Conduct & restoration.

Schools talk about conduct as if it is one thing. It is two. There is the conduct register the class teacher keeps on her students — daily marks, restorative conversations, parent acknowledgements, the slow accumulation of a term's behavioural arc. And there is the conduct register the principal keeps on her staff — late arrivals, unfiled lesson plans, parent complaints, the patterns that come up at appraisal time. Most school systems build only the first. YESS builds both.

The two registers share a backbone — the same audit trail, the same evidence model, the same parent-acknowledgement loop where relevant. They differ in who reads them, who writes them, and how a row turns into action. A student conduct entry can become a restorative session, a ladder step, a wellbeing flag. A staff conduct entry can become an HR conversation, a coaching assignment, or — once in a while — the file that ends a contract. Different stakes, same care.

Conduct is two registers. Both belong in the same handbook.

One week at Greenwood. Five days, five surfaces — a story to walk before the details arrive.

Monday, 09:05. A Form 4 Biology teacher opens /dashboard/conduct/now at the start of period 2. Twenty-eight students, four positive chips, four negative chips, each one tap away. She praises the front row for asking three good questions, taps two students for being unprepared. Save is automatic. The whole register takes forty seconds.

Tuesday, 10:15. A counsellor opens /dashboard/conduct/pending-signoffs. Three rows from Monday's lessons — each one involves a safeguarding-flagged student. She reads the context for each: for one, she chooses Restorative-instead and schedules a session for Thursday; for two, she chooses Proceed. The teachers are notified within the second.

Wednesday, 14:00. A safeguarding lead opens /dashboard/school-conduct/bullying-reports and triages two new anonymous reports from the weekend — one from the public site form, one from a logged-in student. She assigns priorities, opens conversations with the named teachers, and never needs to know who reported what.

Thursday, 15:30. The restorative session happens. The counsellor opens /dashboard/school-conduct/restorative-interventions, marks the row Completed-with-followup-due, schedules the follow-up for two weeks out, and writes a one-paragraph summary parents can read.

Friday, 16:45. The principal opens /dashboard/school-conduct/equity-audit before going home. One bucket flagged — boys in Form 4 receiving disruptive-mark deductions at 2.1× the school-wide rate. He notes the contributing teacher distribution and books a coaching conversation with the HOD for Monday morning.

One week. Five surfaces. Five different roles, each doing the part of conduct only that role can do. The rest of the book opens these surfaces, one chapter at a time.

For a class teacher, student conduct lives at two URLs. The hub — /dashboard/conduct — is the landing page for everything class-conduct. It surfaces the teacher's classes, the term's running totals, recent events, pending sign-offs, and shortcuts to per-class settings. The hub is where the teacher arrives in the morning.

The daily entry surface is /dashboard/conduct/now. Select the class; the period-aware grid loads with the school's positive and negative chips, plus any class-specific rubrics. Tap to log; the system writes the row and recomputes the running conduct score on the spot. The bulk-select mini- world lets a teacher praise an entire row in one motion — the whole front row asked good questions today; the whole back row was on-task.

The conduct hub at /dashboard/conduct lists every class the teacher owns; clicking a class opens its dedicated overview at /dashboard/conduct/class/<classId> — running averages, top contributors of positive marks, students whose totals need attention.

Per-class settings live at /dashboard/conduct/class/<classId>/settings — the class-specific chips, the weighting, the class roles (prefects, secretary, head boy / head girl) used by the conduct engine, the parents-see-marks toggle. A school admin can fix these once at term start; teachers can also adjust within the policy the admin set.

For the per-student in-class view, click into /dashboard/conduct/class/<classId>/student/<studentId> — every mark that student has accumulated this term within this class, in time order, with the reason and the teacher's name.

The setup surfaces — used once per (class × subject) by the HOD or class teacher — sit at /dashboard/conduct/setup, then drill into /dashboard/conduct/setup/<classId> for class-wide policy, and /dashboard/conduct/setup/<classId>/<subjectId> for the per-(class × subject × teacher) rubric. This is where a teacher who teaches Form 4 Biology to two different sections chooses different chip vocabularies for each, if she wants.

