Document name: Behavior Policy
Document type: Policy
Date of creation: September 2024
Location(s):
Position responsible for this document: Director of Boarding and Pastoral Care
Main stakeholders: Principal, Vice Principal, Director of Studies, Director of Boarding and Pastoral Care, Faculty
Review cycle: Annual
Most recent update: February 2026
OVERVIEW
Harrow International School New York recognises its duty of care to maintain a learning environment grounded in honesty, integrity and respect, where student welfare is paramount, conduct standards are upheld, and every student is accountable for their own actions.
We prepare students of diverse backgrounds and interests for a life of public service, learning, leadership and personal fulfilment. Through means-tested financial aid, we broaden access to our world-class education, and through long-term partnerships with schools and organisations, we work to improve the
life chances of young people facing significant barriers to progress. In all of this, we are committed to operating in the most environmentally sustainable manner possible.
Our purpose is underpinned by our values of Courage, Honor, Humility and Fellowship and delivered through:
▪ Scholarship - Encouraging intellectual curiosity, independent thought and effective learning habits.
▪ Opportunity - Ensuring students become their better selves by developing their potential, thereby increasing their educational and career opportunities.
▪ Character - Developing and maturing the individual, enabling students to uncover the talents, skills and values to be of good influence beyond Harrow New York.
▪ People - Admitting students who will thrive and contribute at Harrow New York, and recruiting and nurturing staff who facilitate excellence.
▪ Operations - Providing environments, infrastructure and functions that make us leaders in our field.
These values are nurtured in students during their time at Harrow New York and form the basis of all that we do. Through our guidance and these values, we expect our students to always maintain a high standard of civilised and unselfish behavior. They should be honest, considerate, and courteous to others. Every student should show their commitment to learning by contributing with enthusiasm and to the best of their ability. Each student should show respect for themselves and others, and care for their environment, and promote the reputation of the School positively.
POLICY AIMS
Harrow New York is an inclusive institution which is committed to equal opportunities for all as outlined in the Equality Act. Every student, regardless of their race, religion or belief, sexual orientation, gender expression, or disability is entitled to equal treatment and all staff should be committed to this. The School welcomes students who meet the admissions criteria, including those who have special educational needs (SEN), and recognises its duty to make reasonable adjustments for students who have additional learning needs.
This policy is intended to support effective teaching, learning and personal development at Harrow New York by providing a structure within which students can behave in a positive and responsible way.
PASTORAL CARE
Harrow New York enjoys a rich boarding heritage that benefits day students and boarders alike. Whether they are a day student or boarder, attending Harrow New York means being surrounded by a diverse group of students from various backgrounds, cultures, and perspectives. Being part of House with a diverse community lends itself to learning essential life skills. Our aim is to help our students gain independence, develop time management abilities, and learn to balance academic responsibilities with social activities.
All our students, regardless of boarding or day status, are a vital part of our community, which is the glue that holds us together. Our diverse community offers students the unique opportunity to learn from each other and broaden their horizons.
The pastoral care promise is to provide individual and personalized care so that each student feels well known and supported. The excellent working relationship between student and staff, and staff and families nurture a sense of community with an atmosphere of tolerance, openness and trust.
Every student is assigned a teacher who will be their personal mentor known as a Tutor. The Tutor and student (tutee) meet individually on a weekly basis to set personal targets, review progress, check in on wellbeing matters, assist in developing organizational skills and offer encouragement to make the most of the opportunities available. Tutors will also attend school events such as plays and sport competitions to cheer their tutees on as well as join them at mealtimes for a nutritious meal served by our school dining facility. In addition, students have a range of health professionals who are on campus daily to support them which include a professionally certified school counselor, licensed nurses, and the Heads of House. Our day and boarding environment mean there is always the presence of an active member of our wellbeing team ready to support our students and their families.
We want every student to feel safe, comfortable and well known in their House. Communication between the House, School and parents/guardians is vital for each student to flourish in their own unique way. Equally, we hope that parents/guardians will keep us informed if there are any changes in family circumstances in order to enhance the pastoral care and support that we provide.
