and efforts to diffuse the situation with words and communication should continue.

4- Finally, whenever a physical intervention does occur, every reasonable effort should be made on the part of the intervening staff member to have another staff member present as soon as possible.  Any staff member who is aware that a physical intervention is taking place is obligated to assist, even if it is simply to serve as a witness.  

5- If a physical intervention occurs, both the teacher and the student(s) will be checked to see if first aid should be administered. At the same time, the parents/legal guardians of the student will be contacted. The incident is then documented and the statement is signed by all witnesses.  As soon as possible after the incident, the intervening teacher must conduct a meeting with the student to reassure them that respect still exists between them and that they are completely ready to resume their previous, positive relationship. An incident report must be filled out and the well-being coordinator and primary principal must be immediately notified

The following means of intervention are considered acceptable, depending on the situation but must never be perceived as threatening:

The following means of intervention are never acceptable:

Updated on 17.8. 2024- Geneva Fink

Updated on 26.8. 2025- Geneva Fink

MYP and DP Behavior Policy

➤ Expected Standard of Behaviour

It is the responsibility of the School Leadership Team (SLT) to ensure that the expected standards of behavior are communicated to the staff.  This document will be available on the ISB Teachers’ website.  The entire staff must adhere to the policy in order to establish consistency in dealing with positive reinforcement and disciplinary measures equally.

All ISB students should make decisions with regard to their learning and behavior with the following principles in mind:

We are safe

We are respectful

We do our best

We have fun

We are proud

We are ISB

Our students’ safety is our primary and fundamental concern.  Safety must be consistently promoted as a necessary community value and unsafe behavior on the part of the students must be addressed swiftly, consistently and in a manner that guarantees that safety is restored right away.

The expectations: Walk when indoors; always avoid damaging the school or the school’s property; act in a way that keeps others safe.

Respect: the first core value of ISB.  Every student has the right to be treated with respect just as they are obligated to treat others with respect.  The failure of a student to respect others does not at all eliminate their right to be respected.  It does mean that they need the support and understanding of the staff.

The expectations: Treat everyone with respect and courtesy; use proper greetings; arrive on time to and properly prepared for lessons; hold the door for others; use an indoor voice.

Hard Work: the second core value of the school.  All students must be motivated to achieve their personal best in all academic and social areas.  This means that teacher planning and classroom behavior management strategies must be designed to engage all students on a personal level.  Engaged students are well-behaved students.

The expectations: Behave in a way that promotes teaching and learning in class; always do your best; listen to instructions and follow the rules.

Learning something new is fun: the third core value of ISB.  It is vital that the school’s expectations for student learning and conduct be designed keeping in mind our students’ desire to learn about, explore and act in their world.  Each student must be personally engaged in the activities of the moment; if they are, then their behavior will reflect their desire to learn.  

The expectation: Make sure that you behave so that learning is fun for everyone.

It is important that students are aware of what proper behavior and academic performance looks like so that they have something to strive for and so that they have the information necessary to assess their own performance.  Students who are able to independently determine whether they meet the expectations of the school will be able to take pride in knowing and delivering what is expected of them.

The expectations: Make decisions you can be proud of; make sure that ISB is a place to be proud of; keep the school clean and be appropriately dressed.

We are ISB.  As an international community, it is important that our language, values and customs be consciously defined and cultivated in order to be able to communicate them.  We should all know the kind of school we want to be and we should celebrate when we are successful in achieving those targets.

Please note that students are expected to follow the Dress code

We want students to be able to express themselves through their clothing, but we also want them to dress appropriately for school. They must be dressed in a way that is not distracting to others and does not make others uncomfortable. This includes but is not limited to:

The expectations: Be welcoming; invite others to learn and play; help when/how you can.

Teacher requirement

All teachers must follow the behavior management system outlined below (The Behaviour Management Process). While each teacher may have their own behavior management style, to ensure a fair and consistent approach everyone follows the same system of warnings and consequences that follow after multiple warnings balanced by positive incentives and rewards. 

All students and their parents must understand this system.  What results from good behavior should be understood as clearly as the consequences of poor decision making.  

