Student Behavior Policy

Al Ain American School (AAS)

Student Behavior Policy

Effective As Of: Academic Year 2024/2025 Policy Version: 1.1

Compliance As Of: AY 2025/ 2026 Review Cycle: Annual

Policy Statement

The AAS is dedicated to cultivating a positive, safe, and respectful learning environment through

the proactive instruction of behavioral expectations, the implementation of recognition systems,

the application of restorative approaches, and the enforcement of equitable and consistent

responses to misconduct. The utilization of corporal punishment is unequivocally prohibited.

Purpose

➢ To delineate the rights, responsibilities, expectations, and prohibited behaviors for students

in on-campus, off-site, and online environments.

➢ To outline the framework for positive behavior supports, recognition initiatives, and

graduated responses to instances of misconduct.

➢ To clarify the requirements for documentation, the process of communication with parents,

and the available avenues for appeals and escalation.

Definitions

Term Definition

Positive Behavior Interventions & Supports

A proactive framework that teaches and reinforces

(PBIS)

expected behaviors.

Restorative Practice Approaches that repair harm and rebuild

relationships.

Suspension Temporary removal from regular classes; may be

internal (onsite) or external (offsite).

Exclusion (Expulsion) Permanent removal from the school following due

process and ADEK approval.

Behavior Management Committee (BMC) Committee that reviews concerns and agrees

proportional actions; meets promptly when needed.

Appeals Committee Independent of BMC/leadership to avoid conflicts;

reviews parent appeals on sanctions.

Expectations and Prohibited Conduct

➢ Uphold respect for individuals, property, and the educational process; adhere promptly to

directives from adults; employ language that is appropriate and respectful.➢ Prohibited behaviors include: bullying and harassment (including cyberbullying),

discrimination and hate speech, acts of violence, vandalism, theft, academic dishonesty,

truancy, vaping and smoking, possession and use of prohibited items (including weapons

and drugs/alcohol), and engagement in unsafe digital practices.

➢ Standards for uniforms and equipment are enforced; the Digital Acceptable Use Policy

(AUP) regulates the use of devices and communication.

Positive Behavior Systems

➢ Implement school-wide expectations; display these standards in classrooms and communal

areas.

➢ Recognition mechanisms include: accumulation of points, issuance of certificates,

organization of assemblies, provision of leadership opportunities, and granting of

privileges for sustained positive behavior.

➢ Targeted interventions may consist of check-in/check-out processes, mentoring programs,

social skills groups, and referrals for counseling.

➢ Data collection and evaluation: monitor incidents and rewards; analyze trends by cohort,

time, and location to inform the development of action plans.

Graduated Responses to Misbehavior

Responses are proportionate, instructional, and restorative. Staff select from the menu appropriate

to level and context; persistent behaviors escalate to the next level.

Level Examples Typical Responses

(non‑exhaustive)

Off‑task, lateness, lack of

equipment, minor uniform

breaches

dishonesty (significant),

Level 1 (Low) Verbal reminder; reteach

expectation; seat change;

restorative chat; parent note via

portal

Level 2 (Moderate) Repeated Level‑1 behaviours;

disruption; disrespectful

language; homework

non‑compliance; minor

plagiarism

Recorded incident; reflective

task; detention; parent contact;

short behaviour target

Level 3 (Serious) Bullying (initial), truancy,

Behaviour contract; restitution;

property damage, academic

internal exclusion; referral to

Counselor/HoI; multi‑agency

dangerous play

meeting

Level 4 (Severe) Fighting/assault, possession of

prohibited items, repeated

bullying/harassment, hate

speech, vaping/smoking, theft

Suspension (per policy);

Board/Principal review;

behaviour panel; re‑entry plan;

possible referral to authorities as

required

Level 5 (Critical) Weapons, drugs/alcohol supply,

Immediate removal from

sexual assault, arson, serious

contact; emergency services;

violence

Student Protection referral; longsuspension; Board decision on

exclusion

Safeguarding and Student Protection Interface

➢ In instances where behavior suggests a risk of harm or abuse, staff are required to

immediately adhere to the Student Protection Policy.

