Student Code of Conduct

Preamble

This Student Code of Conduct outlines the expectations, responsibilities, and rules that guide student behaviour at St. Joseph Integrated Secondary School. In accordance with our motto "Duc in Altum" (Cast into the Deep), we call our students to venture beyond the superficial, to pursue deeper learning, spiritual growth, and holistic development.

As a Catholic institution managed by the Missionary Community of St. Paul the Apostle (MCSPA) and administered by the Sisters of the Holy Family of Bordeaux, we uphold values that reflect our commitment to Christ-centred education while creating a supportive community for all students regardless of background.

This Code of Conduct is structured around our Five Foundational Pillars:

• Faith Formation and Moral Development
• Academic Excellence with Local Relevance
• Holistic Human Development
• Community Service and Social Justice
• Sustainable Resource Stewardship

Section 1: Rights and Responsibilities

1.1 Student Rights

All students at St. Joseph Integrated Secondary School have the right to:

• Be treated with dignity and respect in accordance with Catholic values
• Receive quality integrated education (academic and vocational)
• Express their views respectfully and be heard
• Practice their faith and grow spiritually
• Learn in a safe, clean, and supportive environment
• Access appropriate resources for their education
• Participate in school activities without discrimination
• Have their personal information treated confidentially
• Fair and consistent application of school rules
• Due process in matters of disciplinary action

1.2 Student Responsibilities

All students have the responsibility to:

• Uphold the school's motto, vision, mission, and values
• Treat others with dignity and respect
• Take ownership of their learning and development
• Participate actively in academic and vocational programs
• Contribute positively to the school community
• Care for school facilities and resources
• Adhere to this Code of Conduct
• Represent the school honourably both on and off campus
• Embrace the principles of Catholic social teaching
• Support and mentor fellow students

Section 2.1: Faith Formation and Moral Development

2.1.1 Religious Participation

• Students will participate respectfully in all scheduled religious activities including daily prayers, Mass, retreats, and religious education classes
• While Catholic faith is central to our institution, students of all faith backgrounds will be respected, though all must participate respectfully in scheduled religious activities
• Students will conduct themselves according to Catholic moral teachings and values

2.1.2 Ethical Behaviour

• Students will demonstrate honesty, integrity, and moral courage in all interactions
• Cheating, plagiarism, lying, and other forms of dishonesty are strictly prohibited
• Students will practice responsible decision-making guided by Catholic values
• Students will treat sacred spaces, objects, and rituals with appropriate reverence

2.1.3 Spiritual Development

• Students are encouraged to develop a personal relationship with Christ
• Regular participation in the Sacraments is encouraged for Catholic students
• Students will engage thoughtfully in religious instruction and faith formation activities
• Respect for diverse religious backgrounds within the context of our Catholic identity is expected

Section 2.2: Academic Excellence with Local Relevance

2.2.1 Academic Integrity

• Students will complete their own work honestly
• Plagiarism, cheating, unauthorized collaboration, or any form of academic dishonesty is prohibited
• Proper citation of sources is required in all academic work
• Students will respect intellectual property rights

2.2.2 Classroom Conduct

• Students will arrive promptly and prepared for all classes
• Attentive participation in all learning activities is required
• Students will complete and submit assignments on time
• Respect for teachers, guest speakers, and fellow students is mandatory
• Electronic devices may only be used for educational purposes when permitted by teachers

2.2.3 Vocational Training Conduct

• Safety protocols must be strictly observed in all vocational training areas
• Proper care and handling of tools, equipment, and materials is required
• Students will engage seriously with practical skills development
• Responsible behaviour in off-campus internships and training activities is expected

2.2.4 Study Requirements

• Students will maintain regular study habits
• Designated study periods in the schedule must be utilized appropriately
• Students will seek help when academically challenged
• Peer tutoring and academic support should be given and received respectfully

2.2.5 Off-Campus Conduct Standards

Students representing St. Joseph Integrated Secondary School or wearing school uniform off-campus are subject to disciplinary action for:

• Behaviour that damages the school's reputation
• Illegal activities in the community
• Conduct inconsistent with Catholic values and school mission
• Actions that affect the school community's safety or wellbeing

While the school cannot monitor all off-campus behaviour, serious misconduct that affects the school community may result in disciplinary action regardless of location.

