ANTI-BULLYING POLICY

FULL COMPLIANCE:

In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of St. Coen’s N.S. school has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

KEY PRINCIPALS OF BEST PRACTICE:

The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

(a) A positive school culture and climate which:

  • is welcoming of difference and diversity and is based on inclusivity;
  • encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
  • promotes respectful relationships across the school community;

(b) Effective leadership

(c) A school-wide approach

(d) A shared understanding of what bullying is and its impact

(e) Implementation of education and prevention strategies (including awareness raising measures) that:

  • build empathy, respect and resilience in pupils; and
  • explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;
  • effective supervision and monitoring of pupils;

(f) Effective supervision and monitoring of pupils

(g) Supports for staff

(h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

(i) On-going evaluation of the effectiveness of the anti-bullying policy.

THE DEFINITION OF BULLYING:

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the definition of bullying:

  • deliberate exclusion, malicious gossip and other forms of relational bullying, extortion, isolation, persistent name calling and intimidation.
  • cyber-bullying and
  • identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.

EXAMPLES OF BULLYING BEHAVIOURS

General behaviours which apply to all:

  • Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Name calling
  • Slagging
  • The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
  • Offensive graffiti
  • Extortion
  • Intimidation
  • Insulting or offensive gestures
  • The “look”
  • Exclusion (isolation)
  • Invasion of personal space
  • A combination of any of the types listed.

Cyber:

  • Denigration: Spreading rumors, lies or gossip to hurt a person’s reputation
  • Harassment: Continually sending vicious, mean or disturbing messages to an individual
  • Impersonation: Posting offensive or aggressive messages under another person’s name
  • Flaming: Using inflammatory or vulgar words to provoke an online fight
  • Trickery: Fooling someone into sharing personal information which you then post online
  • Outing: Posting or sharing confidential or compromising information or images
  • Exclusion: Purposefully excluding someone from an online group
  • Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
  • Silent telephone/mobile phone call
  • Abusive telephone/mobile phone calls
  • Abusive text messages
  • Abusive email
  • Abusive communication on social networks e.g. Facebook / Twitter/You Tube or on games consoles
  • Abusive website comments/Blogs/Pictures
  • Abusive posts on any form of communication technology

Identity based behaviours:

Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

Homophobic and Transgender
  • Spreading rumours about a person’s sexual orientation
  • Taunting a person of a different sexual orientation
  • Name calling e.g. Gay, queer, lesbian...used in a derogatory manner
  • Physical intimidation or attacks
  • Threats
Race, nationality, ethnic background and membership of the Traveller community
  • Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
  • Exclusion on the basis of any of the above
Relational

This involves manipulating relationships as a means of bullying. Behaviours include:

  • Use of terminology such as “nerd” in a derogatory way
  • Malicious gossip
  • Isolation & exclusion
  • Ignoring
  • Excluding from the group
  • Taking someone’s friends away
  • “Bitching”
  • Spreading rumours
  • Breaking confidence
  • Talking loud enough so that the victim can hear
  • The “look”
Sexual
  • Unwelcome or inappropriate sexual comments or touching
  • Harassment
Special Educational Needs, Disability
  • Name calling
  • Taunting others because of their disability or learning needs
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
  • Mimicking a person’s disability
  • Setting others up for ridicule

THE RELEVANT TEACHERS IN THIS SCHOOL ARE:

  • Primary School
  • Principal, Ms Cahill
  • Deputy Principal, Ms Watson
  • All class teachers
  • SEN teachers
  • ASD teachers

Any teacher may act as a relevant teacher if circumstances warrant it.