Classroom behavior management systems must clearly communicate the teacher’s expectations (through displays) to students so that they become part of daily life. Other means of raising student awareness of the expectations the school has for them include:

➤ Being Worthy Role Models

In order to ensure that ISB students demonstrate the expected standards of behavior and quality of work, it is essential that all ISB staff members exhibit those standards.  It is essential that all ISB staff:

➤ Involving Parents

It is important to always remember that parents want their children to be well-behaved and to be positively perceived. We need to work very closely with ISB families, in order to ensure the maximum possible consistency in dealing with behavioral issues.

All ISB staff members must establish and maintain a positive, professional and mutually-respectful relationship with the parents of their students in which concerns, observations and experiences are openly and easily shared.  

➤ Behavior Management 

If a student's behavior does not meet the expected standards, then they need to be made aware of this and support needs to be provided so that they can improve their decision-making.  Class/subject teachers are always responsible for providing this support during the initial/minor incidents via the classroom behavior management system (see below).  At all times, teachers should deal with behavior issues in a calm and respectful manner.  When dealing with minor issues, teachers may use means that do not violate the mission statement or core values of the school.  

It is important to note that as long as minor incidents are not daily occurrences, they are the responsibility of the teaching staff to manage and are a part of normal child development.  

In regard to teacher interactions with students, when disciplining students, there is no room for yelling, degrading or demoralizing a student. Reprimands of a more serious nature should be handled in private rather than in front of other students. Sarcasm is a risky interaction with students and has no place in the classroom. One never knows how the statement may be received by the student, and although sometimes meant to be done with humor, sarcasm can have damaging effects on a student’s self-esteem. With regard to student interactions with each other, put-downs or teasing will not be allowed between students, and those students who are so inclined will face consequences. Our expectation in this area will be to maintain only positive interactions at all levels.

Types and severity of Incidents (Secondary and High School)

Minor Incidents

Significant Incidents

Serious Incidents

Behavior

  • disruptive behavior
  • crossing people’s boundaries
  • not following school rules
  • not following behavior instructions
  • late arrival to class
  • not taking responsibility for actions
  • Unauthorized use of let mobile phone
  • Repeatedly not doing homework

Behavior

  • persistence of minor incidents         
  • rudeness to staff or students
  • aggressive behavior
  • unsafe behavior
  • first incidence of unexcused absence
  • Intentional damage to property
  • Very Offensive Behaviour
  • Unethical Usage of AI (non-academic)*

*does not apply to uses of AI that violate the school’s Academic Integrity Policy.  Rather, they are for offenses such as generating inappropriate content.

Behavior

  • persistence of significant incidents
  • Extremely offensive behaviour
  • violence/assault*
  • repeated unexcused absences
  • extreme rudeness to staff or students
  • theft
  • Bullying
  • Racism
  • Body-shaming
  • Cyber-bullying
  • substance abuse/possession
  • sexual conduct
  • sexual harassment/assault
  • possession of dangerous items (weapons, explosives, etc.)*
  • misusing the school’s internet connection (accessing offensive/illegal content, abusing privacy rights, etc.)
  • Possession of illegal items/material*

*Includes tobacco, alcohol, drugs, e-cigarettes, etc. and  may result in police involvement depending on the law and/or age-restrictions of the substance

The above lists are not exhaustive. (Table updated 12.9.2025)

Please note:

To ensure that the safety and well-being of all community members are safeguarded, the school reserves the right to impose in-school or out-of-school suspension on any student while an investigation is ongoing by either the school itself or any external authority regarding serious or potentially serious Incidents,

This includes but is not limited to:

While suspension decisions are made at the discretion of the school administration, they can be made in consultation with legal counsel and/or relevant child protection authorities, as necessary.

ISB students are expected to hold to the mission statement and values of the school at all times, even when they are not at school.  If an ISB student is involved in a Red Level incident outside school hours and off school premises, the School may impose consequences up to and including expulsion, depending on the severity of the incident.

The Behavior Management Process

ISB aims to identify and address patterns of behavior that do not meet the expected standard and to support the students in making better choices as soon as a pattern is identified.  The following sections provide detail to the escalating levels of support offered to students throughout the process.

While ISB aims to support students appropriately as situations can escalate, please note that if these measures are not successful, students can be permanently expelled from ISB.  The escalation process is as follows:

Yellow to Orange

1st Yellow Incident: Subject teacher is expected to speak with the student about their behavior

2nd Yellow Incident: The subject teacher and well-being coordinator will speak with the student about their behavior and discuss the best strategies to correct it. The student is made aware that if this behavior continues it will be considered their 1st orange incident.

