Anti-Bullying Policy

 

1. The anti-bullying policy of Gaelscoil na Bóinne is based on the requirements of the Education (Welfare) Act 2000 and the guidelines developed by the Child and Family Agency's Educational Welfare Services of TUSLA. The policy has been developed within the framework of the school’s code of behaviour fully complies with the National Anti-Bullying Procedures for Primary and Post-Primary Schools 2013.

 

2. 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

·         promotes respectful relationships across the school community;

b.   Effective leadership;

c.   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. Issues such as homophobic and transphobic bullying are dealt with sensitively when they arise.

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)

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

 

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

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

·         Physical aggression

·         Intimidation

·         Isolation/exclusion and other relational bullying

·         Name Calling

·         Damage to property

·         Extortion

·         deliberate exclusion, malicious gossip and other forms of relational bullying,

·         cyber-bullying  

·         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 types of bullying	·            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” ·            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/Ask.fm/ 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: ·            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” ·            Use or terminology such as ‘nerd’ in a derogatory way
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. ·         Mimickinga person’s disability ·         Setting others up for ridicule     Source-‘Anti-bullying policy PDST’

 

 

 

 

3.1 Impacts of bullying behaviour

3.1.1 Pupils who are being bullied may develop feelings of insecurity, humiliation and extreme anxiety and thus may become more vulnerable. Self-confidence may be damaged with a consequent lowering of self-esteem. While they may not talk about what is happening to them, their suffering is indicated through changes in mood and behaviour. Extreme cases of bullying may result in suicide. It is, therefore, essential to be alert to changes in behaviour as early intervention can be very effective.

 

 

 

 

Indicators which may suggest a pupil is being bullied

Physical Indicators

·         Unexplained bruising, cuts etc.

·         Loss of/ damage to personal property

·         Hunger or thirst

·         Frequent minor illnesses, headaches, tummy

·         Bedwetting

·         Loss of appetite

·         Obsessive behaviour, physical appearance, weight

·         Stammering

·         Requests for extra money

Emotional/ Psychological Indicators

·         Outbursts of anger, temper, irritability at home

·         Bullying brother and sisters, parents

·         Well behaved child suddenly troublesome

Signs of depression

·         Changes in: mood, appetite, sleep pattern

·         Tiredness, neglect of appearance

·         Expressions of sadness, worthlessness

·         Nightmares, crying at night

·         Restless, dangerous, wild, disruptive behaviour

·         Cynicism, black mood

·         Implied or overt threats of suicide

School Related Indicators

·         Reluctance to go, wanting to be accompanied

·         Returning in bad form

·         Changing route

·         Avoiding certain days/lessons

·         Nervousness in class

·         Punctuality problems

·         Poor concentration

·         Deterioration in school work

·         Expressions of hopelessness

·         Fewer phone calls, friends calling, invitations

·         Reluctance to take part in activities

·         Abusive phone calls, texts, email

·

 

Where does bullying happen?

 

Bullying can happen anywhere at any time but there are certain times and places which particularly facilitate bullying.

 

Cyber-bullying:Access to technology means that cyber-bullying can happen around the clock and the pupil’s home may not even be a safe haven from such bullying. While cyber bullying often takes place at home and at night, the impact can also be felt in school.

 

Areas of unstructured activity:Bullying in schools frequently takes place in the playground/schoolyard. Toilets, corridors, cloakrooms, moving from classroom to school yard, the gym and assembly hall may be the scene of verbal, psychological and physical bullying. The behaviour of pupils in those areas needs careful monitoring.

 

 

Bullying in the classroom:Bullying may also take place in class. It may occur subtly through glances, looks, sly comments and sniggers but may take the more overt form of physical intimidation.

 

 

Coming to and from school:The area immediately outside the school, the local shops and local neighbourhood are often the scenes of bullying. Bullying can also take place at the bus-stop or on the journey to and from school whether the individuals are walking, cycling or on school buses

 

4. The relevant teacher/s for investigating and dealing with bullying is as follows: (see section 6.8 of the Antibullying Procedures for Primary and Post Primary Schools). (Refer to section 6.8.3 and 6.8.4 in the Procedures.

At Primary Level, the relevant teacher is usually the class teacher.

The primary aim for the relevant 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).

·         Teacher who witnesses the incident

·         The class teacher; in consultation with the Príomhoide or the Leas-Príomhoide.

 

 

 5. The education and prevention strategies that will be used by the school are as follows: (see section 6.5 of the Antibullying procedures for Primary and Post Primary schools).

·         A school-wide approach to the fostering of respect for all members of the school community.  At the beginning of every school year all classes draw up their own class rules.  All parents are aware of the school Code of Discipline, Antibullying policy and ICT policy.

