Code of Conduct Enforcement: Staff Guide

Audience: staff and facilitators. This is how we apply the Code of Conduct. Students: the rules you agree to are in The Multiverse School Code of Conduct.

Purpose

This guide helps you understand how the Code of Conduct works at Multiverse:

From disability justice: A good Code of Conduct protects people, not just rules. It’s a living document, not a weapon.

What Belongs in a Code of Conduct

Core Principles

From transformative justice research (AWN): A neurodivergent-affirming Code of Conduct should:

  1. Focus on impact, not intent
    • What matters is whether harm occurred, not whether harm was intended
    • Neurodivergent people often have mismatched intent and impact
  2. Distinguish style from safety
    • Direct communication isn’t rude
    • Missing social cues isn’t disrespect
    • Disability accommodations aren’t special treatment
  3. Prioritize repair over punishment
    • Can the person take accountability?
    • What would help the harmed person?
    • How do we prevent recurrence?
  4. Be explicit, not implied
    • Autistic people need concrete examples, not vague expectations
    • “Be respectful” is too vague
    • “Don’t insult people’s appearance, intelligence, or identity” is clear
  5. Allow for learning
    • First violations (if not severe) are teaching moments
    • Progressive consequences for repeated violations
    • Immediate removal only for serious harm

What to Include

Essential sections:

1. Acceptable Behavior (Not Just Prohibited)

Why this matters: Neurodivergent people benefit from knowing what TO do, not just what NOT to do.

Examples:

2. Prohibited Behavior (With Clear Definitions)

Don’t just list banned things—define them.

Example of vague (bad):

Example of clear (good):

Categories to address:

Immediate removal offenses:

Progressive discipline offenses:

Not violations:

3. Accommodations & Flexibility

Critical for neurodivergent-affirming spaces:

Include language like:

“We recognize that neurodivergent people communicate differently. Direct communication, missing social cues, and needing explicit instructions are not Code of Conduct violations. What matters is whether you’re willing to repair harm when it occurs.”

“If you make a mistake, we’ll tell you directly and specifically. You’ll have a chance to correct the behavior. Enforcement is progressive except for serious safety violations.”

“We accommodate disability, including mental health conditions. Accommodation doesn’t mean consequence-free harmful behavior—it means flexibility in how we address it.”

4. Enforcement Process

Be explicit about:

Example:

“Code of Conduct violations are addressed progressively:

  1. First violation (non-serious): Direct communication about what happened and why it’s a concern
  2. Second violation: Warning with documentation
  3. Third violation: Temporary or permanent removal, depending on severity

Serious violations (threats, harassment, predatory behavior) result in immediate removal without warnings.”

5. Reporting & Response

Make it clear HOW to report violations:

“If someone violates the Code of Conduct, you can:

Reports will be reviewed within [timeframe]. You’ll receive confirmation that we received your report. We’ll let you know the outcome to the extent we can while respecting privacy.”

What happens after a report:

  1. Admin receives and confirms receipt
  2. Investigation (gather facts from involved parties)
  3. Decision based on evidence and past patterns
  4. Consequences applied
  5. Reporter notified of outcome (general, not all details)
  6. Documentation in private admin records

6. Privacy & Transparency

Clarify what information is shared:

Private (never shared publicly):

Shared with affected parties:

Shared publicly:

Sample Code of Conduct Structure

This is a template for writing a code of conduct, not our policy. The official one students agree to is The Multiverse School Code of Conduct.

# Sample Code of Conduct

## Our Commitment

The Multiverse School is a neurodivergent-led learning community. We center the needs and communication styles of neurodivergent people while maintaining safety for all participants.

## Expected Behavior

We ask all community members to:
- Communicate directly and specifically when someone's behavior affects you
- Accept feedback when your actions have harmed someone, even if harm wasn't intended
- Use content warnings for potentially triggering topics (violence, sexual content, detailed trauma)
- Respect people's stated boundaries (communication preferences, topics to avoid, etc.)
- Ask before sharing others' personal information
- Use people's correct names and pronouns
- Assume good intent while addressing impact

## What's NOT a Violation

We recognize neurodivergent communication styles and won't penalize:
- Direct or blunt communication
- Missing unstated social expectations
- Asking clarifying questions
- Requesting accommodations
- Stimming, echolalia, or other neurodivergent traits
- Having mental health struggles (when using appropriate support)
- Being visibly disabled or "different"

## Prohibited Behavior

### Immediate Removal (No Warnings)

- Physical violence or credible threats of violence
- Sexual harassment or predatory behavior
- Doxxing (sharing private information to harm someone)
- Recruiting members for cults, pyramid schemes, or unsafe living situations
- Sustained stalking or harassment across platforms
- Intentional sabotage of community resources

### Progressive Discipline (Warnings → Removal)

- Repeated boundary violations after being asked to stop
- Crisis dependency (using community as substitute for crisis resources despite redirection)
- Manipulation, coercion, or intentional harm
- Consistent disruption of learning environment
- Refusal to respect stated boundaries after multiple conversations

## Enforcement Process

**Step 1: Direct Communication**
For most first-time violations, we'll contact you directly to explain what happened and why it's a concern. You'll have a chance to respond and correct the behavior.