3rd Yellow Incident becomes 1st Orange Incident: The well-being coordinator will have a meeting with the parents and the student. Strategies will be discussed with all parties on how to correct the behavior. They will be made aware that if their behavior/choices do not improve, they will receive a Red Strike.

======================================================================

Orange to Red*

1st Orange Incident: See also 3rd

Yellow Incident

2nd Orange Incident becomes a Red Strike: Meeting with Head of School, well-being coordinator, Student and Parents will take place. All parties will be made aware of the 3 Red Strike policy as it relates to the number of Red Strikes the student has; this is done via the incident report which is signed by the school administration and given to the family in hard copy. The family is warned of the expulsion path and that this First Red Strike serves as a warning preluding a conditional expulsion.

A minimum of 5 meetings with the well-being coordinator and the student will take place where the student will complete work related to the Red Strike behavior which will help them reflect and correct their behavior. Strategies will be given to the student to help them stop this behavior.

As soon as any serious allegations are made that could include but is not limited to: the allegation of sexual abuse, sexual harrasment, repeated disrespectful and rude behavior to students which are labeled as a red incident per the behavior policy, then the school psychologist should be involved by the wellbeing coordinator relevant to the case so they can monitor the psychological wellbeing of the student and contribute to the compilation of evidence.

======================================================================

Red to Expulsion

1st Red Strike: See 2nd Orange incident

2nd Red Strike: Meeting with Head of School, well-being coordinator, Student and Parents will take place. The student is conditionally expelled from ISB. Parties are informed via a 2nd Red Strike Incident report that another Red Strike will result in permanent expulsion from ISB.

A minimum of 5 more meetings with the well-being coordinator and the student continue will take place where the student will complete work related to the Red Strike behavior which will help them reflect and correct their behavior. Strategies will be given to the student to help them stop this behavior.

3rd Red Strike: The Head of school and well-being coordinator meet with the family to inform them that the student is expelled from ISB.  will have meetings with parents and the student as needed. The student will be permanently expelled from ISB

*Red Strike incidents can take time to investigate, discuss and process.  This can take as long as 5 school days.  The families involved will be kept informed along the way.

ISB staff reserve the right to escalate or de-escalate an incident depending on its severity.

Example:

A student has no Red Strikes and brings a gun to school. This would jump them to their 3rd Red Strike immediately and they would be permanently expelled from ISB.

Note: students can also receive academic strikes as described in the Academic Integrity Policy.  Behaviour incidents and academic honesty incidents are counted separately.  

➤ Behaviour Management Practices and Procedures 

The following sections details the required responses to behavior incidents from staff members

Subject Teachers

Yellow incidents

When there is an initial incident of yellow behavior, teachers are expected to inform the students their behavior is considered yellow.  This is a formal warning and students are expected to make better choices from that moment.

If the there are further yellow incidents, teachers are required to do the following:

Note A: If the behavior is not a yellow incident per the behavior policy, the well-being coordinator will be in contact with the subject teacher to clarify the behavior policy. The behavior note may be deleted or moved to the proper place (ie. if the incident is an academic incident and not behavior, it will be given to the Principal/Academic Advisor).

Note B: All yellow incidents are managed this way. This allows the well-being coordinator to monitor students’ behavior and make the decision to escalate appropriately.

Orange incident

Teachers will take the following steps for a yellow incident. If the student must be removed from the class then the teacher will:

Note A: All orange incidents will be treated this way. Even if the teacher knows this is the students 2nd orange incident, they will not treat it as a red incident. The well-being coordinator will detect this through the behavior notes and respond accordingly.

Red incident

Teachers will follow these steps for a Red incident:

The well-being coordinator will be in communication with all parties involved regarding the incident as comments will be needed for an incident report. However, the majority of the comments will be gathered from the behavior note.