The counsellor inbox at /dashboard/conduct/pending-signoffs rounds out the class-side. Every conduct event that involves a safeguarding-flagged student pauses here for one of four counsellor decisions before the ladder steps in.

On the teacher portal — the slimmer phone-friendly version — the conduct hub is at /teacher/conduct, and the per-student detail at /teacher/conduct/students/<id>. The hub lists each student in the teacher's classes; clicking through opens the detail. Same registers as the admin side, fewer chrome.

For deans of students, principals, vice-principals and safeguarding leads, the home is /dashboard/school-conduct. This is where serious incidents land, where the discipline ladder is curated, where restorative interventions are scheduled, where the term's conduct ledger is built up, and where the equity audit runs every night.

The desk has twelve drawers. Open them one at a time from the rail below.

The same twelve drawers as a navigation index. Click any to open it in your own school.

• 01 · School incidents. /dashboard/school-conduct/school-incidents
• 02 · Student incidents. /dashboard/school-conduct/student-incidents
• 03 · Bullying triage. /dashboard/school-conduct/bullying-reports
• 04 · Discipline ladder. /dashboard/school-conduct/discipline-ladder
• 05 · Discipline logs. /dashboard/school-conduct/discipline-logs
• 06 · Conduct marks ledger. /dashboard/school-conduct/conduct-marks
• 07 · Restorative interventions. /dashboard/school-conduct/restorative-interventions
• 08 · Safeguarding flags. /dashboard/school-conduct/safeguarding-flags
• 09 · Equity audit. /dashboard/school-conduct/equity-audit
• 10 · Policy. /dashboard/school-conduct/policy
• 11 · Incident detail. /dashboard/school-conduct/school-incidents/<id>
• 12 · Pending sign-offs. /dashboard/conduct/pending-signoffs

A school's most under-built register, in most systems, is the one its leadership keeps on its staff. Late arrivals; unfiled lesson plans; missed parents' evenings; a parent complaint handled badly; the gap between two sections taught by the same teacher. YESS keeps this register with the same care as the student one — same audit trail, same per-actor lens, same roll- up across departments and campuses.

The per-staff conduct timeline lives at /dashboard/staff/<id>/conduct. Every event involving that staff member, in time order — the attendance flags (late arrivals, justified absences, manual- entry overuses), the parent complaints, the praise from peers and from leadership, the HR notes from appraisals. Tightly permissioned: visible to the staff member herself, her line manager, her HOD, the principal, the HR officer. A teacher's colleague cannot read it.

The per-department roll-up sits at /dashboard/departments/<id>/conduct — the HOD's view of the staff she manages, with the patterns across the team. Useful for the term-end appraisal pack and for spotting departmental drift early.

The per-campus roll-up at /dashboard/campuses/<id>/conduct is the principal's view: every department, every roll-up, the campus-wide patterns. A multi-campus school sees each campus separately and can compare.

The per-class lens at /dashboard/classes/<id>/conduct shows both sides at once — the students in the class and the teachers who teach them. Useful when a class's overall performance is sliding and the question is whether the issue is on the student side, the staff side, or both.

Staff conduct does not have a discipline ladder in the same sense as student conduct — staff matters route to HR. The ladder model in HR is the appraisal cycle: observation → coaching → improvement plan → review → outcome. The conduct register feeds that cycle, the HR module owns it.

Conduct in YESS is readable at five scopes — every conduct event rolls up at each. The five lenses are:

• Per-student. /dashboard/students/<id>/conduct — the conduct view on the student-detail page, with safeguarding context surfaced softly on top.
• Per-staff. /dashboard/staff/<id>/conduct — the staff conduct timeline from Chapter Four.
• Per-class. /dashboard/classes/<id>/conduct — students and teachers of one class in one view.
• Per-department. /dashboard/departments/<id>/conduct — the HOD's view.
• Per-campus. /dashboard/campuses/<id>/conduct — the principal's view.

