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Dare to Care

What Superintendents and District Leads Need to Know About the Rising Reality of Violence and Bullying in Schools

  • Writer: Lisa Dixon-Wells
    Lisa Dixon-Wells
  • Jun 4
  • 2 min read
someone crossing off the word violence on a chalkboard

Across Canada, principals and teachers are sounding the alarm about a growing challenge in schools: escalating aggression, bullying, emotional dysregulation, and violence in classrooms.


While educators remain deeply committed to inclusion, belonging, and student well-being, many are also reporting increased burnout, fear, and exhaustion as they navigate increasingly complex learning environments. Canadian research on bullying prevention emphasizes that successful approaches are not one-time interventions. 


Effective systems involve:

  • Whole-school commitment

  • Consistent language and expectations

  • Staff professional learning

  • Student skill development

  • Family engagement


What Principals Need From District Leadership


Principals cannot carry this work alone.


Several studies on inclusive school leadership in Canada highlights that principals are most successful when districts provide sustained professional learning, collaborative problem-solving structures, and visible system-level commitment to inclusion and psychological safety.


District leaders can strengthen school capacity in several key ways:


1. Prioritize Psychological Safety Alongside Academic Outcomes


District leaders benefit from considering:

  • Include school climate indicators in strategic plans

  • Track bullying and aggression trends

  • Monitor staff wellness and burnout

  • Create clear escalation and support protocols

  • Ensure consistent behavioural expectations across schools


2. Invest in Prevention Rather Than Reaction


Reactive discipline systems consume enormous administrative energy while often failing to address root causes.

Evidence-based prevention programs help schools:

  • Build shared language

  • Increase empathy and self-regulation

  • Reduce bystander silence

  • Strengthen peer accountability

  • Improve reporting systems

  • Teach de-escalation skills


The Canadian Dare to Care program is gaining significant attention in districts across the country as it addresses these issues head-on and offers a complete toolset for not only students, but also teachers and parents. The bullying prevention program designed specifically for schools emphasizes practical skill development, trauma-informed education, community building, and social-emotional learning. 


3. Support Teachers With Practical, Actionable Strategies


Teachers often report that professional development around behaviour and inclusion can feel theoretical and disconnected from classroom realities.

Successful professional learning includes:

  • Concrete de-escalation strategies

  • Trauma-informed responses

  • Clear definitions of bullying versus conflict

  • Restorative practices

  • Emotional regulation supports

  • Collaborative response teams


According to school leaders implementing Dare to Care, educators value training that is practical, accessible, and immediately applicable in classrooms. Administrators also report calmer learning environments and increased staff confidence in responding to bullying incidents.


For Canadian superintendents and district leaders, the question is no longer whether school climate matters. The question is whether our systems are prepared to lead differently — before more educators leave, more students disengage, and school communities lose confidence that schools can truly be safe places to learn and belong.


For any questions or information about our school program, contact us at schools@daretocare.ca


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