**Step 2: Warning**
If the behavior continues, you'll receive a formal warning with documentation. We'll be specific about what needs to change.

**Step 3: Removal**
After multiple warnings (or immediately for serious violations), you may be temporarily or permanently removed from the community.

**Appeals:**
You may appeal a removal decision if you have new information or believe the process wasn't followed. Email [contact] within 7 days.

## Reporting

If you experience or witness a Code of Conduct violation:
- Email [admin contact]
- Use the anonymous form [link]
- Ask a teacher to escalate

You'll receive confirmation within 24 hours. We'll investigate and respond within [timeframe].

## Privacy

- Reporter identities are kept confidential unless you choose to disclose
- We share general outcomes, not detailed explanations
- Public disaffiliation only when necessary for safety

## Changes to This Code

This Code of Conduct will be updated as we learn. Major changes will be announced. Last updated: [date]

How to Enforce Consistently

The Challenge

Consistent enforcement is hard because:

Why it matters:

Framework for Consistency

From transformative justice: Enforce based on behavior and pattern, not based on who you like.

Rule 1: Document Everything

Every Code of Conduct concern should be documented:

This protects you from:

Rule 2: Same Violation = Same Consequences

This table is the source of truth for consequences. Where another page in this handbook describes a different consequence for the same behavior, this table wins.

Violation Type First Instance Second Instance Third Instance
Missed communication boundary Direct conversation Written warning 1-week pause
Crisis messaging outside hours Resource referral Warning + documentation Temporary removal
Disrespectful language Direct feedback Warning 2-week pause
Boundary violation with another student Warning + mediation if appropriate Temporary removal Permanent removal
Other harassment Immediate temporary removal Permanent removal N/A
Sexual harassment or stalking Immediate permanent removal N/A N/A
Doxxing Immediate permanent removal N/A N/A
Violence/threats Immediate permanent removal N/A N/A

Immediate removals can be appealed; see Appeals Process.

Apply this regardless of:

Circumstances can affect how you communicate consequences, but not what the consequences are.

Rule 3: Multiple Enforcers Review Serious Decisions

For temporary or permanent removal:

This protects against:

Neurodivergent-Affirming Enforcement

Key principle: Distinguish the WHAT from the WHY.

The WHAT: What behavior occurred? (This is what you enforce)

The WHY: Why did it happen? (This affects HOW you enforce, not WHETHER)

Example:

Student A: Sends late-night crisis messages because they’re in active mental health crisis and don’t know about 988 Student B: Sends late-night crisis messages as a pattern to get attention/connection with specific teacher

The WHAT is the same: Repeated late-night messages outside boundaries

The WHY is different:

The consequence might be the same (must use 988, can’t message teacher at night), but the approach differs:

Progressive Discipline in Practice

The Model

From restorative justice research:

Level 1: Education & Redirection (First-time, non-serious violations)

Level 2: Warning & Boundary-Setting (Repeated or moderate violations)

Level 3: Temporary Removal (Continued pattern or serious one-time violations)

Level 4: Permanent Removal (Sustained pattern or severe violations)

Scripts for Each Level

Level 1: Education & Redirection

Template:

“[Student], I want to talk with you about [specific behavior] that happened [when/where].

Here’s what I observed: [factual, specific description]

Here’s why this is a concern: [impact on others, community safety, etc.]

Going forward, here’s what I need from you: [concrete, specific alternative behavior]

Do you understand? Do you have questions?”

Example:

“Morgan, I want to talk with you about messaging Jamie at 2am last night.

Here’s what happened: You sent Jamie three messages between 2-3am about feeling suicidal.

Here’s why this is a concern: Jamie isn’t available for crisis support outside of office hours (9am-6pm weekdays). When you’re in crisis nights or weekends, the right resource is 988 Lifeline, not your teacher.

Going forward, here’s what I need: If you’re in crisis outside Jamie’s hours, call 988 (voice or text). You can let Jamie know the next day that you were struggling, but the crisis support needs to come from 988.

Do you understand?”

Level 2: Warning & Boundary-Setting

Template:

“[Student], we need to talk about [behavior] again. This is now the [second/third] time this has happened:

We’ve talked about [alternative behavior] before. This pattern is continuing.

This is a formal warning. If [behavior] happens again, the consequence will be [specific consequence: temporary pause, removal from certain channels, etc.].

I need a clear commitment from you that you’ll [alternative behavior]. Can you make that commitment?”