2.2.6 Specific Academic Penalties

• Plagiarism: zero credit for submitted work; notation in academic record
• Cheating on examinations: zero grade on affected assessment; failing grade in conduct
• Forgery of academic documents: immediate suspension pending investigation; potential non-readmission

Section 2.3: Holistic Human Development

2.3.1 Personal Conduct

• Students will demonstrate self-discipline, emotional regulation, and positive social interactions
• Language must always be respectful and appropriate; profanity is prohibited
• Bullying, harassment, or intimidation in any form will not be tolerated
• Students will resolve conflicts peacefully through appropriate channels
• Respectful relationships between male and female students are expected

2.3.2 Physical Health and Wellbeing

• Participation in physical education and sports activities is required unless medically exempted
• Students will practice good personal hygiene and appropriate health habits
• Possession or use of alcohol, tobacco, drugs, or other harmful substances is strictly prohibited
• Students will maintain neat and clean dormitories and living spaces
• Adequate rest and balanced nutrition are to be prioritized

2.3.3 Dress Code and Appearance

• School uniform must be worn correctly and completely during all school activities and when representing the school
• Uniforms must be clean, well-maintained, and modestly worn
• Non-uniform days require appropriate, modest attire
• Hairstyles, jewellery, and personal grooming must be neat, clean, and modest
• School ID cards must be carried at all times while on campus

2.3.4 Boarding Life Conduct

• Students will respect dormitory curfews and quiet hours
• Visiting between male and female dormitories is strictly prohibited
• Personal and shared spaces must be kept clean and organized
• Respect for roommates' privacy, property, and study/sleep needs is required
• All boarding rules and schedules must be followed consistently

Section 2.4: Community Service and Social Justice

2.4.1 Service Requirements

• All students must complete the required service-learning projects each term
• Service activities will be documented and reflected upon
• Students will demonstrate respect and humility when engaging with community members
• Service experiences should be approached as opportunities for mutual learning and growth

2.4.2 Social Responsibility

• Students will demonstrate awareness of social issues and injustices
• Discriminatory behaviour or language regarding race, ethnicity, gender, ability, or socioeconomic status is prohibited
• Students will advocate for the dignity of all persons, especially the vulnerable
• Participation in social justice education and awareness activities is required

2.4.3 Community Relationships

• Students will represent the school positively in all community interactions
• Respectful engagement with local customs, traditions, and leadership structures is expected
• Students will build relationships characterized by mutual respect with community members
• School-community partnerships should be honoured and strengthened

2.4.4 Inclusive Behaviour

• Students will practice inclusion of peers with different abilities
• Special accommodations for students with albinism or other conditions will be respected
• Students will foster a community where all members feel welcomed and valued
• Exclusionary behaviour or cliques that undermine community cohesion are discouraged

Section 2.5: Sustainable Resource Stewardship

2.5.1 Environmental Responsibility

• Students will participate in campus environmental initiatives
• Proper waste disposal, recycling, and conservation practices are required
• School gardens and agricultural projects will be treated with care and responsibility
• Students will demonstrate respect for all creation in accordance with Catholic teaching

2.5.2 Resource Conservation

• Water and electricity must be used efficiently and conservatively
• Food waste should be minimized; only take what you will eat
• School supplies and learning materials should be used responsibly
• Students will report maintenance issues or resource wastage promptly

2.5.3 School Property Care

• Students will care for all school property, buildings, equipment, and grounds
• Vandalism, graffiti, or intentional damage to school property is prohibited
• Borrowed materials must be returned in good condition and on time
• Sustainable use of all resources is expected

2.5.4 Technology Use and Digital Citizenship

• School computers and technology must be used responsibly and for educational purposes
• Internet usage must comply with school technology policies
• Personal phones or tablets are not allowed during school hours
• Social media use outside school must reflect Catholic values and protect the dignity of the school community
• Students will practice digital citizenship and online safety