The Tutor will be the first point of contact for parents for any significant wellbeing or major academic issue. The Tutor will be best placed to direct the concern to the appropriate member of staff. The Head of House, who oversees the Tutors, should be included should any serious concern be raised.
All School policies and the Harrow Values continue to apply to students during any expeditions, trips or visits that have been arranged by the School. In certain circumstances, policies will apply also when the School is closed. Boarding students and visitors to the House should refer to the Boarding Handbook for rules specific to life in the dorm.
The School will determine whether a student’s conduct falls short of the expectations in this and other School policies on the balance of probabilities, having regard to the information known to the relevant decision-maker at the time.
This setting of expectations will be supported through regular reminders about important School rules and aspects of behavior in assemblies, and by Tutors and Heads of House talking with students individually or in smaller groups.
BEHAVIOR MANAGEMENT FRAMEWORK
The School provides the following behavior management framework:
▪ The recognition and appreciation of achievement through a clear rewards program for academic work and non-academic endeavor;
▪ Pastoral care that supports students’ personal development through a well-defined, multi-layered and co-ordinated pastoral care system;
▪ Accurate recording of additional needs and medical information which allows the School to take into account any special educational needs and disabilities during any review of behavior or any disciplinary process;
▪ A fair and consistent system of sanctions that takes into account the needs both of individuals and of the community as a whole;
▪ The complete rejection of corporal punishment, which has no place at Harrow New York or in any educational context;
▪ A fair and consistent system for dealing with serious behavioral breaches which may includes exclusion from school;
▪ Clear policies, procedures and codes of conduct that help to create an environment in which students:
• understand clearly the behaviors that are expected of them;
• understand the consequences of their actions;
• learn from their mistakes and those of others;
• celebrate their own success and the success of others; and
• know that they are supported by the School and have avenues available to them to help them in this regard;
▪ Informative and ongoing training for Teachers who are new to the School which includes an overview of School policies and procedures and a briefing on the system of rewards and sanctions to ensure consistency of approach;
▪ Regular tracking and reporting to the Principal on behavior matters through the Pastoral Support Committee.
COMMUNITY STANDARDS
Students at Harrow New York are expected to uphold both the letter and the spirit of the following standards. These expectations apply whenever a student is under the jurisdiction of the School. Violations may lead to disciplinary action. While we cannot list a rule for every possible situation, the following principles reflect our values of Courage, Honor, Humility, and Fellowship:
1. Honesty and Integrity (Honor): Personal and academic honesty are essential to trustand fairness. Dishonesty undermines our shared values and will not be tolerated.
2. Respect for People and Property (Fellowship & Honor): Every member of our community deserves respect. Acts of vandalism, theft, harassment, or physical violence contradict our values and will not be permitted. Please note that in our duty of care for all students living in the boarding house, we respectfully request that all external visitors, including family members, announce their arrival to the House Tutor on duty. There may be occasions when it is not appropriate for family members to enter the dormitory wings; in these circumstances, families can meet in the common spaces.
3. Bullying (Courage & Fellowship): Bullying any deliberate attemptto harm someone physically or emotionally has no place in our community. This includes actions that occur off campus or outside school hours. All incidents will be referred immediately to the Vice Principal and may result in suspension. We have the courage to stand against bullying and the fellowship to protect one another.
4. Attendance and Commitment (Honor): Students are expected to attend all scheduled activities during school hours. Leaving school grounds without faculty supervision or administrative permission is not allowed.
5. Substance-Free Environment (Honor & Humility): Students may not possess, consume, or be under the influence of alcohol, tobacco, or other controlled substances while on school grounds or at school events. This includes e-cigarettes and vapes. Respecting these rules demonstrates selfdiscipline and humility.
6. Conduct On and Off Campus (Courage & Honor): Students represent Harrow New York wherever they go. Their actions should reflect positively on the School’s reputation. Offensive language or public behavior violates the spirit of our values. At no time should a student lock or barricade a room in the classrooms or boarding houses (except within the parameters set out within the Emergency Procedures for Handling a Crisis).
