Anti-Bullying
Derrinacahara National School
Anti-Bullying Policy
1. In accordance with the requirements of the Education Welfare Act 2000 and the code of behavior guidelines issued by the NEWB, the Board of Management of Derrinacahara National School had adopted the following anti-bullying policy within the framework of the school’s overall code of behavior. The policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
2. The Board of Management recognizes the very serious nature of bullying and the negative impact 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 behavior:
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 behavior 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 it’s impact
e) Implementation of education and prevention strategies (including awareness raising measures) that-
Build empathy, respect and resilience in pupils
f) Effective supervision and monitoring of pupil
g) Supports for staff
h) Consistent recording, investigation and follow up of bullying behavior (including use of established intervention strategies): and
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:
Bullying is unwanted negative behavior, 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 behavior are included in the definition of bullying:
• Deliberate exclusion, malicious gossip and other forms of relational bullying,
• Cyber-bullying and
• Identify-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community or ethnic group and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behavior, 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 behavior.
Negative behavior that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behavior.
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
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)
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 traveler 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
Spreading rumours
Name calling
Sexual Unwelcome or inappropriate sexual comments or touching
Harrassment
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 recognize 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
4.The Revelant Teachers in the school are:
• The Principal
• Deputy Principal
• All Teachers
Any teacher may act as a relevant teacher if circumstances warrant it,
5.The Education and prevention strategies that will be used by the school are as follows:
Sample Education and prevention strategies
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 behavior.
• The fostering and enhancing of the self-esteem of all out 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.
• School wide awareness raising on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community through our school website.
• Supervision and monitoring of classrooms, school yard, 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 us of communication technology within the school.
• The school’s anti-bullying policy is discussed with pupils and all parent(s)/guardian(s) are given a copy as part of the Code of Behaviour of the school.
• Encourage a culture of reporting, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in reporting. The 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 staff member at an appropriate time, for example after class.
• Hand note up with homework.
• Get a parent(s)/guardian(s) or friend to tell on your behalf.
• Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
• Encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied.
Implementaion of curricula
• The full implementation of the SPHE, the RSE and Stay Safe Programmes.
• Professional Development for Staff in delivering these programmes if available
• School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe
• 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.
Links to other policies
• Code of Behaviour, Child Protection Policy, Supervision of Pupils Policy, and Acceptable use Policy
The School’s procedures for investigation, follow-up and recording of bullying behavior and the established intervention strategies used by the school for dealing with cased of bullying behavior are as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
6.Procedures for Investigating and Dealing with Bullying
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):
The School’s procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s) understand this approach from the outset.
Reporting bullying behavior
• 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, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behavior witnessed by them, or mentioned to them, to the relevant teacher;
Investigating and dealing with incidents: Style of approach may include the following
• In investigating and dealing with bullying, the (relevant) teacher will exercise his/her professional judgment to determine whether bullying has occurred and how best the situation might be resolved;
• Parent(s)/guardian(s) and pupils are required to co-operate with any investigation 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;
• Teachers should take a calm, unemotional problem-solving approach.
• Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
• All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
• When analyzing incidents of bullying behavior, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
• If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear avout each other’s statements;
• Each member of a group should be supported through the possible pressures that may face them from the other members of the f=group after the interview by the teacher;
• It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)
• In cases where it has been determined by the relevant teacher that bullying behavior has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) and opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
• Where the relevant teacher has determined that a pupil had been engaged in bullying behavoiur, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
• It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;
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 behavior 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) or the school Principal or Deputy Principal
• 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 DES.
Recording of Bullying behavior
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 behavior 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. Alleged incidents or reports of bullying will be recorded in the incident book. 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.
Formal Stage 1-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 Stage2-Appendix 3 (From DES Procedures)
The relevant teacher must use the recording template at APPENDIX 3 to record the bullying behavior in cases where he/she considers that the bullying behavior has not been adequately and appropriately resolved within 20 school days after he/she has determined that bullying behavior occurred.
When the recording template is used, it must be retained on school record.
Established intervention strategies
• 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 structural mediation process
• Working with parent(s)/guardian(s) to support interventions
• Circle Time
7.The school’s programme of support for working with pupils affected by bullying is as follows
(see Section 6.8.16 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
• 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 e.g. Group work such as circle time, drama activities around confidence building.
• If pupils require counseling of further supports the school will endeavor to liaise with the appropriate agencies to organize same. This may be for the pupil affected by bullying or involved in the bullying behavior.
• Pupils should understand that there are no innocent bystanders and that all incidents of bullying behavior must be reported to a teacher.
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 behavior and to facilitate early intervention where possible.
9.Prevention of Harrassment
The Board of Management confirms that the school will, in accordance with it’s 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 Traveler community.
10 This policy was adopted by the Board of Management on Oct 22nd 2014 and this policy was adopted by the patron on Oct 16th 2014 and will be reviewed yearly.
11. This policy has been made available to school personnel and published on the school blog. A copy of this policy will be made available to the Department and the patron if requested.
12.This policy and it’s 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 and published on the school website. A record of the review and it’s outcome will be made available, if requested, to the patron and the Department.
Signed:
___________________ ___________________________
Chairperson BOM Principal
Date ______________ Date________________________