Section 3: Three-Tier Offense Classification System

3.1 First Degree Offenses (Minor Infractions)

Examples of First-Degree Offenses:

• Incomplete/improper wearing of uniform
• Excessive talking in classroom during lessons
• Littering or improper waste disposal
• Loitering during class periods
• Bringing non-educational items that disrupt learning
• Violation of basic facility usage rules
• Minor breaches of personal appearance standards

Sanctions Progression:

1. 1st offense: teacher conference and verbal correction
2. 2nd offense: parent-teacher conference
3. 3rd offense: meeting with Dean of Students
4. 4th offense: one-day suspension with behavioural probation
5. 5th offense: 2–3-day suspension

3.2 Second Degree Offenses (Moderate Infractions)

Examples of Second-Degree Offenses:

• Disrespectful behaviour toward staff or authority figures
• Frequent tardiness (5+ times per quarter)
• Disruption of classes or school activities
• Use of inappropriate language (written or oral)
• Unauthorized collection of money from students
• Defamation or abusive behaviour toward community members
• Unauthorized use of technology during restricted times
• Overstaying on campus without proper authorization

Sanctions Progression:

1. 1st offense: advisor conference with formal warning issued to parents
2. 2nd offense: 1–3-day suspension with behavioural probation
3. 3rd offense: 3–5-day suspension
4. 4th offense: warning of non-readmission
5. 5th offense: non-readmission for following academic year

3.3 Third Degree Offenses (Serious Infractions)

Examples of Third-Degree Offenses:

• Physical altercations resulting in injury
• Physical assault or intimidation of community members
• Providing false testimony during investigations
• Theft or dishonesty
• Forgery or tampering with official documents
• Vandalism or destruction of property
• Academic plagiarism
• Unauthorized absence from school activities
• Any illegal activity
• Violence or threats of violence
• Possession of weapons or dangerous items
• Bullying, cyberbullying, or harassment in any form
• Sexual misconduct or inappropriate displays of affection
• Possession or use of alcohol, tobacco, or illegal drugs
• Serious academic dishonesty
• Behaviour that seriously contradicts Catholic values or teaching
• Actions that endanger self or others
• Repeated violations of school rules

Sanctions Progression:

1. 1st offense: 3–5-day suspension with behavioural probation and parental consent
2. 2nd offense: 5+ day suspension
3. 3rd offense: non-readmission for following academic year

3.4 Property Damage Restitution Policy

• Parents/guardians are financially responsible for repair or replacement of damaged school property
• Intentional damage may result in suspension in addition to restitution requirements
• Repeated property damage will be treated as escalating offense regardless of individual incident severity

Section 4: Disciplinary Procedures

4.1 Progressive Discipline Philosophy

St. Joseph Integrated Secondary School employs a progressive discipline approach aimed at teaching responsibility and accountability rather than merely punishing misconduct. Disciplinary responses will be:

• Proportional to the offense
• Educational in nature
• Restorative when possible
• Consistent with Catholic values of justice, mercy, and human dignity

4.2 Due Process Rights

All students are entitled to:

• Clear notice of alleged violations
• Opportunity to present their perspective
• Impartial consideration of all relevant factors
• Proportional consequences
• Appeal process for serious sanctions

4.3 Formal Investigation Protocol for Serious Offenses

For all Third-Degree offenses, the following process will be observed:

1. Written notice: student receives written notification of alleged offense within 2 school days
2. Response period: student has 2 school days to submit written explanation
3. Counselling session: mandatory dialogue with Guidance Counsellor, with parents notified
4. Disciplinary Committee review: committee comprising Guidance Counsellor, Student Dean, Administrator, and Academic Team member investigates and recommends action
5. Administrative decision: final decision made by school administration based on committee recommendation
6. Parent conference: parents meet with Dean of Students and the Headteacher to discuss imposed sanctions
7. Appeal process: written appeal may be submitted within 3 days of parent conference

