3112: Student Safety and Well-Being

Purpose and Commitment

The purpose of this policy and its accompanying procedure is to support and promote school and district efforts to create, maintain, and nurture physically, emotionally, and intellectually safe, respectful, and positive school and classroom environments. The District is committed to the safety and well-being of all students and a learning environment that supports safety and wellbeing of all, is free from discrimination, and supportive and celebratory of students’ diverse backgrounds. School and classroom environments that foster equitable, ethical, social, emotional, and academic student experiences results in high levels of student well-being, and an authentic sense of belonging for each and every student.

Developing a Positive Social Emotional and Safe Climate

The Superintendent and the Board commits to:

• Supporting students holistically in their learning and growth
• Recognizing that student sense of safety and well-being is impacted by how they experience their learning and the people that surround them
• Providing social-emotional learning and mental health support at all levels
• Partnering with community organizations to provide additional mental and physical health resources for students and families
• Consistently supporting staff well-being so they can perform at their best for students and model our commitment to well-being
• Prioritizing building safety and security as essential to establishing safe learning environments through staff training, school safety protocols and drills

The Bellevue School District believes that each and every student should be treated with dignity, and should have the opportunity to learn, work, interact, and socialize in physically, emotionally, and intellectually safe; respectful, accessible, inclusive, and positive school and classroom environments, and the experience high quality relationships.

The District recognizes that there is not one best way to improve school climate. Each school needs to consider its students, families and community, and their history, strengths, diversity, and needs. The District further recognizes the important role that students, families, and community members play in collaborating with school and district staff in creating, maintaining, and nurturing a positive social and emotional school and classroom climate. This collaborative role extends to the planning, implementation, and continuous improvement process around student well-being, sense of belonging, school climate, and social emotional learning.

Therefore, the Superintendent or designee will work with stakeholders to develop accompanying procedures to this policy that provide a framework that supports student well-being and belonging through an effective and ongoing climate improvement process, which includes a continuous cycle of planning and preparation; evaluation that includes, but is not limited to, student and family input about their experiences; action planning; and implementation. This framework should be aligned with evidence-based practices and the Washington State Social Emotional Learning Standards, Benchmarks and Indicators, and Principles.

Stakeholder Engagement

In addition, the Superintendent or designee shall create and maintain a community advisory group on safety and well-being that includes diverse groups of students, educators/staff, parents, and community members to meet no less than twice per school year. The community advisory group will provide feedback and recommendations regarding the state of student safety and wellbeing and will advise the Superintendent and the Board when designing changes to safety and well-being policies, procedures, practices, investments, and programs.

---

Cross References:

2140 - Guidance and Counseling

3205 – Prohibition of Sexual Harassment

3207 – Prohibition of Harassment, Intimidation and Bullying

3210 - Nondiscrimination

3241 - Student Behavior, Corrective Actions and/or Interventions

4110 – Community Advisory Groups

Legal References:

Chapter RCW 28A.345.085 – Model Policy and procedure for nurturing a positive social and emotional school and classroom climate

Chapter RCW 28A.300.477 – Social Emotional Learning Committee