Children & School

DO YOU KNOW A CHAMPION OF CHILDREN AND YOUTH?

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ADVOCATING FOR AND SUPPORTING CHILDREN AND YOUTH THROUGH THEIR SCHOOL YEARS

Parents are vital partners in education. They influence their children’s attitudes about learning, and support learning at home. They are a vital link between home and school. And when they become involved in the life of the school, they make our schools better places to learn, grow and thrive.

Being an advocate is about speaking up on behalf of your child — asking questions, raising concerns, asking for help — and teaching them to speak up, too. When things aren’t going well at school, you are a voice for your child. You know your child’s strengths, challenges, and interests. Advocating helps make sure your child has the support to thrive.

Below, we have put together some great resources you can share with your child's teachers and support staff including a selection of books with Trauma-informed approaches that are best practice for your child while at school.

It's important to let school staff know their efforts are valued and how much they have made a difference in your child’s life. The key to good communication is maintaining open and mutually respectful relationships! It's also about the power of a simple, heartfelt "thank you".

ARTICLES

COURSES

POLICIES, ACTS & REGULATIONS
A list of the most important laws, policies, and frameworks that affect students with disabilities, special needs, and inclusion in NB schools.

Core Legislation

Education Act (New Brunswick)
The foundational legislation governing all public education in the province

Inclusive Education Policies

Policy 322 – Inclusive Education
Defines inclusive education in NB and requires schools to provide accommodations, supports, and equitable participation for students with disabilities and diverse needs.
Definition of Inclusive Education (NB)
Clarifies NB’s official definition and expectations for inclusive practices in schools.
Report on the Status of Inclusive Education

Provides insight into implementation, challenges, and progress across the province.

Accessibility & School Environment

Policy 410 – Accessibility of Schools for the Physically Disabled
Ensures school buildings and facilities are physically accessible for students with mobility-related disabilities.
Policy 703 – Positive Learning and Working Environment
Sets standards for safe, inclusive, and respectful school environments, including anti-harassment and anti-discrimination requirements.
Positive Behaviour Intervention Support Guide (K–12)
Guidance for supporting behaviour through positive, proactive strategies — relevant for students needing behavioural or emotional support.

Student Support Frameworks

Learning Disabilities K-12: Building Strength and Independence
A province-wide framework describing supports, accommodations, and approaches for students with learning disabilities.
Integrated Service Delivery (ISD) Framework
A multi-agency model that coordinates education, health, social services, and youth justice for children with complex needs.
Delicate Relationship Guidelines and Standards (PDF)
Guidelines that help protect continuity between students with disabilities and the educational assistants who support them.

Human Rights & Accommodation

NB HRC – Guideline on Accommodating Students with a Disability (K-12)
Outlines the legal duty of schools under the Human Rights Act to provide reasonable accommodations for students with physical or mental disabilities; explains what accommodations might look like, when they’re required, and the limits (e.g. undue hardship).

Additional DEI & Inclusion Resources

NB EECD Diversity – Equity – Inclusion (DEI) Resources
Resources, supports, anti-bullying information, neurodiversity content, and human-rights-related guidance.

Full Provincial Directories

Complete NB K-12 Policy Directory
All current NB policies (Student Support, Educational Services, Facilities, Safety, Transportation, etc.).
Full NB-EECD Publications & Reports Directory

All official publications, guides, reports, and frameworks.

SCHOOL TRANSPORTATION: LAWS, POLICIES, AND DISTRICT RULES

While the province sets the overarching laws around transportation, each of the seven school districts has the authority to set its own specific walking distances, safety protocols, and request procedures.

Use the resources below to understand the rules that apply to your child and how to access local transportation services.

Provincial Laws and Regulations

These documents form the legal foundation for all school transportation in New Brunswick.

NB Regulation 2001-51 (Education Act)
The primary law governing pupil transportation. It establishes the official provincial eligibility for busing (students living further than 2.4 km from their school) and outlines the legal authority of the Minister and school districts to manage bus routes.
School Bus Safety - GNB.ca
A parent-friendly summary of the laws regarding stopping for school buses (red lights), the "Danger Zone" around the bus, and general passenger safety rules.

Department of Education (EECD) Policies

These are provincial-level policies that provide standard operating procedures for all districts.

Policy 514: Pupil Transportation Management
Defines the roles and responsibilities of the Department, District Education Councils, and parents. It emphasizes the "shared management" of transportation safety.
Policy 512 & 513: Extra-Curricular Travel
Rules for transporting students to sports and field trips. It includes the mandatory ban on 15-passenger vans and the requirements for volunteer drivers.
Policy 703: Positive Learning and Working Environment

"Code of Conduct" for students. This policy applies to the school bus just as it does to the classroom, outlining consequences for bullying or unsafe behavior.

District-Specific Policies

Districts often provide a higher level of service (shorter walking distances) than the provincial 2.4 km law.

Anglophone East (ASD-E)
Detailed FAQ on how to apply for transportation and how to use the "BusPlanner" alert system for delays in the Moncton/Shediac region.
Anglophone South (ASD-S)
Policy 554 states they aim for a 1.5 km walking distance (lower than the provincial limit). It also highlights the strict "K-2 Rule": a parent must be visible at the stop or the child is returned to school.
Anglophone West (ASD-W)
Policy ASD-W-550-1 outlines the process for "Alternate Drop-offs" (e.g., daycare). It also lists items restricted from buses, such as large musical instruments and skateboards.
Anglophone North (ASD-N)
Information on regional bus safety drills and contact portals for transportation offices in the Miramichi/Bathurst/Campbellton areas.

District Scolaire Francophone Sud (DSFS)
- Outlines their 1.0 km eligibility rule for certain areas and the strict 400m spacing between bus stops. Includes the "Info-Bus" portal for student-specific route info.
District Scolaire Francophone Nord-Est (DSFNE)
Follows a tiered walking distance: 500m for K-8 and 700m for 9-12. This is significantly more generous than the provincial standard.
District Scolaire Francophone Nord-Ouest (DSFNO)
Provides localized safety alerts and inclement weather protocols specifically for the Edmundston and Grand Falls regions.

Tools for All Parents

BusPlanner / Info-Bus Portals (Links vary by district)
- This is the most important tool for parents. By entering your address and your child's student ID, you can find the exact bus number, stop location, and pickup time.

PODCASTS

Is it disobedience or a teenager. Being a teenager?

VIDEOS

What does a trauma sensitive middle/high school look like?

A middle/high school’s journey to create a trauma-sensitive, safe and supportive school. Highlighted in the video are the ways in which this school embraces parent engagement and student voice to help guide their efforts to create a vibrant learning community where all staff work together to create a school that embodies the values of safety, trusting relationships, connection, equity, belonging, and adaptability.
Find out more at: traumasensitiveschools.org

What is Self-Harm: Understanding Non-Suicidal Self-Injury.

When a person inflicts self-injury but doesn’t want to end their life, it’s called Non-Suicidal Self-Injury. This can be a sign of psychological or emotional distress.

Psych2Go presents you 5 myths about self-harm.

Do you believe that people who self harm are usually teenagers who come from abused households? Or think that people who self harm do it to end their life? There are many stereotypes and false information out there about self-harm that may create a false image of what it is. This spread of misinformation can be dangerous and so it’s important to realize and understand what is true surrounding self-harm.

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