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Head of School Flow Chart:

Yellow incident

No Action Needed from the Head of School

Orange incident

No Action needed from the Head of School

If Action is needed, the well-being coordinator will seek out the Head of School for discussion for special cases

Head of school may attend a meeting with parents regarding the orange incident depending on the case

Red incident

Well-being coordinator will inform the Head of school of the incident

Head of school and well-being coordinator will review the incident report to determine if a red strike will be issued

Head of school will be present at the parent meeting for all red incidents/strikes

Head of school will issue conditions expulsion/expulsion to student/parents

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Well-being Coordinator Flow Chart:

Yellow incident

The well-being coordinator will review the behavior reports, check in with the students regarding the report, and see if what the student says aligns with the report

If these don't align, well-being coordinator must determine if:

Depending on the outcome of the above, the well-being coordinator will speak with the party at fault, and restate the expectations of the individual

Depending on the case or number of yellow incidents, the well-being coordinator may intervene with the student to outline the path to an orange incident.

Depending on the type of incident and the length of time since the previous incident, the well-being coordinator has the authority to reset the incident the student is at

i.e. Student “X” had difficulties with shouting across the classroom in Year 7 this has gotten him to his 2nd yellow incident. It has been over a year since has repeated this and does it again at the end of year 8. Because the student has listened to the strategies given to him in the past the well-being coordinator does not consider this his 3rd yellow (thus an orange) but instead considers it his 1st or 2nd yellow and reminds him that this behavior is unacceptable and of the strategies he is to be implementing.

The well-being coordinator has the authority to apply multiple yellow “routes” if the incidents display different behavior

i.e. Student “X” is on their 2nd yellow incident for disrupting the class. Then they cross a boundary with Student “Y” while they are on the playground. Because the crossing of a boundary does not disrupt the class, the VP has the authority to have this be a new behavior “route” and declare it as the 1st yellow incident for crossing boundaries and still on the 2nd yellow incident for disruptive behavior.

The well-being coordinator may contact parents at any point during the yellow incidents, but this generally doesn't happen and is not needed

Orange incident

The well-being coordinator must fill out an incident report for all Orange incidents and include the yellow incidents from the behavior notes in the report if applicable.

The well-being coordinator will arrange a meeting with the student to discuss the behavior, outline strategies to stop the behavior, inform the student it is an orange incident, inform the student that their parents will be contacted, and outline the path to a red incident to the student.

The parents must be contacted and be notified that it is an orange incident. The well-being coordinator must outline the path to a Red incident at this time to the parents.

Depending on the severity/frequency of the orange incident, the well-being coordinator can choose how the parents are notified:

A minimum of 3 reflection meetings involving the student and the well-being coordinator will be arranged at the meeting

During these meetings the students are to reflect on the behavior and implement/reflect on strategies being used to change the behavior.

A confirmation email summarizing the phone call/meeting must be sent to the parents. This serves as documentation that the parents have been notified.

Depending on the severity/frequency of the orange incident, the well-being coordinator may choose to inform and/or get the Head of School involved.

The well-being coordinator must inform the staff of the orange incident.

Red incident

The well-being coordinator must fill out an incident report for all Red incidents and include reference to any related yellow or orange incidents from the behavior notes in the report if applicable

The well-being coordinator and Head of School will determine the severity of the incident and red strikes to be given.

The well-being coordinator will arrange at least 5 reflection meetings with the student

The well-being coordinator will help the student decide which reflection project they will carry out and help guide them during this project.

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Principal Flow Chart

For all incidents, the Principal is informed as needed and brought it to help with resolution when needed

➤ Vaping & Tobacco Section

On or Around School Grounds & During the School Day:

Smoking/Vaping or possession of tobacco/e-cigarettes will be a red incident per the ISB Policy

Off School Grounds During the School Day (for students under the age of 18):

The student will receive a warning, and their parents/guardians will be notified as this will be considered an orange incident.

The vape or tobacco products will be confiscated by the teacher.

Off School Grounds & Outside of Normal School Hours:

If a student is seen smoking or vaping (or any other activity that is illegal for people under 18) off school grounds outside of normal school hours, no red strike will be issued; however, their parents/guardians will be notified.

➤ IEP related behavior concerns

As an inclusive school we recognize that in many cases certain behaviors are a result of an underlying learning challenge. If a student has an IEP and a behavior incident occurs this should be reported directly to our Learning Support Coordinator who has a different set of strategies, procedures and consequences based upon the IEP.

