YCDSB Bullying Guide for Parents: What to Do and How to Report

When a child says, “They keep doing this to me,” parents need more than a slogan. They need to know whether the behaviour may be bullying, whether there is an immediate safety risk, what evidence to preserve, who to contact, what a school can reasonably disclose and how to follow up without making the situation worse.

This independent guide brings together current Ontario and York Catholic District School Board guidance in one practical place. It covers in-person bullying, cyberbullying, prevention, school reporting, privacy, progressive discipline, disability and human-rights concerns, witnesses, students who have caused harm and frequently asked parent questions.

What bullying means in Ontario

Ontario’s Education Act describes bullying as aggressive and typically repeated student behaviour involving a real or perceived power imbalance. Current provincial guidance also makes clear that bullying may be repeated or may occur once. In either case, the full test matters: the student intends—or reasonably ought to know—that the behaviour is likely to cause physical, psychological, social or academic harm, fear or distress; harm a person’s reputation or property; or create a negative school environment.

The power imbalance may involve size, strength, age, ability, intelligence, peer-group influence, social or economic status, race, religion, ethnicity, family circumstances, disability, receipt of special education, sex, sexual orientation, gender identity or gender expression. The conduct can be physical, verbal, written, social, electronic or another form.

Common forms of bullying

• Physical: hitting, kicking, pushing, blocking, damaging belongings or taking property.
• Verbal: repeated insults, threats, humiliating remarks or cruel comments.
• Social or relational: deliberate exclusion, rumours, public humiliation, coercion or using a group to isolate someone.
• Cyberbullying: hostile messages, fake accounts, impersonation, sharing private information, altering or distributing images, posting humiliating content or deliberately excluding someone online.
• Bias- or hate-motivated: conduct connected to race, religion, disability, sex, sexual orientation, gender identity or expression, or another protected characteristic.
• Sexualized: unwanted sexual comments, rumours, images, touching or pressure. Some conduct may also require a police or child-protection response.

A child does not have to use the word “bullying” before an adult takes a concern seriously. Ask what happened, how often, who was present, what the child feared, whether the behaviour is escalating and how it is affecting school participation.

Bullying, conflict, teasing and serious misconduct are not the same

Correctly describing the behaviour helps a school choose the right response. It does not minimize harm. A one-time assault, threat, discriminatory slur or non-consensual image may not fit every element of the bullying definition, but it can still be serious misconduct that must be reported and addressed.

Situation	Typical features	Useful response
Peer conflict	Roughly equal power; disagreement may be isolated; both students can express their views.	Coaching, problem-solving, boundaries and monitored repair.
Unkind behaviour or teasing	Hurtful or inappropriate conduct without a clear pattern or power imbalance.	Stop the behaviour, teach expectations and watch for repetition or escalation.
Bullying	Aggressive, typically repeated behaviour plus a real or perceived power imbalance and likely harm, fear or distress.	Safety planning, investigation, support, intervention, accountability and follow-up.
Serious one-time incident	Violence, a threat, hate or bias, sexualized conduct, extortion, stalking or harmful image-sharing.	Report promptly; emergency, police, child-protection or human-rights routes may also apply.

Do not force face-to-face mediation simply because two students are involved. When there is fear or a power imbalance, an immediate joint meeting can silence the affected student or create retaliation risk. Safety comes before reconciliation.

Warning signs families may notice

No single sign proves bullying. Look for a pattern, a sudden change or several signs appearing together.

Children may be affected, cause harm and witness harm at different times. Avoid permanent labels such as “bully” or “victim.” Describe the behaviour, protect the student who was harmed and help every child build safer skills.

How families can help prevent bullying

Prevention works best as an everyday practice, not a single annual conversation. A child is more likely to ask for help when adults regularly listen without overreacting and when reporting a problem does not automatically mean losing all phone access, being blamed or being told to fight back.

Primary grades

• Teach simple phrases: “Stop,” “I don’t like that,” “I need help” and “Come with me.”
• Practise identifying trusted adults at school, on the bus and in activities.
• Use stories and role-play to teach inclusion, consent, turn-taking and repair.
• Ask concrete questions: “Who did you sit with?” “Did anyone look lonely?” “Where do problems happen?”
• Model calm, firm boundaries at home. Avoid yelling, humiliation or physical punishment.