Example:

“Morgan, we need to talk about late-night crisis messages again. This is now the third time:

We’ve talked about using 988 for night/weekend crises. You’ve been given the number multiple times. This pattern is continuing.

This is a formal warning. If you message Jamie (or any teacher) about a crisis outside of office hours again instead of calling 988, you’ll be paused from the program for 2 weeks.

I need a clear commitment from you that you’ll call 988 when you’re in crisis outside business hours. Can you make that commitment?”

Level 3: Temporary Removal

Template:

“[Student], I’m writing to let you know that we’re pausing your participation in The Multiverse School for [duration].

Here’s why: [List specific incidents with dates]

Despite [warnings/conversations], this pattern has continued. We need to create space for you to [get additional support/address this pattern/stabilize].

During this pause:

To return, you’ll need to: [Specific, measurable conditions]

You can contact me at [email] if you have questions. This decision is final for the duration stated, but we’re open to discussing return once conditions are met.”

(See removal-reentry.md for detailed templates)

Level 4: Permanent Removal

Template:

“[Student], I’m writing to inform you that you’re permanently removed from The Multiverse School, effective immediately.

Here’s why: [Specific serious violations OR sustained pattern despite multiple interventions]

This decision is final. You will not be able to return.

[If applicable: We are also publicly disaffiliating, meaning we’ll clarify to our community that you are not affiliated with us.]”

(See removal-reentry.md for detailed templates)

When to Skip Progressive Discipline

Immediate Removal Situations

Some violations are severe enough to skip warnings:

  1. Violence or credible threats
    • Physical violence against community members
    • “I’m going to hurt/kill [person]” (credible)
    • Stalking behavior
  2. Sexual harassment or predatory behavior
    • Unwanted sexual advances after being told to stop
    • Sexual comments about people without consent
    • Grooming behavior
    • Sharing sexual content without consent
  3. Doxxing
    • Sharing someone’s private information (address, phone, deadname, etc.) with intent to harm
    • “Exposing” someone across platforms
  4. Recruitment for harmful projects
    • Trying to recruit community members into cults
    • Pyramid schemes/MLMs targeting vulnerable students
    • Unsafe “intentional communities” or housing
  5. Sustained pattern after multiple chances
    • You’ve done progressive discipline, it hasn’t worked
    • Behavior is escalating, not improving

How to Decide: Immediate vs. Progressive

Ask yourself:

  1. Is there imminent danger?
    • YES → Immediate removal
    • NO → Move to #2
  2. Is this a first-time offense?
    • YES + not severe → Progressive discipline
    • NO (repeated pattern) → Move to #3
  3. Have warnings been given?
    • NO → Start with education/warning
    • YES, multiple times → Removal appropriate
  4. Is the behavior likely to stop with feedback?
    • YES → Progressive approach
    • NO (entrenched pattern) → Removal
  5. Does keeping them present risk others’ safety?
    • YES → Remove
    • NO → Progressive approach

Appeals Process

Anyone who has been removed can appeal. An appeal asks whether the decision rested on wrong facts. It is not a second hearing of the case.

How to appeal

While your appeal is pending

What we will reconsider

You need to show one of these, with evidence. Disagreeing isn’t enough.

For immediate removals (violence or threats, sexual harassment, stalking, doxxing), only evidence that it was the wrong person, or that the event did not happen, will change the decision.

Not grounds for appeal:

Protecting the people who reported

Contact during an appeal

While your appeal is pending, you must not, directly or through other people:

You may talk privately with your own friends and support people, and ask a witness to send evidence directly to liz@themultiverse.school.

If any of the above happens, your appeal is closed and the removal stands. Retaliating against someone who reported is a separate violation and results in permanent removal.

Template: Appeal Response (Denied)

“[Student],

Thank you for your appeal regarding your removal from The Multiverse School.

I’ve reviewed:

After careful review, I’m upholding the removal decision. Here’s why: [Brief, factual explanation]

The information you provided in your appeal [doesn’t change the facts of what occurred / was already considered in the original decision / etc.].

This decision is final. Per our policies, there is no further appeal process.

[If temporary: You may request re-entry after date by contacting [admin].]

[Admin name]”

Template: Appeal Response (Granted)

“[Student],

Thank you for your appeal regarding your removal from The Multiverse School.

After careful review, I’m [overturning / modifying] the removal decision. Here’s why: [Brief explanation: new evidence, process error, etc.]

Here’s what happens next: [Specific next steps: immediate return, modified consequence, etc.]

[If modified to include probation: You’ll be on probation for [duration] with the following expectations: [list]. Any violations during probation will result in immediate permanent removal.]

[Admin name]”

Common Enforcement Challenges

Challenge 1: “But They Have Trauma/Disability!”