 

·         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 e.g. school concerts, team sports, Buddy system-6^th class and Naíonáin Bheaga, Garden projects, responsibilities given to pupils, e.g. yard books, compost bins, feiseanna Átha Cliath, visits to St.  Joseph’s, Active Flag, Green flag, Gaeilgeoir na Seachtaine, Scoláire na Seachtaine, Scríbhneoir na Seachtaine, Binse Cairdeas, Individual Achievements Acknowledged, Fundraising for national and international Charities. 

 

                                       

·         Whole staff professional development 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 includes workshops on cyberbullying and bullying for teachers.   

 

·         School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.  Antibullying speakers provide workshops for 3^rd-6^th in October. Cyberbullying talk by crime prevention officer. 

 

·         Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff are encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.  Teachers record any reported incidents in the yard into the yard duty book. 

 

·         The Implementation of regular whole school awareness measures i.e.  a dedicated noticeboard in the school hall on the promotion of friendship and bullying prevention and annual friendship week, student surveys i.e.  one per term and regular assemblies.  We have a weekly newsletter for all families to keep parents informed of all events especially our Gaeilgeoir na Seachtaine, Scoláire na Seachtaine, Scríbhneoir na Seachtaine, Individual Achievements Acknowledged, Fundraising for national and international Charities.

 

·         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.

 

·         Encourage a culture of trust, by rewarding pupils for being honest and for ‘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.:

o   Direct approach to teacher at an appropriate time, for example after class.

o   Hand note up with homework.

o   Make a phone call to the school or to a trusted teacher in the school.

o   Anti-bully or Bosca rúnda 

o   Get a parent(s)/guardian(s) or friend to tell on your behalf.

o   Administer a confidential questionnaire/Bullying Sociogram once a term to all pupils.  Questionnaires could be also answered at home, signed by parents and returned in a sealed envelope to the school.

o   Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

 

·         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 and the pupils’ use of mobile phones is strictly forbidden.

Implementation of curricula

• The full implementation of the SPHE curriculum and the RSE Walk Tall and Stay Safe Programmes.
•  Continuous Professional Development for staff in delivering these programmes.
• School wide delivery of lessons on Cyber Bullying, Be Safe-Be Web wise, Web wise Primary teachers’ resources.
•  Delivery of the Garda SPHE Programmes at primary and post- primary level. These lessons, delivered by Community Gardaí, 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 ‘Webwise Primary School Programme’ in order to teach the children about the safe and responsible uses of the internet.

·         Talk for Parents on the dangers of Social Media.

 

            Links with other Policies

In addition to having a specific Anti-Bullying Policy as part of the school’s Code of Behaviour it is important to establish the links between the schools’ s Anti bullying policy and other relevant policies in the school.

These policies include:

 

Code of Behaviour	The Anti-Bullying Policy of the school forms part of the overall school Code of Behaviour (in line with NEWB Guidelines, 2008)and the standards of behaviour that are outlined in the Code of Behaviour apply to the Anti-Bullying Policy of the school.
Child Protection	In accordance with the DES Child Protection Procedures 2011; “in situations where the (bullying) incident is serious and when the behaviour is regarded as potentially abusive, the school should consult with Tusla with a view to drawing up an appropriate response, such as a management plan”. (DES Child Protection Procedures, 2011, 6.3.5) In addition serious instances of bullying behaviour should be referred to the HSE Children and Family Services. (DES Child Protection Procedures, 2011, 6.3.5)
Acceptable Use Policy	The practices outlined in the Acceptable Use policy for safe use of the Internet must reflect the requirements of the anti-bullying procedures and must be adhered to at all times. This also applies to the use of other technological devices, including mobile phones digital cameras and other devices.
Health and Safety Statement	The anti-bullying policy is explicitly referenced in the Board of Management’s Health, Safety and Welfare Statement.
Curricula Requirements - Implementation of the SPHE curriculum / RSE and Stay Safe programmes.	Implementation of SPHE / RSE: Circulars 22/2010 (Primary) and 23/2010 (Post Primary) “Social Personal and Health Education, Best Practice Guidelines” outline the approaches to the consistent implementation of the SPHE curriculum including RSE.   Circular 37/2010 Implementation of the Stay Safe Programme (Primary)    Circular 65/2011 ‘Child Protection Procedures for Primary and Post-Primary schools’ requires all primary schools to fully implement The Stay Safe programme.
Statement of Strategy of Attendance	The school has drawn up a Statement of Strategy of Attendance in consultation with all school partners. This strategy focuses on pupils’ wellbeing and experiences of school.