7. Fire Safety (Responsibility & Honor): Flammable materials (including cigarettes, lighters, or matches) may not be used without proper permission. Tampering with fire safety equipment is strictly prohibited.
8. Repeated Minor Violations (Humility & Fellowship): Even small disruptions, when repeated, undermine the learning environment. Respecting community expectations shows humility and fellowship.
9. Responsible Behavior (Courage & Fellowship): Students should act in ways that support a safe, respectful, and productive atmosphere for learning. This means choosing responsibility, even when it is difficult. We are committed to supporting students in developing respectful,caringconnections with one another. For this reason, sexual intimacy between students is not permitted on campus or in the boarding houses, as we want everyone to learn and grow in a safe, supportive environment.
10. Weapons (Courage & Honor): Weapons or items that could be mistaken for weapons have no place at Harrow New York. Respecting this rule shows courage in making wise choices and honor in protecting others.
At Harrow New York, these standards are more than rules they are expressions of courage, honor, humility, and fellowship in action. Together, they help ensure that our community remains a place where every student can grow, contribute, and thrive.
Classroom Expectations
1. Be Respectful
• Listen actively to peers and teachers (e.g., track the speaker, no interruptions).
• Respect others' opinions, identity, and learning space.
• Use appropriate language and volume in class.
• Follow directions the first time they're given.
2. Be Responsible
• Arrive on time, in the correct uniform, with all necessary materials.
• Take care of personal and school property.
• Use technology only for learning purposes as outlined by school policy.
• Complete assignments and meet deadlines.
3. Be Ready to Learn
• Enter and exit classrooms calmly, following routines (e.g., lining up before class, participating in “End & Send” routines).
• Engage actively in lessons, including responding when cold called.
• Maintain focus and minimize distractions.
• Demonstrate effort consistently, even when tasks are challenging.
REWARDS & SANCTIONS
Rewards
What rewards and punishments do is induce compliance, and this they do very well indeed. If your objective is to get people to obey an order, to show up on time and do what they’re told, then bribing or threatening them may be sensible strategies. But if your objective is to get long-term quality in the workplace, to help students become careful thinkers and self-directed learners, or to support children in developing good values, then rewards, like punishments, are absolutely useless. In fact, as we are beginning to see, they are worse than useless they are actually counterproductive.
Alfie Kohn,
Punished By Rewards
One need not agree with Kohn’s argument in full to see that there is often a cost to using rewards to get children to exhibit the behaviors we adults desire. And these costs may seem especially steep when they are contrasted with the self-actualizing values of an IB education.
At the same time, it makes sense to recognize achievements and behaviors that go “above and beyond,” not with the aim of creating a Pavlovian link between the behavior and the reward, to commend the individual and to reinforce our values. At Harrow New York, we formally do this in the following ways:
1. HARROW VALUES COMMENDATIONS
Beaks are able to award a student with a Values Commendation when a student exhibits behaviours that align with one or more of the School’s four values. Using toddle, beaks are able to include text giving detail of the behaviour or action that merited the Values Commendation award. The student in each year group who achieves the highest number of Values Commendations each year will be publicly recognized. (Adapted from Harrow UK)
2. LEARNER PROFILE COMMENDATIONS
Beaks are able to award a student with a Learner Profile Commendation when a student exhibits behaviours that exemplify any of the ten IB Learner attributes. Using toddle, beaks are able to include text giving detail of the behaviour or action that merited the Learner Commendation award. The student in each year group who achieves the highest number of Learner Profile Commendations each year will be publicly recognized.
Sanctions
I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.
Maya Angelou
This sentiment has been re-used by educators when re-thinking how discipline is meted out in schools. Of course, there will be times when traditional “discipline” needs to take place, but we must ensure that we always apply “Discipline with Dignity” and that how we make a child feel when correcting him/her/them may have a more lasting impact than the explicit message we think we are delivering.