The tension: You don’t want to be ableist, but the behavior is still harmful.

Response framework:

Script:

“I understand [trauma/ADHD/psychosis/etc.] contributes to this behavior. That doesn’t change that [specific harm] occurred and is affecting others’ safety. We’ve tried [accommodations provided]. The pattern is continuing. Removal is about safety, not blame.”

Challenge 2: “Everyone Loves Them!”

The tension: Student is popular/talented, but violating Code of Conduct.

Response framework:

Script (to community if there’s pushback):

“I know [student] is valued in this community. Code of Conduct applies to everyone, regardless of how liked or talented they are. The decision was based on [type of violation, not details], and it’s final.”

Challenge 3: “They Said They’ll Change This Time”

The tension: They’re very apologetic and promising change. You’ve heard this before.

Response framework:

Script:

“I believe you’re genuinely sorry. I also see a pattern:

Change isn’t shown through apologies. It’s shown through sustained different behavior. The consequence stands. If/when you return, you’ll have the opportunity to demonstrate change through actions.”

Challenge 4: “You’re Being Ableist!”

The tension: Student accuses you of discrimination when you enforce boundaries.

Response framework:

Script:

“I take that concern seriously. Let me explain my reasoning:

[Specific behavior] caused harm to [others/community]. I’ve accommodated [disability] by [specific accommodations provided]. What I can’t accommodate is [the harmful behavior], because [impact].

This isn’t about [disability]. It’s about [specific behavior and impact]. If you believe this decision was discriminatory, you can appeal to [admin].”

Challenge 5: Enforcer Burnout

The tension: You’re exhausted. You don’t have energy for another difficult conversation.

Response framework:

Self-care:

Transparency vs. Privacy in Enforcement

General Principles

From transformative justice and privacy ethics:

Always private:

Sometimes shared (with affected parties):

Rarely public:

Decision Tree: What to Share

When enforcement action is taken, ask:

  1. Does community safety require disclosure?
    • YES → Share what’s necessary for safety
    • NO → Move to #2
  2. Do specific people need to know for their safety?
    • YES → Tell only those specific people
    • NO → Move to #3
  3. Is there educational value in sharing?
    • YES → Share de-identified example
    • NO → Keep private
  4. Is silence enabling harm?
    • YES (person claiming affiliation, recruiting, etc.) → Public statement
    • NO → Keep private

Templates for Different Levels of Disclosure

Private (to involved parties only)

“We’ve received and investigated your report. We’ve taken action that we believe addresses the concern. Due to privacy considerations, we can’t share specific details about consequences, but we want you to know this was taken seriously.”

Limited (to affected group)

“You may have noticed [Student] is no longer in [channel/class]. They’re no longer participating in this space. We can’t share details, but we wanted you to know this was addressed. If you have concerns, please contact [admin].”

Public (safety warning)

“[Student name] is no longer affiliated with The Multiverse School. They were removed for violations of our Code of Conduct. If they are recruiting for projects or claiming Multiverse affiliation, please know they are not endorsed by us. Please exercise caution.”

Public (educational, de-identified)

“We’ve noticed a pattern of [general behavior: crisis messaging outside hours, boundary violations, etc.]. This is a reminder that [Code of Conduct expectations]. If this is challenging for you, here are resources: [list]. Repeated violations will result in [progressive consequences].”

Maintaining Your Enforcement Capacity

Why This Matters

From burnout research: Enforcement is one of the most draining parts of teaching/admin work. If you don’t maintain your capacity, you’ll either:

Strategies for Sustainable Enforcement

1. Share the Load

2. Document Immediately

3. Debrief After Difficult Calls

4. Create Templates

5. Set Enforcement Hours

6. Recognize Enforcement as Care

Key Principles Summary

  1. Be explicit, not vague — Clear expectations prevent confusion
  2. Enforce consistently — Same violation = same consequence
  3. Distinguish style from safety — Neurodivergent ≠ violation
  4. Use progressive discipline — Except for serious harm
  5. Document everything — Protects everyone
  6. Separate the what from the why — Behavior is what you enforce; context affects how
  7. Allow for appeals — But limit scope
  8. Balance transparency and privacy — Share what’s necessary for safety
  9. Share enforcement load — Don’t burn out
  10. Center transformative justice — Accountability over punishment

Resources

Frameworks

When You Need Support

Remember

Enforcement isn’t failure—it’s care.

A Code of Conduct protects everyone: the student who needs boundaries, the students who need safety, and you as educator. Consistent, thoughtful enforcement creates a container where learning can happen.

You will face situations that feel impossible: students you care about who need to be removed, community members who disagree with your decisions, moments when you question yourself.

In those moments, return to:

Guiding principle: The Code of Conduct exists to make safety predictable and accountability possible. Enforcing it consistently is an act of care for the entire community—including the person facing consequences.