Main menu:
Policies
Anti-Bullying Policy
CONTENTS
1. Relationship to Aims of the School
2. Aims of Anti-Bullying Policy
3. Definition of Bullying
4. Signs of Bullying
5. Dealing with Bullying Behaviour
1. Educational Strategies
2. Strategies for Children
3. Strategies for Teachers
6. Guidelines for Parents
1. Relationship to aims of the school:
Aim 2(a) of the school is “To develop in each pupil a manner of behaviour which incorporates an attitude of caring for and responsibility to other people”.
Aim 2 (c) of the school is “To develop in each pupil a manner of behaviour which incorporates a high degree of self esteem and self worth.”
In the S.P.H.E. Programme the aims for “Creating a Positive School Climate and Atmosphere” include
“Enhancing the Self-Esteem and Well-Being of Members of the School Community”.
“Fostering Respect for Human and cultural Diversity”.
“Fostering Inclusive and Respectful Language”.
To comply with all these, and to raise awareness of bullying as a form of unacceptable behaviour, this policy has been formulated.
2. Aims of the Anti-Bullying Policy
1. To identify bullying as unacceptable behaviour
2. To create a school atmosphere which discourages children
from engaging in bullying behaviour.
3. To encourage children to discuss and disclose incidents of bullying.
4. To put in place procedures for dealing with incidents of bullying behaviour.
3. Definition of Bullying
Bullying is defined as repeated and aggressive, verbal, psychological or physical behaviour conducted by an individual or a group against others. This aggressive behaviour can be direct, or may take other firms such as social isolation and exclusion from a group. It may also include threats and intimidation.
It is important , however to recognise that isolated incidents of misbehaviour are inevitable when large groups of children are gathered together. Those incidents, while they can be upsetting when they occur, do not constitute bullying. It is only when a child or children are subjected to repeated, on-going or systematic aggressive behaviour that they are being bullied.
Acts of bullying may include:
Physical acts - pushing, jostling, tripping, punching, kicking
Verbal Acts - name-calling, teasing, ridiculing, threatening
Isolating - excluding from groups, excluding from games or activities.
Extortion - demanding money, toys, treats, homework etc.
Other - writing nasty notes to or about others.
4. Signs of Bullying
It is important to realise that these signs do not necessarily mean that bullying is involved. For example, reluctance to come to school may often involve anxiety about separation from parents or home rather than anything happening at school.
However, if these signs are repeated or occur in combination then investigation is warranted in order to establish what is affecting the child.
Signs
Unwillingness to go to school
Loss of enthusiasm and interest in school
Deterioration in educational performance
Unexplained changes in mood or behaviour – particularly before returning to school after weekends or holiday breaks.
Visible signs of anxiety or distress – stammering, nightmares, difficulty sleeping, crying, not eating, bed-wetting, vomiting, withdrawing.
Possessions damaged or missing, clothing damaged
Requests for money
Patterns of physical illnesses – headaches, stomach problems
Unexplained bruising or cuts
Reluctance or refusal to say what is causing distress
5. Dealing with Bullying Behaviour
Educational Strategies: As with most things, prevention of bullying is better than trying to deal with its consequences. Awareness of bullying will be raised for the children by various means, including:
The S.P.H.E. Programme – lessons on Self Esteem; Interpersonal Skills; Conflict Resolution; Passive, Assertive and Aggressive Behaviour.
Role Play – exploring situations where bullying can occur; what to do if you feel you are being bullied; what to do if you see other people being bullied.
Fostering a Positive Atmosphere in the School – including respect for others, respect for human diversity, inclusive and respectful language and enhancing self-esteem in the children.
2. Strategies for Children: The following 10 point programme will be discussed at length with the children to ensure that they are fully aware of what constitutes bullying behaviour and what to do if it happens to them or to others. The document will be placed in prominent positions round the school and regularly referred to.
10 Things To Know About Bullying
1. Bullying is REPEATED behaviour that is meant to make others feel upset in any way.
2. Hitting, pushing, tripping and kicking can be bullying.
3. Teasing, calling names, shouting at others, and making fun of others can be bullying.
4. Writing things about others, asking others to give you things or do things for you can be bullying.
5. Making others feel left out can be bullying.
6. If somebody bullies you it is always their fault. It is never your fault.
7. If you see somebody else being bullied and you do nothing then you are part of the bullying too.
8. If you are being bullied or if you see somebody being bullied you must TELL a teacher or your parents. You will never get into trouble for telling. If you tell, the bullying will STOP. If you do not tell, the bullying will NOT stop.
9. Sometimes you can be a bully, even if you don’t mean to be. What you think is just a bit of fun can be very hurtful to another person.
10. School is a place where children should feel safe. Remember our golden rule –
“Treat other people in the way you would like to be treated”.
3. Strategies for Teachers: Dealing with Incidences of Bullying.
1. Teachers will treat seriously all reported incidences of bullying
behaviour. Pupils will be encouraged to bring such incidences
to the attention of teachers.
2. If the teacher is satisfied that observed or reported incidents
can be classified as bullying, then a formal investigation will
begin.
3. A teacher will speak to all parties involved. If a group is
involved members may be interviewed separately. The teacher
will endeavour to discover
What happened
When did it happen; has something similar happened in the past; and how long have such incidences been going on.