➢ Victims are provided with protection and support, while alleged perpetrators are subject to

supervision and support; incidents that are bias-based invoke additional educational

interventions.

Academic Integrity

➢ Instruction on citation practices and the responsible use of artificial intelligence and digital

tools is provided, alongside examples and scaffolding.

➢ Initial offenses are generally addressed through reteaching and grade-level consequences;

repeated or significant acts of dishonesty escalate to Level 3 or higher, incorporating

restorative and disciplinary measures.

Searches and Confiscation

➢ Searches are to be conducted in a reasonable and proportionate manner, ideally by two staff

members, ensuring the dignity and privacy of individuals; staff members are prohibited

from conducting body searches.

➢ Items that are confiscated are documented and returned to parents when appropriate;

prohibited or illegal items are to be submitted to authorities in accordance with legal

requirements.

Attendance and Punctuality

➢ Protocols regarding lateness and absences are communicated to parents; persistent patterns

of lateness or absence prompt interventions in accordance with the Attendance Policy.

➢ Compliance with ADEK/eSIS daily reporting requirements and Educational Risk

procedures is mandated for cases of low attendance.

Recording, Communication, and Appeals

➢ Level 1 incidents are recorded at the class level, while Level 2 to Level 5 incidents are

documented at the school level within the behavior management system.

➢ Parents are to be notified of incidents classified as Level 2 or higher; agreed-upon actions

and re-entry or monitoring plans should be communicated when applicable.

➢ Appeals are to be processed through a defined procedure leading to an independent Appeals

Committee, with timelines and decision-makers publicly available.Roles & Responsibilities

Role Responsibilities

Governing Board Approves policy; monitors patterns and exclusions;

ensures resources for PBIS/restorative work.

Principal Leads positive culture; assures consistency;

approves suspensions/exclusions; aligns with

ADEK policy.

Head of Student Affairs/Deans Oversee implementation; analyze data; coordinate

interventions; liaise with DSL and HoI.

Teachers Teach expectations; use recognition and graduated

responses; record incidents; communicate with

parents.

Counselors Provide social‑emotional supports; restorative

conferences; re‑entry plans after suspensions.

Parents/Students Follow codes of conduct; engage with supports;

attend meetings; uphold academic honesty.

Monitoring and Review

➢ Monthly data reviews will be conducted, with termly reports submitted to the Senior

Leadership Team (SLT) and Board. Action plans will be integrated into the School

Development Plan (SDP).

➢ An annual review of policies will be performed, incorporating feedback from stakeholders.

Updates will be made in accordance with ADEK guidance and disseminated to the

community.

Compliance

This policy will be implemented immediately upon approval by the Board for the academic year

2025/26. It is aligned with the ADEK School Student Behavior Policy version 1.2 (September

2025), with effectiveness commencing in the academic year 2024/25 (Fall) and full compliance

expected by the academic year 2025/26 (Fall). The use of corporal punishment is strictly

prohibited. Non-compliance may adversely affect inspection outcomes and could result in

regulatory action.

References

➢ ADEK School Student Behavior Policy v1.2 (September 2025).

➢ AAS Policies on Safeguarding, Student Protection, Inclusion, Digital/ICT, Assessment,

and Parent Engagement.Student Behavior Procedure

Aligned with AAS Student Behavior Policy (AY 2025/26)

Teaching & Promoting Positive Behavior

➢ At the start of each term, all teachers explicitly teach school-wide expectations in class and

assemblies.

➢ Posters of the expectations are displayed in classrooms, corridors, and common areas.

➢ Teachers model respectful behavior and reteach expectations after breaks or incidents.

➢ Positive reinforcement systems (points, certificates, leadership roles) are awarded weekly

and logged in the behavior tracking system.

Prohibited Conduct

➢ Students are reminded that the following are prohibited: bullying/harassment,

discrimination, violence, vandalism, theft, academic dishonesty, truancy, unsafe digital use,

vaping/smoking, possession of prohibited/illegal items (weapons, drugs, alcohol).

➢ Uniform and equipment standards are reinforced daily during line-up and homeroom

checks.

➢ Digital Acceptable Use Policy (AUP) rules are explained and acknowledged annually.