➤ A note on physical intervention

Physically intervening with a student is a measure that can only be taken under very specific circumstances.  If a staff member deems that physical intervention is necessary, it must be a last resort measure and carried out with maximum regard for the safety of all parties involved.  It should primarily be used to ensure the safety of all students (including the student causing the incident) or to protect property from theft/damage.  However, intervening to prevent injury will always be considered more justifiable than for the purposes of protecting property.  Even during a physical intervention, the student’s feelings must be respected and efforts to diffuse the situation with words and communication should continue.  Finally, whenever a physical intervention does occur, every reasonable effort should be made on the part of the intervening staff member to have another staff member present as soon as possible.  Any staff member who is aware that a physical intervention is taking place is obligated to assist, even if it is simply to serve as a witness.  

The following means of intervention are considered acceptable, depending on the situation but must never be perceived as threatening:

The following means of intervention are never acceptable:

If a physical intervention occurs, both the teacher and the student(s) will be checked to see if first aid should be administered. At the same time, the parents/legal guardians of the student will be contacted.  The incident is then documented and the statement is signed by all witnesses.  As soon as possible after the incident, the intervening teacher must conduct a meeting with the student to reassure them that respect still exists between them and that they are completely ready to resume their previous, positive relationship.

Updated on 29.9. 2016 - Jan

Updated on 16.8.2024 - Kurt Bonser

Updated on 26.8. 2025 - Geneva Fink

Updated on 12.9.2025

➤ Student Dress Code

We want students to be able to express themselves through their clothing, but we also want them to dress appropriately for school. They must be dressed in a way that is not distracting to others and does not make others uncomfortable. This includes but is not limited to:

Updated on 04.09.2025- Geneva Fink

 Statement and Procedure on/for Bullying:

All cases of bullying are serious, whether physical or emotional/psychological.

The aim of the section is to prevent bullying of any sort and to ensure that everyone can operate in a supportive, caring and safe environment without fear of being bullied. All members of the community should have an understanding of what bullying is and be familiar with the School policy on bullying; therefore the aim of the policy is to help members of the school community deal with bullying when it occurs and, even more importantly, to prevent it. Bullying is an anti- social behaviour which affects everyone; it is unacceptable and it will not be tolerated. Everyone in the community has a responsibility to report any incident of bullying that comes to their attention and these reports will always be taken seriously.

Definition of Bullying:                                                

Bullying may be defined as any deliberately hurtful behaviour, usually but not exclusively repeated over a period of time and which intentionally hurts another pupil or group physically or emotionally. It is often difficult for those being bullied to defend themselves, and it is often motivated by insecurity or malice.

Examples of bullying behaviour include:                

Physical (including sexual) assault

Verbal abuse: name calling, teasing or making offensive remarks

Cyber-bullying: the use of ICT by an individual or group in a way that is intended to upset others. Examples include using social websites, mobile phones, text messaging, photographs, video and email (please refer to the Cyberbullying section of this policy)

Indirect emotional tormenting by excluding from social groups or spreading malicious rumours

 

Bullying may involve complicity that falls short of direct participation by, for instance, manipulating a third party to tease or torment someone. It may be overt and intimidatory but is often hidden and subtle. It includes actions or comments that are racist, religious or cultural, homophobic, transphobic, sexist, sexual or which focus on disabilities or other physical attributes (such as hair, colour or body shape) or any reference to Special Educational Needs and/or disability.

The seriousness of bullying cannot be emphasised enough. Bullying is among the highest concerns that parents have about their children’s safety and well-being at and on the way to and from school. Bullying is also a primary concern of children and young people themselves. Bullying makes the lives of its victims a misery: it undermines their confidence and self-esteem and destroys their sense of security. Bullying impacts on its victims’ attendance and attainment at school, marginalises those groups who may be particular targets for bullies and can have a life-long negative impact on some young people’s lives. It can be psychologically damaging and, at worst, it has been a factor in pupil suicide.

It is acknowledged that bullies may have complex reasons for their behaviour and may well need help. It should also be recognised that the consequences of being allowed to ‘get away with it’ can be detrimental to them as well as to their victims. All pupils deserve the opportunity to be helped to understand what acceptable behaviour is.

Pupils are educated through assemblies, and the wider curriculum to raise awareness, with discussions of differences between people and the importance of avoiding prejudice. There are criminal laws that apply to harassment, assault and threatening behaviour.