EDUCATION AND PREVENTION STRATEGIES

The education and prevention strategies (including strategies specifically aimed at cyber-bullying, homophobic and transphobic bullying) that may be used by the school are as follows:

School-wide approach
  • A school-wide approach to the fostering of respect for all members of the school community.
  • The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
  • The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
  • Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
  • Professional development with specific focus on the training of the relevant teacher(s)
  • School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
  • Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
  • Development and promotion of an Anti-Bullying code for the school-to be included in student journals and displayed publicly in classrooms and in common areas of the school.
  • The school’s anti-bullying policy is discussed with pupils and all parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of the school.
  • The implementation of regular per term whole school awareness measures e.g. a dedicated notice board in the school and classrooms on the promotion of friendship, and bullying prevention; annual Friendship Week and parent(s)/guardian(s) seminars; annual or term or monthly student surveys; regular school assemblies by principal.
  • Differentiate between tales and telling to keep you or another safe.
  • Class lessons to be provided to pupils on “how to tell” (telling protocol).
  • Bystanders who witness bullying behaviour should always tell a teacher. This is not telling tales but a means of protecting victims.
  • A “Worry box” in each class. Raise awareness of bullying as a form of unacceptable behaviour by: Display school’s anti-bullying statement in each classroom and corridors.
  • School Assembly – ( what is bullying? What is not bullying? What to do if you feel you are being bullied? What to do if you see somebody else being bullied.
  • Formal Teaching in class- SPHE /RE (Research materials on. Identity bullying)
  • Annual Anti-bullying week- Decide date at (September Staff meeting)
  • Other Strategies: S.PH.E. –Walk Tall, Alive-O, Webwise, Stay safe, Roots of Empathy programme, Cool School programme, Positive reinforcement by class Teachers: Student of the Week.
  • Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
  • Ensuring that pupils know who to tell and how to tell, e.g.:
  • Direct approach to teacher at an appropriate time, for example after class.
  • Hand note up with homework.
  • Anti-bully or Niggle box?
  • Get a parent(s)/guardian(s) or friend to tell on your behalf.
  • Administer a confidential questionnaire once a term to all pupils.
  • Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
  • Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied. The protocol should be developed in consultation with parents.
  • The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.
  • The listing of supports currently being used in the school and the identification of other supports available to the school.
Implementation of curricula
  • The full implementation of the SPHE curricula and the RSE and Stay Safe Programmes.
  • Continuous Professional Development for staff in delivering these programmes.
  • School wide delivery of lessons on bullying from evidence based programmes. The programme that is mandatory is the Stay Safe Programme.
  • Delivery of the Garda SPHE Programmes at primary level. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying
  • The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
  • The school will implement the advice in “Sexual Orientation advice for schools” (RSE Primary, see booklet).
Links to other policies
  • Code of Behaviour, Child Protections policy, Supervision of pupils, Acceptable Use policy, Attendance, Sporting activities, School tours.

PROCEDURES FOR INVESTIGATING AND DEALING WITH BULLYING

The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame).

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

Reporting bullying behaviour:
  • Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
  • All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
  • Teaching and non-teaching staff such as secretaries, administrative staff, special needs assistants (SNAs), caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.

The school's procedure for investigation, follow up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying are as follows:

Incidents of Bullying will be dealt with on a staged basis.

Stage 1

All reports of bullying must be dealt with initially by the class teacher.

  • When a pupil tells a teacher s/he is being bullied, it is important to gather all of the facts from both sides (What, where, when, who, why?). This will involve an interview with the alleged bully.
  • In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best to resolve the situation.
  • The aim for the class teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved(rather than to apportion blame).
  • Non teaching staff will be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them to the relevant teacher.
  • The Teacher should take a calm, unemotional, problem-solving approach.
  • All sides are listened to separately and notes are taken.
  • The notes are brief, factual and should be void of emotional, or judgemental language.
  • Instances are investigated outside the classroom for senior classes to avoid public humiliations but may be investigated discretely where possible with other classes within the classroom.
  • All interviews should be conducted with sensitivity and with due regards to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.
  • Where possible, a witness is present.
  • It is explained to the child who is alleged to have shown bullying behaviour how hurtful their behaviour is and attempts are made to encourage them to empathise with the alleged victim.
  • The child/ children involved will be asked to sign "Pupil Behaviour Promise 1".

Stage 2

Class teacher meets with parents.