Junior and intermediate grades

• Discuss group pressure, rumours, exclusion, screenshots and the difference between privacy and secrecy.
• Make a family rule: never like, forward or repost humiliating content.
• Teach safe witness choices—support the student, create an exit, report to an adult and speak up when it is safe.
• Review device privacy, location sharing, passwords and reporting tools together.
• Help children maintain more than one friendship group and at least one supervised activity where they belong.

Secondary school

• Respect the young person’s need for some control over the response while being clear that adults must act when safety is at risk.
• Discuss harassment, dating abuse, consent, hate, impersonation, doxxing, intimate images and extortion.
• Agree in advance what will be documented, who will be contacted and what information may need to be shared.
• Keep conversations short and regular. A calm check-in is more useful than a one-time interrogation.
• Notice changes in attendance, course participation, extracurriculars, eating, sleep and online behaviour.

A step-by-step parent response

1. Listen before solving

Thank your child for telling you. Say clearly: “This is not your fault,” “You deserve to feel safe” and “We will decide the next step together.” Avoid questioning that sounds like blame, such as “Why didn’t you walk away?” or “What did you do first?”

2. Check immediate safety

Ask whether the child fears going to school, taking the bus or using a device; whether there were injuries, weapons, threats, extortion, stalking, sexual images or talk of self-harm; and whether the next contact is likely to happen soon. Use emergency or police support when the risk requires it.

3. Record facts, not conclusions

Create a dated log. Include exact words or actions, time, location, platform, witnesses, how the child responded, any injury or property damage, previous incidents and the effect on attendance, learning or well-being. Separate what your child directly experienced from what another person reported.

4. Preserve evidence safely

Save screenshots showing the account name, date, time and surrounding context before content disappears. Keep URLs, usernames, message headers and a short description of the impact. Do not repost harmful content to “prove” it publicly. Do not download, duplicate or forward intimate images of a minor; preserve identifying details and seek police or removal guidance.

5. Agree on an immediate safety plan

Ask what would help tomorrow: a named adult, a different arrival route, supervised transitions, a bus-seat plan, a safe lunch location, a class check-in, temporary separation online or at school, or a way to leave an unsafe situation without penalty. Do not make the affected child carry the entire burden by permanently changing all of their routines.

6. Report through the correct route

For a parent report, write to the principal or vice-principal. A teacher may be copied or contacted first when appropriate, but repeated bullying, threats, violence, discrimination or a safety concern should reach school administration promptly. Students may also speak to a trusted staff member or use YCDSB’s student-only Report It tool.

7. Ask for process and follow-up—not another child’s private record

Ask how safety will be protected, who will investigate, when you will receive an update, what support is available and when the plan will be reviewed. The school generally cannot disclose another student’s identifying information, exact suspension length, disability information or confidential supports.

8. Monitor the plan

Check whether behaviour stopped, moved to a less visible location, shifted online or turned into retaliation. Track attendance, sleep, physical symptoms, learning and social connection. Send a short factual update when circumstances change.

9. Escalate when the concern remains unresolved

If the school-level response has not resolved the concern, contact the appropriate superintendent. YCDSB’s Student and Family Support Office can help with complex or unresolved concerns and connect families to the appropriate board support. Use the human-rights complaint route when the concern involves Code-based discrimination or harassment and the threshold is met.

10. Support recovery

Stopping the incidents is not always the end. Restore predictable routines, safe friendships, activities, sleep and a sense of competence. Seek professional help if anxiety, depression, school refusal, eating or sleep changes, panic, self-harm or trauma symptoms continue.

How to report a bullying concern at YCDSB

Who or situation	Correct route
Student, non-emergency concern	Tell a parent, trusted adult, teacher, principal or vice-principal; or use the YCDSB Report It tool.
Parent or other adult	Contact the school principal or vice-principal directly. The online Report It form is not the adult reporting channel.
Immediate danger, violence or threat of harm	Call 911 or local police. Do not use a non-emergency online form.
Incident involving school staff	Report directly to the principal or superintendent; YCDSB says staff-related reports are not accepted through Report It.
Unresolved or complex concern	Escalate to the superintendent and, where appropriate, the Student and Family Support Office.
Code-based discrimination or harassment	Use the school and superintendent route and review YCDSB’s human-rights reporting process.