Who was involved, both in the latest incident and in any previous incidents.
Why is this behaviour taking place.
4. If it is established that bullying did take place then the children
are asked to
Think about their behaviour and the effect it is having on the other person
Admit that their behaviour was wrong
Undertake not to behave in such a manner again
5. The teacher involved will keep a written record of their investigation. It may also be appropriate to ask the children involved to write an account of the incidents.
6. The situation between the children involved will be monitored to ensure that the bullying is not repeated. If the situation continues to give cause for concern then the following procedures will be followed.
The parents of the child or children involved will be notified that their child’s behaviour is a cause for concern. A meeting will be arranged between the parents and the teacher involved.
The parents will be asked to give an undertaking that their children’s behaviour will improve immediately.
If the situation continues to give cause for concern then sanctions may be appropriate in accordance with the schools Code of Behaviour. (see separate page)
7. At all stages the parents of the victim of bullying will be kept informed as to what has happened and what action has been taken. Practical action will be taken to assist the child to realise
The bullying is not the fault of the victim
Steps are being taken to end the bullying behaviour
The child has a right to feel safe and secure in school
8. It is important to realise that bullying behaviour is a symptom of unhappiness or insecurity in the person doing the bullying. Teachers and parents should work in partnership to ensure that the person doing the bullying is treated as sympathetically as possible, while at the same time ensuring that limits must be set to the bullying behaviour.
6. Guidelines for Parents
1. It is important to remember that children will always have differences
of opinion and arguments. If these incidences take place sporadically or involve minor disagreements then there is generally little to worry about. Children should be taught the difference between temporary fallings-out and the serious, systematic and repeated aggressive behaviour which constitutes bullying.
2. Also it should be realised that one of the main lessons children learn in school is how to get along with others. This includes dealing with people that you don’t really get on with very well. Being in a class or a playground with a child who may annoy you or ‘get on your nerves’ teaches children how to compromise and how to deal with less-than-ideal situations. Not really liking another person does not make you a bully – equally, a person who does not really like you is not necessarily a bully.
3. Bullying is defined at the beginning of the Schools Policy Statement as “repeated and aggressive verbal, psychological or physical behaviour conducted by an individual or a group against others”
4. Bullied children find it difficult to talk about their experiences because of several factors including
A fear of reprisals
Shame or embarrassment
An unwillingness to let other people know
The risk of losing the respect of peers or their families
A lack of confidence in adults ability to sort out things
A belief that ‘telling tales’ is wrong
5. The signs which may show that your child is being bullied are outlined in the Policy Document.
6. If you feel that your child may have been the victim of bullying at school, you must tell the teachers. Often children will plead with their parents to say nothing for fear of making matters worse. The child can be reassured that as much confidentiality as possible will be maintained. Bullying of its very nature is a secret activity, and schools can be very busy places. The teachers will not know unless they are told.
7. Teaching a child to respond to bullying behaviour by ‘fighting back’ or ‘ignore them and they will stop’ will not be effective in solving the problem – in fact the situation will probably worsen.
8. The procedures for dealing with incidences of bullying behaviour are outlined in the Policy Document.
9. Most parents are worried from time-to-time about their child being bullied, but what if your child is the one accused of being the bully. Don’t dismiss the accusation. Teachers will not make it lightly or without evidence.
10. Children may become bullies for different reasons.
They may feel secure and inadequate
They may be victims of bullying themselves
They may be very competitive and see other children as either inferior or as a threat to their position
They may not realise that their actions are hurtful to the other person
They may be responding to something else in their lives – a new baby, an illness or death in the family, a change in their home life, etc.
11. It is imperative that the bullying behaviour stops. However, punishing a child who bullies will not work on its own. Talk to your child to try and find out why they are behaving in this way. Try to get them to understand how the victim feels. Children who bully often suffer from poor self-esteem. Tell them you love them, but their behaviour is unacceptable. Try to get them to accept that their behaviour was wrong and to promise it will stop. Make sure you keep monitoring the situation.
12. It is very important that the parents and the school work together to deal with situations involving bullying behaviour.
SANCTIONS
(excerpt from the schools Code of Behaviour)
The following strategies may be included as appropriate ways to show disapproval of unacceptable behaviour.
Reasoning with the pupil
Advice on how to behave
Reprimand
Temporary separation from peers, friends or others
Loss of privileges
Detention during a break
Prescribing additional work for home or school
Referral to Principal
Communication with parents
Communication with parents will be verbal or by letter, depending on the circumstances. The parents concerned may be invited to come to the school to discuss their child’s case.
Where there are repeated instances of misbehaviour, the Chairperson of the Board of Management may be informed and the parents shall be invited to meet with the Principal and the Chairperson and the class teacher or any combination of the above as appropriate. If the parents and, where appropriate, the pupil, do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a temporary period. Suspension will be in accordance with the terms of Rule 130 (5) of the Rules for National Schools.
In the case of serious misbehaviour the Board has authorised the Chairperson and/or the Principal to sanction an immediate suspension pending discussing the matter with the parents.
Expulsion will be considered, where appropriate, in accordance with Rule 130(6)