• Respect Self;
    Respect Others;
    Respect Tradition:
    We are TROJANS!
  • IB Learner Profile

    The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. At Garner Magnet High School we believe these attributes, and others like them, can help our teachers and students become responsible members of their communities.

  • Student/Parent Handbook

    The Student/Parent Handbook is provided to all students at the start of the school year or upon enrollment. It includes information about our school policies and procedures. We have created this handbook to help you and your child understand the rules and expectations in school, on the way to and from school and at school-sponsored activities. We encourage you to discuss those rules and this document with your child. 

    Learn more about our district policies.

  • At the core of the GMHS Motto—Respect self; Respect others; Respect tradition: We are Trojans!—is the belief that a safe, orderly, and welcoming school environment is essential for student learning. To that end, this Code of Student Conduct is intended to (1) create clear standards and expectations for student behavior; (2) promote integrity and self-discipline among students; (3) encourage the use of behavioral supports and non-disciplinary interventions as alternatives to exclusionary discipline; and (4) provide clear guidance to teachers and administrators as to how, when, and to what extent students may be disciplined for violating conduct rules.

    Consistent with these goals, the Board fully endorses and adopts the following “Guiding Principles” from the 2014 U.S Department of Education publication, “Guiding Principles: A Resource Guide for Improving School Climate and Discipline.”

    Principle 1: Climate and Prevention

    Schools that foster positive school climates can help to engage all students in learning by preventing problem behaviors and intervening effectively to support struggling and at-risk students.

    Principle 2: Expectations and Consequences

    Schools that have discipline policies or codes of conduct with clear, appropriate, and consistently applied expectations and consequences will help students improve behavior, increase engagement, and boost achievement.

    Principle 3: Equity and Continuous Improvement

    Schools that build staff capacity and continuously evaluate the school’s discipline policies and practices are more likely to ensure fairness and equity and promote achievement for all students.

    All students shall comply with the Code of Student Conduct of the Wake County Public School System, state and federal laws, school board policies, and local school rules governing student behavior and conduct. This Code applies to any student who is on school property, (which also includes any school transportation), who is in attendance at school or at any school-sponsored activity, or whose conduct at any time, place, or cyberspace, on or off campus, has or is reasonably expected to have a direct and immediate impact on the orderly and efficient operation of the schools or the safety of individuals in the school environment.

    For more information, review Board Policy 4309 Student Behavior – Code of Student Conduct.