In practice, this means that no student should be shamed (publicly or privately) and that we should treat the misbehavior of students as opportunities for reflection. Most often, misbehavior is a symptom of other underlying issues. This does not mean that we should call in a specialist whenever issues arise, but it does mean that we should attempt to see the underlying issue while, at the same time, taking steps to ensure that our Values are upheld.
Below is a list of helpful tips for teachers when there is a need to intervene:
1. Stay Calm and Neutral
• Avoid power struggles
• Use a calm tone and relaxed body language
• Pause before responding to defiant behavior
2. Understand the Root Cause
• Ask questions instead of making assumptions
• Look for patterns in behavior (time of day, subject, peers).
3. Set Clear, Consistent Boundaries
• Be firm but respectful: "I understand you're upset, but it's not okay to speak to me that way."
• Follow through with consequences consistently.
4. Offer Choices and Autonomy
• Provide limited choices: "You can start with the worksheet or the reading."
• Use "when/then" statements: "When you finish your notes, then you can take a break."
5. Use Private Conversations
• Avoid public confrontations
• Speak privately to preserve the student's dignity
• Use restorative language: "Help me understand what happened.” “How can we fix it together?”
6. Reinforce Positive Behavior
• Acknowledge small efforts to cooperate
• Use specific praise: "I appreciate how you got started right away today."
7. Collaborate on Solution
• Involve the student in problem-solving
• Create a behavior plan with goals and rewards.
8. Seek Support When Needed
• Involve counselors and/or Leadership
• Communicate with caregivers to build a support team
ALCOHOL, DRUGS, & SMOKING/VAPING
The possession, use, distribution, or any other involvement with illegal drugs, prescription drugs (used improperly), drug paraphernalia (including e-cigarettes and vaporizers), alcohol, or tobacco/nicotine products is strictly prohibited at Harrow New York. These substances are harmful to health, inconsistent with the School’s values, and detrimental to the well-being of our community. This prohibition applies to all individuals on campus at all times.
We will conductparent and student talks on related topics to ensure proper behavior is highlighted. We also provide advice to students through our PSHE Education classes. If a student has personal or prescription medications, they are expected to remain in the possession of the Housemaster or School Nurse.
Distribution
“Distribution” refers to the sale, supply, donation, or sharing of drugs, drug paraphernalia (including ecigarettes and vaporizers), alcohol, or tobacco/nicotine products, whether from a seller to a user or from one individual’s personal supply to another.
Search and Confiscation Policy
If there are reasonable grounds to believe a student has prohibited items, the School may search that student’s locker, backpack, purse, or other belongings. Searches are conducted by the Vice Principal (or their delegate) in the presence of an adult witness. The scope of the search will be limited to what is reasonably necessary and will take into account the student’s age, sex, and the nature of the suspected violation. Lockers remain the property of Harrow New York.
Consequences
▪ Distribution Violations: A first incident of distribution will result in an expulsion hearing.
▪ Possession/Use Violations: A first incident of possession, use, or involvement with prohibited substances will result in suspension. The School may also require counseling and/or random drug and alcohol testing. The School reserves the right to expel a student on a first offense.
▪ Subsequent Violations: Any second violation involving prohibited substances will result in an expulsion hearing.
Off-Campus Behavior
The School’s concern extends beyond campus. Substance use outside of school can harm a student’s academic progress, emotional health, and the broader school community. If the School becomes aware of off-campus use, it may investigate and impose requirements such as counseling, treatment, or disciplinary action, as it would for on-campus incidents. Encouraging or enabling others to use drugs, alcohol, or tobacco/nicotine products is also strictly prohibited.
Sanctuary Policy
If a student voluntarily admits to using prohibited substances outside of a disciplinary incident, the School will treat this as a request for help rather than a disciplinary matter. The student’s family will be notified, and the School may require counseling or testing. The School’s primary aim in these cases is to provide support.