Each lens shares the same backbone — the same events, the same audit, the same evidence model — but renders the view appropriate to the scope. Drill from any lens to any other in a single click.

The parallel ladder. Most school systems model conduct as a one-way deduction track: warn → suspend → expel. YESS adds a second, equal track — restorative interventions — and lets schools choose which one a given event enters, or runs both in parallel.

A restorative intervention is a workflow, not a checkbox. The state machine is strict: scheduled → in-progress → completed → (optionally) completed-with-followup-due → follow-up-complete. Or scheduled → in-progress → failed-to-complete, when a party does not show up. Or scheduled → cancelled. Illegal transitions (jumping straight from scheduled to follow-up-complete) are rejected at the database trigger level.

The admin queue at /dashboard/school-conduct/restorative-interventions is where counsellors and deans live during a busy week. Filter by status, facilitator, participants, or overdue follow-up. Overdue follow-ups auto-flag on a daily cron; the counsellor inbox surfaces them every morning.

A restorative intervention can be initiated from any conduct event — from a student-incident, from a bullying report, from a pending sign-off decision (when a counsellor chooses Restorative-instead in Chapter Two's flow). The system writes the linkage so any later audit can trace the originating event.

Parents see active and completed restorative interventions for their children at /portal/restorative. They see the facilitator, the next session date, the agenda summary (with sensitive content redacted), and the outcome. Transparency is the point.

The flag register lives at /dashboard/school-conduct/safeguarding-flags. Access is tightly permissioned — visible only to roles with the safeguarding permission, typically the dean of students, the school counsellor, the principal and the wellbeing officer. A class teacher does not see who is flagged. The flag affects her behaviour only indirectly, by causing her conduct events to pause in the counsellor inbox.

Four flag types are first-class in YESS — trauma, SEN/IEP, BIP (behaviour intervention plan), and MH-alert (mental-health alert) — but the system tolerates any school-defined flag taxonomy beyond those four. Each flag carries a setter, a reason, a review date, and an audit trail of who has accessed the record.

For teachers who observe but cannot file the flag themselves, /teacher/safeguarding is the observer intake. A teacher who saw something concerning but is not the safeguarding lead files an observation; the observation lands on the safeguarding lead's queue with the reporter's name attached. The lead chooses whether to escalate to a formal flag.

Within the dashboard, every student-conduct-related page (the per-student timeline, the per-class overview) surfaces a small banner above the vital strip when the student is flagged — softly, with only the categories visible (trauma, SEN, BIP, MH- alert), not the reason or the setter. The full record lives one click further in, gated by permission.

The interaction with conduct is the heart of the design: students who are flagged do not have their conduct events immediately escalate the ladder. Instead, the event pauses in the counsellor pending-signoffs inbox. The counsellor's four decisions — proceed, soften, restorative-instead, dismiss — let the most vulnerable children get a different conversation before any consequence applies.

The ladder lives at /dashboard/school-conduct/discipline-ladder. It is the school's escalation policy in human-readable form: a sequence of steps, each with a name, a trigger, a consequence, and a sign-off authority. A typical ladder runs verbal warning → written warning → parent meeting → suspension → expulsion. Schools vary; the system does not impose a particular sequence.

For most roles the ladder is read-only — every teacher and parent should be able to read the policy. Principals and vice- principals can activate or deactivate individual steps. Every activation/deactivation is logged.

The log of every action taken under the ladder is at /dashboard/school-conduct/discipline-logs. Filter by student, class, severity, ladder step, parent- acknowledgement status. Export to CSV for board reviews or end-of-term audit packs.

Phase 11 of YESS added parent acknowledgement to every serious discipline-log entry. The action does not close until the parent has opened the entry, read the consequence, and acknowledged. Reminders auto-fire every 48 hours until the acknowledgement lands. The acknowledgement loop is visible to parents at /portal/discipline.