4.4 Disciplinary Committee

A Disciplinary Committee comprising School Manager, School Headteacher, School Safeguarding Lead, Student Dean, and pastoral staff will review serious infractions. The committee will consider:

• Nature and context of the violation
• Student's disciplinary history
• Impact on the community
• Mitigating circumstances
• Appropriate interventions and consequences

4.5 Behavioural Probation System

Students placed on behavioural probation will:

• Have their conduct monitored daily by designated staff
• Meet weekly with the Guidance Counsellor
• Have parents receive weekly progress reports
• Face immediate escalation of consequences for any further violations
• Complete mandatory service hours as determined by the administration
• Participate in character development workshops

Probation duration: minimum one academic quarter, with possibility of extension based on progress.

4.6 Mandatory Parental Involvement Thresholds

• Second Degree, first offense: formal written warning sent home requiring parental acknowledgment
• Any Third-Degree offense: immediate parental notification and mandatory conference before student returns
• Behavioural probation: requires written parental consent and ongoing monitoring agreement
• Suspension: parents must collect student personally and attend re-entry conference

4.7 Restorative Justice Practices

When appropriate, restorative practices will be employed to:

• Repair harm caused to individuals or the community
• Restore relationships damaged by misconduct
• Help students understand the impact of their actions
• Develop empathy and personal responsibility

4.8 Implementation Timeline

• Phase 1 (immediate): implement three-tier classification system and enhanced due process
• Phase 2 (within 30 days): establish behavioural probation protocols and parental engagement requirements
• Phase 3 (within 60 days): full integration of all enhanced procedures with staff training

Section 5: Student Leadership System

5.1 Weekly Rotational Leadership Philosophy

St. Joseph Integrated Secondary School operates on a Weekly Rotational Leadership System rather than a traditional prefect system. This approach ensures that every student can develop leadership skills, take responsibility, and contribute to the school community.

5.2 Leadership Principles

• Inclusive opportunity: every student will have equal chances to serve in leadership roles
• Shared responsibility: leadership responsibilities are distributed among all students
• Character development: leadership roles serve as practical training for moral and ethical development
• Community building: rotating leadership strengthens bonds and understanding among students
• Skills development: all students gain practical leadership experience

5.3.1 Class Leadership Roles (Weekly Rotation)

• Class Pilot: coordinates daily class activities, maintains order, and serves as primary liaison with teachers
• Academic Coordinator: assists with assignment collection, study group organization, and peer tutoring coordination
• Spiritual Life Pilot: leads class prayers and organizes faith formation activities
• Environmental Steward: ensures classroom cleanliness and promotes sustainable practices
• Community Service Coordinator: organizes and tracks class service projects and activities

5.3.2 Dormitory Leadership Roles (Weekly Rotation)

• Dormitory Pilot: maintains order, enforces dormitory rules, and serves as liaison with dormitory supervisors
• Wellness Coordinator: promotes health and hygiene practices, organizes recreational activities
• Study Pilot: ensures conducive study environment during designated study hours
• Maintenance Reporter: reports facility issues and coordinates dormitory upkeep
• Conflict Mediator: assists in resolving disputes and promoting harmonious relationships

5.3.3 School-Wide Leadership Roles (Weekly Rotation)

• Chapel Pilot: assists in organizing religious services and maintains sacred spaces
• Dining Hall Pilot: ensures orderly mealtimes and minimizes food waste
• Library Pilot: helps maintain library resources and promotes reading culture
• Sports and Recreation Pilot: organizes recreational activities and promotes physical fitness
• Sustainability Champion: leads environmental initiatives and conservation efforts
• Technology Assistant: helps with proper use of school technology and digital citizenship

5.4 Selection and Rotation Process

• Leadership roles rotate every Monday morning
• New assignments are announced during the weekly assembly
• Students serve for one full week in their assigned roles
• Each student will cycle through different leadership positions throughout the term
• Fair distribution: every student participates regardless of academic performance or background
• Balanced representation: ensures diversity in leadership across all groups
• Learning opportunities: students are assigned to roles that challenge and develop different skills
• Support system: new leaders are paired with experienced students for guidance
• Weekly leadership briefing: every Sunday evening for incoming leaders
• Mentorship program: outgoing leaders provide guidance to incoming leaders
• Resource materials: leadership handbooks and guidelines provided for each role
• Faculty support: teachers and staff provide ongoing support and feedback