YCDSB asks for specific, verifiable details. Its public Report It page does not promise anonymity. The school may need to speak with witnesses—including the reporting student—to investigate, and incident details can reveal identity. A report with too little information may not permit action.

For most day-to-day concerns, YCDSB recommends starting with the teacher or principal. For suspected repeated bullying or a safety issue, do not let uncertainty about the perfect label delay a factual report.

What parents can reasonably expect from the school

A school response should focus on safety, fact-finding, support, accountability and whether the behaviour stops. Depending on the incident, staff may review reports, speak with students and witnesses, preserve evidence, contact families, increase supervision, provide counselling or other support, create a safety plan, use restorative processes when safe, apply progressive discipline and involve police under the applicable protocol.

Parent notification and privacy

For serious incidents, parents can ask about the nature of the activity and harm, steps taken to protect their child, general measures applied and supports available to their child. Privacy law limits disclosure about another student. A school may be unable to share identifying information, a precise disciplinary record, disability information, family circumstances or detailed personal supports.

Privacy should not prevent a meaningful answer about your own child: whether the concern was investigated, what protection is in place, who is responsible for follow-up and when the plan will be reviewed.

Progressive discipline is not automatic or identical in every case

Progressive discipline is a range of prevention, intervention, support and consequences—not a promise that every case follows the same ladder. Responses may include parent contact, teaching expectations, counselling, mentoring, behaviour support, restorative work, privileges or activity restrictions, detention, transfer with supports, suspension or an expulsion process in serious circumstances.

Age, grade, history, previous interventions, the seriousness and impact of the incident, safety risk, mental-health needs, disability, IEP accommodations, trauma and whether a student was responding to harassment or bullying may all matter. Ontario rules place different suspension restrictions and requirements on Kindergarten to Grade 3 than on Grades 4 to 12. Bullying motivated by bias, prejudice or hate, or conduct creating an unacceptable safety risk, can require a stronger response.

Support and accountability are not opposites. A student who caused harm may need consequences, skill-building, assessment and support. The affected student and witnesses may also need protection and follow-up.

Off-campus and online behaviour

YCDSB policy applies on school property, buses, school-related activities and virtual learning, and can apply to online or community behaviour when it affects the school climate. The school is not responsible for every private disagreement outside school, but off-campus conduct may become a school matter when it affects safety, attendance, relationships or the learning environment.

Cyberbullying: preserve evidence, reduce exposure and avoid retaliation

1. Capture context first. Save the username, profile URL, date, time, platform, message thread and surrounding conversation.
2. Do not answer in anger. Retaliation can escalate the situation and complicate the facts.
3. Do not forward the content. Sharing humiliating material expands the harm, even when the purpose is to expose it.
4. Block and use platform reporting tools after preserving the necessary evidence.
5. Tell the school when students are involved and the conduct affects safety or the school climate, even if it occurred outside school hours.
6. Contact police for threats, stalking, extortion, identity misuse creating fear, violence or sexual images involving a person under 18.
7. Use removal support. NeedHelpNow.ca provides guidance for young people dealing with sexual images online.
8. Watch mental health. Seek professional support for persistent anxiety, depression, isolation, sleep or eating changes, school refusal or self-harm.

A common mistake is to remove a child’s device indefinitely the moment they disclose cyberbullying. Short-term limits may sometimes be necessary for safety, but if disclosure always leads to total disconnection, a young person may hide future incidents. Include the child in the plan whenever safety allows.

If your child caused harm or witnessed it

If your child engaged in bullying behaviour

Stay calm and take the report seriously. Establish facts without offering excuses. Make clear that stress, disability, conflict or having been hurt may explain part of a situation but does not make harming another student acceptable.

• Stop access to the harmful channel or situation while facts are reviewed.
• Remove hurtful content without destroying evidence needed for an investigation.
• Ask what need, belief, group pressure or skill gap contributed to the behaviour.
• Cooperate with the school and agree on supervision, boundaries and skill-building.
• Support a sincere repair only when it is safe and wanted; do not demand an immediate apology from the affected student.
• Seek counselling or professional help when aggression, trauma, anxiety, impulse control or other needs may be contributing.
• Monitor for recurrence, retaliation or a shift to another platform.