Preventive Anti-bully Measures at ISB:

General awareness is raised and supported by:

Assemblies, where we talk about bullying, anti-bullying behavior

Programs in divisions

Regular talks with children and parents, when evidence of bullying is noted

All staff members must be familiar with this section of the behavior policy

All children must know about what to do if they witness or suffer bullying        

 

Anti-Bullying Procedure:                                        

What to look for:

Changes in behaviour, such as becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults.

Evidence of changes in work patterns, lacking concentration or truanting from school.

Members of staff and all members of the community must be alert to the signs of bullying; community members should act promptly and firmly against it, in accordance with the policy. Sometimes people, either through lethargy, peer group pressure, or tacit support for what is going on fail to take action.

What to do:                                

Be aware of the issues involved

Be clear on what action to take should a case arise.

If you are the victim:                                                                                         

If you feel able to, confront the bully by verbally making him/her aware that you think that what he/she is doing is wrong.

Share your feelings with a trusted person.

                                                         

If possible, talk to a trusted member of Staff, your Homeroom Teacher or Principal about the incident. Pupils may have a particular teacher they feel most comfortable talking to. If you would rather not go straight to a member of staff, talk to your friends; the School well-being coordinator, school psychologist, or any trusted adult. They will be able to proceed with the appropriate course of action, or will be able to involve other people who can. There are also people outside the School who would be willing to help.

In urgent matters please contact Children crisis center: 241 484 149 (landline), mobile phone +420-777 715 215; email: dkc@ditekrize.cz or the division coordinators at ISB.

Procedure if a student should witness bullying behaviour:

Support the victim by offering your friendship and make it clear that in your opinion what is happening to them is wrong.        

Encourage them to speak out on their own behalf by confronting the bully, or with their permission, confront the bully yourself.        

Accompany the victim to a trusted adult, or suggest that you see their Homeroom teacher or Principal on their behalf.

Procedure for staff members who witness/receive a report of an incident of bullying:

Reassure and support the students involved.        

Advise them that you are required to pass details on to the relevant member of the Admin team.                                                 

Fill in the information into a behavioral concern form that will be received by the division head and the well-being coordinator.                                                  

What will happen?                                

The victim will be interviewed by the well-being coordinator and/or Division Principal on their own, and asked to write or dictate an immediate account of events. The process for dealing with bullying will be explained clearly to them. The victim is also given the opportunity to discuss his/her own reactions and behaviour towards the bully. The victim is given support and advice and counselling is suggested if deemed appropriate.

Once Homeroom teacher and/or Division leader have identified that a bullying offence has been committed, the bully and any others involved will be interviewed individually and asked to write or dictate an immediate account of events. The process for dealing with bullying will be explained clearly to them.

Details of the incident may be recorded in pupils’ files. Cases of bullying will be handled according to the behavior policy above. Support and counselling may be offered to affected individuals.

In very serious cases, where there is reasonable cause to suspect that a child is suffering or likely to suffer, significant harm, the incident is treated as a child protection (CP) concern and it will be necessary to make a report to Social Services or the Police.

The School will raise awareness of the staff through training and take action to reduce the risk of bullying at the times and places where it is most likely to occur. The key points from this policy will be prominently displayed on School notice boards and will be discussed with pupils during Tutor led CP sessions. Anti-bullying will feature as a discussion point for Student committees.

                                   

At ISB, we maintain a record of significant behavioral incidents, including bullying, and enforce appropriate sanctions. ISB has a zero-tolerance stance on bullying, and we are committed to fostering a safe and respectful environment for all students.

Updated on 26.8. 2025- Geneva Fink

 Section on Usage of Smartphones, Smartwatches, and Headphones

This section outlines ISB’s approach to:

Parents play a crucial role in supporting this policy and reinforcing these expectations at home.

ISB is a smartphone- and smartwatch-free school. Research increasingly shows that constant access to smart technology negatively impacts student learning, reducing focus and academic performance. Studies also indicate that restricting these devices leads to improved overall well-being.

Device Storage Guidelines:

Consequences for Unauthorized Use:

Parental Communication During School Hours:

This policy is based on the recommendations of social psychologist Jonathan Haidt. You can learn more about his research on students and smartphones here.

Updated on 01.04.2025 - Geneva Fink

Updated on 26.8. 2025 - Geneva Fink