5.5 Leadership Expectations and Standards

All student leaders are expected to demonstrate:

• Integrity: leading by example in following the Code of Conduct
• Service: putting the needs of the community before personal interests
• Responsibility: fulfilling duties with diligence and accountability
• Respect: treating all community members with dignity and kindness
• Initiative: taking proactive steps to improve the school environment

Student leaders will be evaluated on:

• Reliability: consistent fulfilment of assigned responsibilities
• Communication: effective interaction with peers, teachers, and staff
• Problem-solving: ability to address challenges constructively
• Collaboration: working effectively with other leaders and community members
• Growth mindset: learning from experiences and continuously improving

5.6 Support and Accountability

• Each leadership area has designated faculty mentors with regular check-ins and feedback
• Leadership Council: weekly meeting of all current leaders
• Peer feedback system: constructive feedback from fellow students
• Reflection sessions: weekly reflection on leadership experiences
• Community recognition: public acknowledgment of effective leadership
• Leadership journal: students maintain reflections on their leadership experiences
• Performance records: track leadership contributions for academic records
• Portfolio development: document leadership growth for future opportunities
• Testimonials: collect feedback from peers and faculty

5.7 Integration with the Five Pillars

• Faith Formation and Moral Development: leaders practice servant leadership modelled after Christ
• Academic Excellence with Local Relevance: leadership roles support academic achievement and community connection
• Holistic Human Development: all students develop leadership capabilities and life skills
• Community Service and Social Justice: leadership positions emphasize service to others and justice
• Sustainable Resource Stewardship: leaders promote responsible use of resources and environmental care

Section 6: Recognition and Rewards

St. Joseph Integrated Secondary School recognizes and celebrates students who exemplify our values and exceed expectations through:

6.1 Recognition Programs

• Merit System — points awarded for exemplary behaviour, service, and achievement
• Pillar Awards — recognition for outstanding demonstration of our five pillars
• Academic Honors — recognition for academic excellence and improvement
• Service Recognition — acknowledgment of exceptional community service
• Character Awards — recognition of exemplary moral leadership
• "Duc in Altum" Award — highest honour for students who embody our motto

6.2 Leadership Recognition

Weekly recognition:

• Leadership Spotlight: recognition during weekly assemblies
• Pillar Points: merit points awarded for exceptional leadership
• Peer Nominations: students can nominate outstanding leaders

Term and annual awards:

• Outstanding Pilot Awards: recognition for exceptional service
• Leadership Growth Awards: celebrating significant improvement
• Community Impact Awards: recognizing leaders who made significant positive changes
• "Duc in Altum" Pilot Medal: highest recognition for embodying servant leadership

Section 7: Staff Training Requirements

All staff will receive training on:

• New three-tier classification system
• Enhanced due process procedures
• Documentation requirements
• Behavioural probation monitoring
• Restorative justice integration with structured consequences

This enhanced system maintains St. Joseph's focus on restorative justice and character development while providing clear structure and graduated consequences that prevent escalation of behavioural issues.

Section 8: Conclusion and Commitment

This Code of Conduct reflects our commitment to creating an educational environment that upholds our motto "Duc in Altum" and develops students according to our mission of "providing holistic education that promotes human dignity and development infused with the gospel truth and Catholic values."

By enrolling at St. Joseph Integrated Secondary School, students and their families commit to upholding these standards and contributing positively to our school community.

Student and parent/guardian commitment forms with signatures are issued by the school at enrolment or on request. Blank signature forms are not published on this website.

Approved by the School Board of Governors, 2025. St. Joseph Integrated Secondary School, Benga, Nkhotakota District, Malawi. The source document includes signature blocks; a completed approval date beyond the year stated is not recorded in the shared file.