If your child witnessed bullying

Witnesses often have more influence than they realize, but they should not be forced into unsafe confrontation. Help them choose one or more safe actions:

• do not laugh, like, forward or join the audience
• invite the affected student to leave with them
• offer quiet support afterward
• tell a trusted adult and provide specific facts
• speak up briefly when it is safe: “That’s not okay” or “Stop sharing that”

Disability, IEP and identity-based bullying

Students with disabilities, communication differences, learning needs or social vulnerabilities may be targeted, may have difficulty describing an incident or may be misread by adults. Ask the school to make reporting and safety planning accessible. A communication method, visual support, trusted adult, quiet interview location, predictable check-in or IEP accommodation may be necessary.

Disability or an IEP does not make a student dangerous, and it does not excuse harm. The school must consider individual needs and accommodations while protecting other students and restoring learning. Avoid framing inclusion and safety as competing goals.

When conduct is connected to race, religion, ancestry, place of origin, ethnic origin, citizenship, disability, sex, sexual orientation, gender identity, gender expression, family status or another Human Rights Code ground, describe that connection in the report. The incident may require both the safe-schools process and YCDSB’s human-rights reporting route.

What parents should avoid

• Do not promise total secrecy. Explain that you will involve only the people needed to keep the child safe.
• Do not tell a child to fight back. It can increase danger and disciplinary consequences.
• Do not post names, screenshots or accusations publicly. This can expand the harm, compromise privacy and complicate an investigation.
• Do not confront the other student. Contacting the other family directly can escalate conflict; use the school process unless there is an established, safe relationship and the school recommends it.
• Do not demand a specific punishment. Ask for safety, investigation, support, accountability and measurable follow-up.
• Do not force mediation or an apology. Repair is useful only when it is safe, voluntary and appropriately supported.
• Do not erase evidence too early. Preserve necessary context before blocking, deleting or reporting content.
• Do not assume silence means the problem is over. Check for retaliation, social exclusion or a move to another setting.

A practical follow-up timeline

Time	Parent focus
First 24 hours	Check safety, listen, document facts, preserve evidence and report urgent concerns.
Within 48 hours	Confirm who received the report, the immediate safety measures, investigation contact and next update date.
After one school week	Check whether incidents, retaliation or school avoidance continue; send factual updates.
After two weeks	Review the safety plan, attendance, learning, health and social connection. Adjust supports if the plan is not working.
Ongoing	Keep the log concise, recognize improvement and escalate unresolved or worsening concerns through the appropriate route.

Simple incident log

• Date, time and location or platform
• Exact words or actions
• Who directly observed the incident
• Evidence saved and where it is stored
• Immediate physical, emotional, attendance or learning impact
• Person notified, date and response
• Safety measure promised and review date
• Whether the behaviour stopped, changed or escalated

What effective prevention looks like at school

The strongest prevention is a whole-school approach. It combines clear expectations, adult modelling, student voice, inclusive classrooms, supervision in known hot spots, accessible reporting, digital citizenship, social-emotional learning, early intervention, support for affected students and students who caused harm, data review and consistent follow-up.

• Ask students where and when they feel least safe.
• Review supervision at buses, hallways, lunch, washroom entrances, change rooms and online class spaces.
• Teach reporting and witness skills before an incident happens.
• Make supports accessible to students with communication and learning differences.
• Measure more than the number of reports; examine whether students feel safe reporting and whether problems recur.
• Communicate privacy-protected trends and prevention priorities to families.

Catholic School Councils can support school-climate education, parent information and inclusive community activities. They should not investigate or discuss an individual student case. Confidential concerns belong with the principal and the proper board process.

Frequently asked questions

Can one incident be bullying?

Yes. The Education Act says bullying is “typically repeated,” while current provincial guidance says it may be repeated or occur once. A full assessment still considers aggressive behaviour, likely harm and a real or perceived power imbalance. Even when a single incident does not meet that complete test, violence, threats, hate, harassment, sexualized conduct or harmful image-sharing can be serious misconduct. Report the facts rather than waiting for a label.

Is conflict between two students always bullying?

No. Conflict often involves roughly equal power and a disagreement both students can describe. It can still be harmful and require adult help. Conflict may develop into bullying when aggression becomes patterned and a power imbalance or fear emerges.

Can a parent use YCDSB’s Report It form?

No. YCDSB describes Report It as a non-emergency student reporting tool and directs adults to report directly to the principal or vice-principal. A student may still choose to speak with a parent or trusted adult before submitting a report.