 

    

    

 

Positive Interventions

7. All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem to develop friendships and social skills and build resilience such as:

·         A Continuum of Support for Behavioural Emotional and Social Difficulties ·         S.A.L.T  Programme-Circle Time      http://saltprogramme.com/ ·         Anti-bullying Campaign-Walk Tall   http://www.walktall.ie/ www.anti-bullyingcampaign.ie ·         Pat Forde Anti-bullying expert http://stopthebully.ie/index.php/our-story/pat-forde-bio/ ·         Cool School Programme- Oideachas Caidrimh is Gnéas-Relationships and Sexuality Education www.education.ie ·         Garda Síochána Crime Prevention Officer-Mr. Dean Kierns visits the school annually to speak to the children about Internet Safety. ·         Sticks and Stones-Workshop for Children                   -DVD http://www.sticksandstones.ie/wp/ ·         C.A.H.M.S http://www.mater.ie/services/depts/c/camhs/ ·         App for Computer  “out of the hat” Random name picking device https://itunes.apple.com/gb/app/out-of-the-    hat/id528969682?mt=8 ·         Teacher Conversations with the child ·         Restorative conferencing/interviews ·         Cyberbullying Workshop-‘Don’t Be Mean Behind Your Screen’, for pupils in 5th and 6th class. ·         Circle Time ·         Communication via Attendance Book, Yard Duty Book. ·         NEPS-National Education Psychological Service-where the school has serious concerns in relation to managing the behaviour of a pupil, NEPS will be contacted.

 

 

 

 

8. 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.

 9. Prevention of Harassment and Bullying

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.

 

BULLYING BY ADULTS

·         In the case of intra-staff bullying, Gaelscoil na Bóinne will adopt the procedures outlined in Section C (c2) of the INTO booklet: ‘Working Together: Procedures and Policies for Positive Staff Relations’.

·         In the case of Teacher – Child bullying,a complaint under the school’s policy on Complaints against Teachers should be commenced.

·         In the case of Parent – Teacher bullying, the Principal should be informed in the first instance, and if deemed necessary the Board of Management should subsequently be informed in writing.

·         In the case of Principal – Parent/ Child bullying, the matter should be raised with the Principal if possible, or referred to the Chairperson of the Board of Management.

 

 

 

 

Review of Anti-Bullying Policy

All school policies are subject to regular review and in accordance with ongoing legislative and policy developments. In accordance with the National Anti-Bullying Procedures for Primary and Post-Primary Schools, at each meeting of the Board of Management, the Principal provides the Board with a report on the number of bullying recorded in the Incident Report Form since the last meeting.  Each year, in accordance with the National Anti-Bullying Procedures for Primary and Post-Primary Schools, the Board of Management completes the standardised checklist to review its anti-bullying policy.

 

 

 

 

 

 

Appendix 1

Key elements of a positive school culture and climate 

·         The school acknowledges the right of each member of the school community to enjoy school in a secure environment.

·         The school acknowledges the uniqueness of each individual and his/her worth as a human being.

·         The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.

·         The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.

·         The school has a clear commitment to promoting equity in general and gender equity in particular in all aspects of its functioning.

·         The school has the capacity to change in response to pupils’ needs.

·         The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils’ attitudes and values.

·         The school takes particular care of "at risk" pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.

·         The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.

·         The school recognises the role of parents in equipping the pupil with a range of life skills.

·         The school recognises the role of other community agencies in preventing and dealing with bullying.

·          The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.

·         The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.

·         Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.

 

Practical tips for building a positive school culture and climate

In order to help build a positive school culture and climate and to help prevent and tackle bullying behaviour, we in Gaelscoil na Bóinne:

·         Model respectful behaviour to all members of the school community at all times.

·          Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.

·         Role play-Drama Lessons- dramatise specific scenarios.

·          Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.

·         Catch them being good - notice and acknowledge desired respectful behaviour by providing positive attention.

·         Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.

·         Give constructive feedback to pupils when respectful behaviour and respectful language are absent.

·         Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines e.g. stickers at break-time to reward kind behaviour.

·         Explicitly teach pupils about the appropriate use of social media.

·         Positively encourage pupils to comply with the school rules on mobile phone and internet use.

·         Follow up and follow through with pupils who ignore the rules.

·         Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media.

·         Actively promote the right of every member of the school community to be safe and secure in school.

·         Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.

·         All staff can actively watch out for signs of bullying behaviour.

·         Ensure there is adequate playground/school yard/outdoor supervision.

·         School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.

§  Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.

§  Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classrooms.

Bosca Rúnda sa seomra ranga-the children place notes in the secret box when they are anxious about so