ACADEMIC INTEGRITY
Our Commitment to Academic Integrity
Academic integrity is fundamental to the Harrow New York learning community. Faculty, students, and parents share the responsibility of maintaining an environment where intellectual inquiry and honesty are valued above all else. We aim for the Harrow International School New York Values and the IB Learner
profile to underpin all we do at the school and that acting with courage, honor, humility and fellowship and striving to be principled in our work is directly linked to the idea of academic integrity.
Responsibilities
Our commitment to academic integrity is rooted in our core values of Courage, Honor, Humility, and Fellowship. These principles guide us as we foster an educational community built on truthfulness, mutual respect, and personal accountability.
Students
In pursuit of Honor and Humility, students are responsible for:
▪ Abiding by Harrow New York's Academic Integrity Policy;
▪ Producing, submitting, and taking credit only for genuine work that honestly represents individual or group learning;
▪ Correctly and appropriately citing all sources including text and non-text, physical and digital materials used or referenced in academic work;
▪ Using digital tools, artificial intelligence, and social media appropriately, responsibly, and wisely;
▪ Adhering to ethical and honest academic practices at all times.
With Courage, students should recognize that mistakes in judgment can occur. However, deliberate or unintentional failure to uphold these principles may result in academic misconduct charges and disciplinary action.
Faculty
Guided by Honor and Fellowship, faculty are responsible for:
▪ Teaching specific practicesrelatedto academic integrity, including supporting students' self-review of their own work and citation practices;
▪ Treating students with honesty, trust, fairness, and respect;
▪ Reviewing student work and providing constructive feedback related to academic integrity;
▪ Following the procedures outlined in the relevant handbook when academic integrity concerns arise.
Parents/Guardians
In the spirit of Fellowship and shared responsibility, parents are responsible for:
▪ Familiarizing themselves with Harrow New York's Academic Integrity Policy and related procedures;
▪ Discussing any academic integrity concerns directly with their child;
▪ Engaging constructively in Harrow New York's academic integrity process when instances of academic misconduct occur.
What Constitutes Academic Malpractice?
Academic malpractice refers to any conduct that provides, seeks to provide, or enables others to gain an illegitimate academic advantage. Academic malpractice is a serious offense that applies to all coursework, including tests, artwork, essays, and oral presentations. According to the IBO, “Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behavior in the production of legitimate, authentic and honest scholarly work.”
Traditional Academic Violations
▪ Copying another student's work
▪ Sharing answers with other students
▪ Collusion on assignments meant to be completed individually*
▪ Plagiarizing by using language, ideas, images, or information from any source without proper citation
▪ Misrepresenting work created by tutors, peers, websites, or apps as your own
▪ Resubmitting work from another class without explicit teacher permission
▪ Falsifying records including test results, assignments, grades, portfolios, or transcripts
Assisting Others in Violations
Students who intentionally help others commit academic malpractice will also face disciplinary action, even if they did not directly plagiarize or cheat themselves.
Artificial Intelligence Policy Violations According to the IBO: “as with any quote or material from another source, it must be clear that any AI-generated text, image or graph included in a piece of work has been copied from such software. The software must be credited in the body of the text and appropriately referenced in the bibliography. If this is not done, the student would be misrepresenting content as it was not originally written by them which is a form of academic misconduct. Note: Students must receive express instructor consent before using any AI tools for coursework.
The following uses of AI technology constitute academic misconduct:
▪ Employing AI assistance on assessments meant to measure personal comprehension and abilities without prior approval
▪ Misrepresenting AI-generated work (in whole or in part) as one's own original creation
▪ Utilizing AI to create false or modified academic records or data
CONSEQUENCES FOR ACADEMIC MISCONDUCT
First Offense:
▪ Work not accepted for credit
▪ Incident reported to the IB Coordinator, the Director of Studies, the Tutor, and to the student’s parents/guardians.
▪ Depending on the assignment, the work may have to be redone/resubmitted.
▪ A written record of the incident will be made.
▪ Depending on the severity of the case, a formal disciplinary meeting may be convened.
Second Offense:
▪ Work not accepted for credit
▪ Incident reported to the IB Coordinator, the Director of Studies, the Tutor, and to the student’s parents/guardians.