Can a student report anonymously?

Do not assume the YCDSB Report It process is anonymous. YCDSB’s public page says the principal or vice-principal may need to speak with witnesses, including the person making the report, and incident details may reveal identity. The safest promise is confidentiality as permitted by the investigation—not anonymity.

Does the school handle cyberbullying that happens at home?

It may. Off-campus or online conduct can fall within school policy when it affects school safety, attendance, relationships or the learning climate. The school does not control every private dispute, so explain the connection to school clearly.

Should I contact the other child’s parents?

Usually start with the school process. Direct contact can escalate conflict, expose children’s private information or create competing investigations. An exception may be a well-established, safe relationship where school staff agree that parent-to-parent communication is appropriate.

Should I tell my child to ignore it?

Do not place the full burden on the child. A brief non-reaction may help in a minor situation, but repeated aggression, fear or a power imbalance requires adult attention, safety planning and follow-up.

Will the school tell me what punishment the other student received?

Not in full detail. Privacy law limits disclosure of another student’s personal and disciplinary information. Ask about the general response, protection for your child, available supports, the follow-up date and whether the plan is working.

Does bullying always lead to suspension?

No. The response depends on seriousness, impact, safety risk, age, grade, history, previous interventions, mitigating factors and individual needs. Progressive discipline includes support, teaching, intervention and consequences. Serious or bias-motivated incidents can require stronger action.

What if my child has an IEP or disability?

Ask for an accessible way to report, any needed accommodations and a safety plan connected to the child’s communication and learning needs. Disability-related factors must be considered, but safety concerns still need a response. Support the individual without stereotyping.

What if the student causing harm has a disability?

The school should consider disability, IEP accommodations and other mitigating factors while protecting affected students. An explanation is not the same as permission to continue harmful behaviour. The response may include both accountability and additional support.

What if the concern involves a staff member?

Report it directly to the principal or superintendent. YCDSB states that staff-related reports are not accepted through the student Report It webpage.

What if bullying is connected to race, religion, disability or another identity?

Describe the specific words, conduct and protected characteristic in the report. The concern may involve bullying policy, the Code of Conduct and Ontario human-rights obligations. Review YCDSB’s human-rights complaint process if the school route does not adequately address a Code-based concern.

What if my child refuses to let me report?

Ask what they fear—retaliation, embarrassment, losing device access or not being believed. Give them choices about timing, the trusted adult and how much they participate. If there is serious safety risk, explain calmly that an adult must act even without full agreement.

What if I have no screenshots?

Report what is known. Record dates, usernames, platforms, witnesses, exact words the child remembers and the impact on school. Evidence helps, but its absence does not mean a parent should ignore a credible safety concern.

Can I ask for a class, bus or school transfer?

You can ask, but transfer is not automatic and should not be the only proposed solution. First ask what immediate protection, supervision and schedule changes are available. A transfer decision depends on circumstances, policy, available space and educational considerations.

How long should an investigation take?

There is no single timeline for every incident. Complexity, witnesses, digital evidence and safety issues differ. Ask when receipt will be confirmed, when the first safety review will occur and when you should expect an update. YCDSB says its Student and Family Support Office acknowledges inquiries within two business days and aims for a response within five business days or a status update when more time is needed.

When should parents contact police?

Call 911 for immediate danger, violence or threats of harm. Police may also be appropriate for assault, stalking, extortion, credible threats, identity misuse creating fear, hate crime concerns or intimate images involving a person under 18. The school and police processes can operate at the same time.

Official sources

• YCDSB policies and procedures directory—including Policy 223, Policy and Procedure 202, and Policy 617
• YCDSB Policy 223: Bullying Prevention and Intervention
• YCDSB Report It: non-emergency student reporting
• YCDSB Safe and Caring Schools
• YCDSB Student and Family Support Office
• YCDSB human-rights reporting process
• Ontario PPM 144: Bullying Prevention and Intervention
• Ontario parent guide to bullying
• Ontario: reporting an incident at school
• Public Safety Canada: when a child is being cyberbullied
• Public Safety Canada: when a child is cyberbullying
• Government of Canada mental-health and crisis support

Last verified August 30, 2026. This is an independent parent resource, not an official YCDSB publication and not legal, medical, mental-health or emergency advice. Policies and procedures can change; confirm current details with the school, YCDSB and the official sources above.