CODE OF CONDUCT AND CHARACTER EDUCATION PROGRAM The ultimate purpose of school discipline is the development of self-discipline. In all of the South Brunswick Schools, we strive to be consistent, firm but fair, and aware of the pride and dignity of every student. While in school, we expect students to behave responsibly, to respect the rights and properties of others, and to work cooperatively with all members of the school community. We expect students to follow the school guidelines and the guidelines established in each class. Students are responsible to all school personnel for their behavior while on their way to and from school, during the before and after school programs, during the school day and at all school sponsored activities.

All South Brunswick Schools embrace the following core values, CARES, in an effort to build positive school citizens in our learning community. This is supported through our district’s Character Education Program.

C Cooperation
A Assertion
R Responsibility
E Empathy
S Self-control


As students move to our high school setting, they continue to build upon the basic core values, CARES, and further emphasize the additional values of Honesty, Respect, Kindness, and Service.

When a student commits an offense, the school staff will help the student to see the relationship between the offense and the related core value.

Student conduct at the home bus stop is the parent’s/guardian’s responsibility. NJ Statute 18A:25-2 provides that the driver shall be in full charge of the school bus at all times. Infractions deeming the student to be unmanageable can be reported to the school principal by the driver and disciplinary action taken as necessary. Please refer to the Student Transportation Brochure included with your child’s bus pass mailing for further description of the Rules & Responsibilities.

We try to resolve conflicts in a positive way. We talk it over and listen to the other person. We use I-messages: “When you ______ I feel ______ because ______ and I want ______. We say, “I’m sorry.” We take turns and share. We ask for help from an adult. We walk away from trouble.

There are certain kinds of behaviors students display at times that are not handled through the conflict resolution process. If a student chooses to disrupt the climate of the school or to violate the school-wide policy, he/she will have to expect and accept consequences. Students will be held accountable for their actions. Accountability for disruptive behavior may take one of these forms: warnings, punishment assignments, school service work, denial of privileges, parent conference, being sent home for the rest of the day, and/or suspension from school. Depending upon the situation, the student may meet with the school counselor, the assistant principal, or the principal.


THE DEANS CODE OF CONDUCT COOPERATION I have the right to be an active student in the school community, and the responsibility to do my best work with others. ASSERTION I have the right to have my ideas heard and appreciated by others, and the responsibility to listen to others and deal peacefully in the event of a conflict. RESPONSIBILITY I have the right to learn and the responsibility to do my best. EMPATHY I have the right to be treated with respect, and the responsibility to respect others. SELF-CONTROL I have the right to be safe and the responsibility to treat others in a safe manner.



LOGICAL CONSEQUENCES Logical Consequences is a classroom and school wide practice to assist children in developing self-discipline. All children break rules sometimes. They do this, not because they are bad, but because they are testing. It is through this testing that children come to understand what the rules you’ve established really mean. When testing, they naturally make mistakes. Logical consequences help students fix and learn from those mistakes, while maintaining a safe and orderly classroom.

Logical consequences are not punishments. They help children see the effects of their actions, repair the situation, and learn to do better next time.

There are three types of logical consequences:

Time-out: If a child is being disruptive, s/he goes to a designated spot in the room to pull back together. The time-out is short. The child comes back as soon as s/he has regained control. Children may go voluntarily to time-out.

Loss of privilege: If a child misuses a material or acts out during an activity, that child will be told to stop using the material or stop doing the activity for a short period of time. The privilege will be restored when the child and teacher have talked about how to prevent a similar problem in the future.

“You break it, you fix it”: If a child damages something or hurts someone’s feelings, s/he will try to fix the damage. In the case of hurting someone’s feelings, the child might offer an “apology of action” by writing a card, helping with an activity, making an illustration, or taking some action beyond verbally saying “sorry”.

When using logical consequences, you must follow the 3 R’s:

Relevant: The consequence is directly related to the child’s actions and is effective in repairing the problems the action caused. For example, if a group of children ask to work together on a project and then use the time to talk about their weekend plans, a relevant consequence would be that they lose the opportunity to work together that day.

Realistic: The consequence must be something that is realistic for the child to do and the teacher to follow through on. For example, a logical consequence for a child who writes on a desk is for that child to clean the desk. However, holding the child back from lunch or a special area class in order to clean it would not be reasonable.

Respectful: A logical consequence is communicated with respect for the child. The teacher is firm but caring and focused on the specific behavior rather than making general judgments about the child’s character. For example, if one student pushes another, the teacher might begin, “Pushing is not okay” rather than “Stop being such a bully”.