  • Parents and pupils are required to co-operate with any investigations and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
  • The pupil undertakes to stop bullying behaviour. This is signed and witnessed by parents/guardians.
  • Information spoken about should not become available, so that the victim would be further tormented. (Divulge on a need to know basis only)

Stage 3

If a child breaks their promise twice then the matter is referred to the Principal. The Principal meets with the child and the parent and the child may be suspended for up to 3 days. The Principal has the permission of the Board of Management to suspend for up to 3 days.

Recording of incidents:

All incidents will be logged by class teacher and incidents which have not been adequately and appropriately addressed within 20 school days will be recorded by the class teacher on the recording template as in Appendix 3 (Anti-bullying Procedures for Primary and Post-Primary Schools). This template will be completed in full and a copy given to the Principal. At least once every school term the Principal will provide a report to the BOM setting out the overall number of bullying cases reported by means of this template and confirmation that all cases are being dealt with in accordance with procedure.

The school's programme of support for working with pupils affected by bullying is as follows:

Child who was bullied:
  • Reassured from the outset that they are not to blame.
  • Strategies for restoring self-esteem are explored between teacher and parents/guardians.
  • Where deemed necessary, the child in consultation with parents may be referred for counselling.
  • Staged approach- class support, school support( as per Continuum -Behavioural, Emotional and Social difficulties- NEPS).
  • The parents of the pupils concerned will be advised to contact the local Gardai if appropriate.
Child bullying behaviour:
  • Where deemed necessary, the child in consultation with parents may be referred for counselling. They may need to learn other ways of meeting their needs without violating the rights of others. Empathy awareness needs to be developed.
  • Clinical referral and assessment may be necessary.
  • Staged approach - class support, school support (as per Continuum-Behavioural, Emotional and Social Difficulties- NEPS)
  • Incidents of bullying can extend beyond the school and the journey to and from school is one which can provide particular opportunities for bullying to occur.
  • In certain cases too it may be necessary to invite assistance from formal agencies such as Gardai,(J.L.O) Health Board, Local Youth Groups etc.
Follow up and recording:

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

  • Whether the bullying behaviour has ceased;
  • Whether any issues between the parties have been resolved as far as is practicable;
  • Whether the relationships between the parties have been restored as far as is practicable;
  • Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is

ready and agreeable.

Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.

In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Pupils.

Recording of bullying behaviour:

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows:

Informal pre-determination that bullying has occurred

  • All staff must keep a written record of any incidents witnessed by them or notified to them. All incidents must be reported to the relevant teacher.
  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same.
  • The relevant teacher must inform the principal of all incidents being investigated.

Informal-determination that bullying has occurred

  • If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
  • The school in consultation with the relevant teacher/s should develop a protocol for the storage of all records retained by the relevant teacher.
Formal-Appendix 3 (From DES Procedures):

The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:

  1. In cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
  2. Where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

The school should list behaviours that must be recorded and reported immediately to the principal. These should be in line with the school’s code of behaviour.

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal in the principal’s office. The relevant teacher should keep the report in a locked cabinet/drawer.

Established intervention strategies include:
  • Teacher interviews with all pupils
  • Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
  • Working with parent(s)/guardian(s)s to support school interventions
  • No Blame Approach
  • Circle Time
  • Restorative interviews
  • Restorative conferencing
  • Implementing sociogram questionnaires
  • Peer mediation where suitable training has been given

The Procedures mention the following intervention strategies and reference Ken Rigby:

  • The traditional disciplinary approach
  • Strengthening the victim
  • Mediation
  • Restorative Practice
  • The Support Group Method
  • The Method of Shared Concern

PDF DOWNLOAD: http://www.bullyingawarenessweek.org/pdf/Bullying_Prevention_Strategies_in_Schools_Ken_Rigby.pdf

If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.

Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.

SUPERVISION AND MONITORING OF PUPILS:

  • The Board of Management confirms that appropriate supervision and monitoring policies and
  • Practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

PREVENTION OF HARASSMENT:

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

This policy has been made available to school personnel and is readily accessible to parents through the administrative office. A copy of this policy will be made available to the Department and the patron if requested.

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, be readily accessible to parents and pupils on request from the administrative office. A record of the review and its outcome will be made available, if requested, to the patron and the Department.