▪ A written record of the incident will be made.
▪ Formal disciplinary hearing convened with student, teacher, IB Coordinator,Tutor, Director of Studies, and parents/guardians
▪ Depending on the assignment, the work may have to be redone/resubmitted.
▪ Potential consequences up to and including expulsion
Further Offenses:
▪ Same as above for second offenses
▪ The student will be suspended with possible expulsion.
▪ The student may lose eligibility to participate in clubs, sports, or other school activities for the rest of the school year.
Severe Cases
Academic integrity violations may result in immediate disciplinary action at the School's discretion, including expulsion, regardless of the progressive discipline framework previously established.
IMPLEMENTING SANCTIONS
0 (low-level)
• Missing equipment
• Uniform Infraction Informal verbal or non-verbal reminder to observe behavior expectations.
No
Before reaching Stage 1, all staff should give students a chance to make a better choice, with regard to low level behavior concerns. For more serious breaches, staff may skip directly to the appropriate stage above, using their professional judgement.
• Missing equipment repeatedly
1 (low-level)
• Repeated uniform infractions
• Lateness
• Conversation with student Teacher
Yes* (notification sent to Tutor)
2 (skew: medium level)
• Low level disruption, i.e., failure to follow instructions in class
• Inconsistent homework
• Repeated Stage 1 behaviors within a short period of time.
• Repeatedly missing homework within a short period of time
• Academic Malpractice (first)*
• Technology misuse (minor)
• Unkindness towards another student
• Disrespectful behavior
• Disruption of learning/activity
*Note: Refer to Handbook. All academic malpractice issues must be brought to the attention of the Vice Principal/Director of Studies
• Repeated Stage 2 behaviors
• Bullying (minor)
• Academic Malpractice (repeated)*
• Technology misuse (major)
• Continued defiance towards teachers and continued not following of instructions
3 (serious)
• Continued significant disruption to multiple lessons
• Behavior that puts others at risk
*Note: Refer to Handbook. All academic malpractice issues must be brought to the attention of the Vice Principal/Director of Studies
• Tutor and teacher conversation
• Restorative conversation in break/lunch /after school
Teacher
Tutor MYP Coordinator (for academic issues)
Yes*
(notification sent to Student, Tutor, HoH, Parent/Guardian)
4 (major)
• Serious breach of behavior policy (drugs, alcohol, tobacco, serious bullying, major technology misuse, etc.)
Teacher and HoH/ to discuss and issue:
• Free time/ lunch time removed for multiple days
• Home/HoH, student, and teacher meeting-
• Behavior contract drawn up*
• In-school suspension*
*Only issued in consultation with SLT
Teacher
Head of House Vice Principal Director of Pastoral Care (Tutor informed and potentially invited to participate)
Yes*
(notification sent to Student, Tutor, Parent/Guardian)
To be chosen in discussion with SLT:
• Internal exclusion
• Suspension of appropriate length
• Permanent expulsion
• Other Vice Principal Director of Pastoral Care Principal
Yes*
(notification sent to Student, Tutor, Parent/Guardian)
Note: toddle entry to be made by SLT member
(HoH and Tutor informed and potentially invited to participate)
COMMUNICATION WITH PARENTS/GUARDIANS
The School maintain informal, professional communication with parents about a student’s life at the School on an ongoing basis, and this includes conversations about a student’s behavior. The objective is to ensure that parents are well informed about any issues a student may be facing and thus better able to work collaboratively with the School towards successful outcomes.
Where the School has had cause to see a student for a serious disciplinary matter, parents will always be informed. In circumstances where the subsequent investigatory process results in a fixed period exclusion, the School will always write to parents with details of the investigation’s outcome and associated sanctions. The aim is for all communication to be as timely and informative as possible.
In some instances, for example when a student’s behavioral infraction is an alleged criminal act or in certain circumstances where there is a safeguarding concern, contact with a student’s parents may be delayed or may be subject to the advice and guidance of a relevant external authority. The School will be bound to act in accordance with such advice and guidance as it is given.