The conduct-marks ledger at /dashboard/school-conduct/conduct-marks is the term's running tally. It is what feeds the report card's conduct line. The aggregation formula is school-configurable; the data underneath is the same.

The audit lives at /dashboard/school-conduct/equity-audit. Nightly, the system computes for each demographic axis (gender, SEN/IEP flag, trauma flag, BIP-active flag, MH-alert flag) the rate at which students with that flag receive deductions, compared against the school-wide global rate. Buckets where the bucket rate exceeds the global rate by a configurable threshold (default 1.5×) are flagged.

A flagged bucket is not a verdict. The audit page surfaces:

• The bucket's deduction count and rate, side-by-side with the global.
• The contributing-teacher distribution — which staff members account for the most rows in this bucket.
• A drill-down to the underlying events for inspection (with permission gating preserved at every step).

The audit's job is to start a conversation, not finish it. A flagged bucket usually leads to a coaching session with the contributing HOD, a policy review, or — when the data warrants — a formal investigation.

The audit gates on permission. Only roles with the conduct- manage permission see it. Service-role probes are rejected (verified — the underlying RPC returns SQLSTATE 42501 for any caller without the permission, even with elevated DB privileges).

Three intake surfaces, one triage queue. Bullying is reported differently by different people; the system meets each where they are.

For students and parents who are logged in, /portal/bullying-report is the in-portal form. The reporter chooses whether to attach their name. They write the description; they optionally attach evidence; they submit. The submission lands on the triage queue.

For the unauthenticated public — a parent who never created an account, a former student, a witness from another school — /sites/<school>/report-bullying is the school's public-facing page, reachable from the school's marketing website. Same form, no login required, no email collected unless the reporter opts in. End-to-end anonymity preserved through to triage.

A reporter who submitted with the email opt-in can check their report's status at /sites/<school>/report-bullying/status using a one-time code emailed to them. They see the lifecycle status (new / triage / investigation / action / closed) and any status note the safeguarding lead has chosen to share with them — never the identity of the accused, never the investigation details.

All three intake surfaces drop into one queue: /dashboard/school-conduct/bullying-reports. Priorities, languages (EN/FR/AR), evidence panels, status history — all in the triage tool from Chapter Three.

The parent portal surfaces conduct in four places. They are not surveillance — they are the parent's right to read the school's register of their own child.

The daily marks. /portal/conduct shows the positive and negative chips the class teachers have logged in the term, with running totals, weekly trends, and teacher-attributed context where the school's policy allows. Some schools hide marks below a threshold; some show only aggregates; the surface respects the school setting.

The discipline acknowledgements. /portal/discipline is the new parent-acknowledgement loop from Phase 11. Serious discipline-log entries surface here for the parent to open, read, sign. The action does not close on the school's side until the parent's signature lands; reminders fire every 48 hours until they do. Parents see the consequence, the reason, and a written-by-the-school summary.

Restorative interventions. /portal/restorative shows the active and completed restorative work the school is doing with the child — facilitator name, next session date, agenda summary, outcome notes. Sensitive content is redacted by the counsellor before publish.

Bullying intake. /portal/bullying-report is the parent-side anonymous form, in case a parent learns of something at home and wants to alert the school without their name attached.

The screens in this book are a tool for two kinds of conversation. The first is the daily one — a teacher praising a row for asking good questions, a counsellor pausing on a flagged child, a parent reading her son's term summary on a Sunday morning. The second is the rare one — the bullying report at 2am, the equity-audit bucket that demands a coaching session, the file that ends a contract. YESS aims to make the first kind effortless and the second kind possible.

The defaults across this module lean toward restoration over punishment, toward visibility over surveillance, toward privacy for the vulnerable, toward parental partnership over school monologue. A school can choose otherwise — and the settings make that possible — but the defaults reflect the schools the handbook's authors have run.

The register is the relationship. Keep it carefully — on both sides of the staff-room door.