Recognition & Targeted Support

➢ Weekly: Teachers issue recognition points/certificates for consistent positive behavior.

➢ Monthly: HoSA/Deans organize assemblies recognizing top classes/individuals.

➢ For students with repeated difficulties, staff implement targeted interventions: check-

in/check-out, mentoring, social-skills groups, counseling referral.

➢ HoSA tracks rewards and interventions, analyzing data by grade, gender, and time/location

to inform action plans.

Graduated Responses to Misbehavior

Level 1 – Low (class-managed):

➢ Examples: off-task, lateness, minor uniform issues.

➢ Responses: verbal reminder, reteach expectation, seat change, restorative chat, parent note

via portal.

➢ Recording: teacher logs at class level.

Level 2 – Moderate (school-level):

➢ Examples: repeated Level 1, disruption, disrespectful language, homework non-

compliance.

➢ Responses: reflective task, detention, parent contact, short-term behavior target.

➢ Recording: entered in school behavior system; parents notified.

Level 3 – Serious:

➢ Examples: bullying (initial), truancy, property damage, significant plagiarism.

➢ Responses: behavior contract, restitution, internal exclusion, referral to counselor/HoI,

multi-agency meeting.Level 4 – Severe:

➢ Examples: fighting, repeated bullying, hate speech, vaping/smoking, theft.

➢ Responses: suspension (per ADEK rules), Board/Principal review, behavior panel, re-entry

plan, possible authority referral.

Level 5 – Critical:

➢ Examples: weapons, drugs/alcohol supply, sexual assault, arson.

➢ Responses: immediate removal, emergency services, Student Protection referral, long

suspension, Board decision on exclusion.

Safeguarding & Student Protection

➢ If behavior signals risk of harm/abuse, staff must follow Student Protection Procedure

same day.

➢ Victims receive protection and counseling; alleged perpetrators supervised and supported

pending investigation.

➢ Bias-based or hate-related incidents require education, parental engagement, and potential

escalation.

Academic Integrity

➢ Students are taught citation, plagiarism awareness, and responsible AI use.

➢ First offenses: reteach, warning, grade-level consequence.

➢ Repeated/significant dishonesty: escalated to Level 3 or above, with restorative plus

disciplinary action.

Searches & Confiscation

➢ Searches must be reasonable, proportionate, conducted by two staff where practicable, with

dignity.

➢ Body searches are prohibited.

➢ Confiscated items logged in system; returned to parents if appropriate.

➢ Illegal items handed to authorities immediately.

Attendance & Punctuality

➢ Teachers take registers promptly; homeroom tutors follow up on absences daily.

➢ Repeated lateness triggers interventions (detention, parental meeting).

➢ Persistent low attendance flagged in eSIS; Educational Risk procedure initiated per ADEK

rules.

Recording & Communication

➢ Teachers record Level 1 incidents in class log; Level 2–5 in central system.

➢ Parents notified for Level 2+ incidents; plans and re-entry agreements shared in writing.

➢ All incidents coded and tracked by HoSA; analyzed monthly for patterns.

Appeals Process

➢ Parents can appeal sanctions beyond Level 2.

➢ Appeals submitted in writing within 5 working days.➢ Appeals Committee (independent from BMC) meets, reviews, and responds within 10

working days.

➢ Outcomes recorded and shared with parents.

Roles & Responsibilities

➢ Board: Approves policy; monitors exclusions and resource allocation.

➢ Principal: Leads positive culture; approves suspensions/exclusions.

➢ Head of Student Affairs/Deans: Implement system; analyze data; coordinate

interventions.

➢ Teachers: Teach expectations; apply graduated responses; record incidents; communicate

with parents.

➢ Counselors: Provide restorative conferences and re-entry planning.

➢ Parents/Students: Follow codes; attend meetings; uphold honesty and respect.

12) Monitoring & Review

➢ HoSA produces monthly data reports (incident levels, exclusions, patterns).

➢ SLT reviews data termly; adjustments feed into the School Development Plan (SDP).

➢ Annual stakeholder review conducted; updates align with ADEK Student Behavior Policy.

Prepared By: School Policies Committee Reviewed By: Operational Lead

Approved By: School Principal