Campus Spotlights:
- Seneca College’s BIT Policy brings together staff from counselling, student conduct, accessibility learning services, student conduct, resilience life, and security services to support students exhibiting concerning behaviours, including violence, self-directed harm, and mental health challenges. The team works collaboratively to assess and manage risks, offering timely support and interventions for concerns related to adjustment problems, misconduct and mental disorder.
- Queen’s University publishes detailed yearly reports on non-academic misconduct, offering insights into trends in student behaviour. In the 2023–2024 report, 95% of incidents occurred in residence, with the top four misconduct categories being disruptive behaviour (e.g., failure to comply, alcohol/cannabis use), property-related issues (e.g., theft, damage), fire and life safety violations (e.g., pulling fire alarms, setting fires), and interpersonal misconduct (e.g., harassment, sexual violence). The report also revealed that 85% of violations were committed by male students, and 72% by first-year students. Most outcomes/sanctions were educational (e.g., workshops, reflection seminars), followed by corrective (e.g., no-contact orders, loss of privileges), and restorative measures (e.g., community service, apologies). This transparent reporting supports more informed and responsive conduct practices on campus.
- The University of Toronto publishes annual statistics on non-academic discipline, highlighting trends in only formal case resolutions following the Code. In the 2022–2023 report, common offenses included those against persons, unauthorized use of university facilities or services, unauthorized entry, property-related violations, and unauthorized possession or use of firearms or ammunition. The report also notes that the majority of cases are resolved within six months from the date of the offense to the case’s conclusion.
The following general recommendations lay the foundation for strategies which are explored throughout the toolkit to guide faculty and staff in applying key conduct values across their interactions with students.
Recommendations:
Adopt a student-centered approach
Faculty and staff should adopt a student-centered approach by recognizing the diverse and unique needs of all students involved in campus interactions, whether they are involved in a formal conduct process or not. This means fostering a supportive and productive environment (Karasova & Nehyba, 2023).
- For example, a professor notices that a student is disengaged in class and chooses to reach out privately to check-in and offer support, making a referral to campus resources if needed, rather than immediately penalizing the student for lack of participation.
Emphasize education over punishment and prioritize restorative practices
Faculty and staff should consider educational approaches and restorative practices in their interactions with students. While formal conduct processes may be necessary in some cases, non-punitive methods like reflection, mediation, and repair plans help students learn from their actions and create opportunities for healing and growth (Karp & Sacks, 2014).
- For example, after a student caused disruption in residence, they are asked to write an apology letter to their floormates and meet with a residence staff, instead of only receiving a fine.
Integrate trauma-informed and anti-oppressive practices
All members of the campus community should recognize how common trauma is and integrate trauma-informed and anti-oppressive practices into their work with students. Understanding the impact of trauma ensures that students are not re-traumatized by campus procedures, policies, or interpersonal interactions (Schroeder et al., 2024).
You can learn more from CICMH’s Trauma-Informed Practice & Care Toolkit and our two-part Anti-Oppressive Practices Toolkit.
- For example, a conduct practitioner allows a student to bring a support person to a meeting to create a space where the student feels safe.
Balance student accountability with compassion, empathy and care
Faculty and staff should hold students accountable for their actions while demonstrating compassion, empathy, and care. This balance is important for creating an environment where students can take responsibility for their actions, while also feeling supported in their personal growth (Karp & Sacks, 2014).
- For example, a professor addresses a classroom disruption by having a private discussion with the student to understand the pressure they are experiencing, while still upholding institutional policies, and if needed, referring them to the BIT for support.
