1.      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. Joseph’s National 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.

 

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 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;
  • Effective leadership;
  • A school-wide approach;
  • A shared understanding of what bullying is and its impact;
  • 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;
    • Supports for staff;
    • Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
    • 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 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,
• 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.

4.      The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:  (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

The class teacher will be the relevant teacher for investigating and dealing with bullying. If the class teacher is absent another teacher, the deputy principal or the principal will investigate the issue. If the issue escalates the principal will be consulted and help in dealing with the issue.

5.      The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• The school will teach the Stay Safe and Walk Tall programme.
• The school have an Internet acceptable Use policy, making it clear what kind of behaviour is acceptable online.
• Parents and students will be expected to sign the school’s Acceptable Use Policy.
• The school will foster opportunities to develop self-esteem and confidence through activities such as circle time.
• The school will encourage children to report any type of bullying that they witness or experience to the school worry box. This can be done anonymously.
• Pupils will learn about bullying and cyber bullying through curriculum work in Social, Personal and Health Education (SPHE), assemblies, friendship activities (Advent or Lent) and other curriculum projects.
• This work could be extended into many other areas such as Art, Drama, Religious Education, and physical Education.  Co-operation and group enterprise can be promoted through team sports, school clubs and societies as well as through practical subjects
• The school may engage a speaker to facilitate a workshop on cyber bullying for 5th and 6th classes annually.
• Sporting activities in particular can provide excellent opportunities for channelling and learning how to control aggression. GAA, swimming and basketball coaching is offered to some classes from outside agencies and teachers are also involved in coaching the school’s GAA teams.

6.      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 (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

• Teachers will take a calm, unemotional problem-solving approach when dealing with incidents of bullying behaviour reported by either pupils, staff or parent(s)guardians.
• When analysing incidents of bullying behaviour, the relevant teacher(s) 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.
• The teacher investigating will aim as far as is possible to restore the relationship with the parties involved rather than apportioning blame.
• Such incidents will be investigated outside the classroom situation to avoid the public humiliation of the victim or the pupil engaged in bullying behaviour.
• In any incident of bullying, individual or group, the teacher will speak separately to the individual pupils involved in an attempt to get both sides of the story and will ask each child to write their version of events.
• If a group is involved each member will be supported through the possible pressures that they may face from the other members of the group after interview by the teacher.
• All interviews will be conducted with sensitivity and with due regard to the rights of all pupils concerned.
• Pupils or witnesses who are not directly involved can also provide useful information and may be asked to write a written account of the event.
• Where the relevant teacher(s) has/have determined that a pupil has been engaged in bullying behaviour, it will be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts will be made to try to get him/her to see the situation from the perspective of the pupil being bullied.
• In cases where it has been determined by the relevant teacher(s) that bullying behaviour has occurred, the parents of the parties involved will be contacted at an early stage to inform them of the matter and explain the actions being taken.  The school may give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and supports for their pupils.
• It will be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school.
• Follow-up meetings with the relevant parties involved may 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.
• An additional follow-up meeting with parents of the children involved may take place after an appropriate time to ensure that the matter has been resolved satisfactorily.
• Where a parent is not satisfied that the school has dealt with a bullying case in accordance with those procedures, the parents must be referred, as appropriate, to the school’s complaints procedures policy.
• In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school will advise the parents of their right to make a complaint to the Ombudsman for Children.

Recording: Noting and reporting of bullying behaviour is to be documented using the template for recording bullying behaviour (Appendix 3). All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour will adhere to the following:

• While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher(s), the relevant teacher(s) will use his/her/their professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same.
• If is established by the relevant teacher(s) that bullying has occurred, the relevant teacher(s) 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 relevant teacher(s) must use the recording template at Appendix 3 to record the bullying behaviour which is available from the school office.

7.      The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools)

The school will continually monitor the behaviour and relationship between the child being bullied and the bully. The school will also continually encourage and promote positive behaviour on a whole school basis.

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

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.

10. This policy was adopted by the Board of Management on 9th April 2014 .

11. This policy has been made      available to school personnel, published on the school website (or where      none exists, is otherwise readily accessible to parents and pupils on      request) and provided to the Parents’ Association (where one exists). A      copy of this policy will be made available to the Department and the patron if requested.
12. 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, published on the school website (or where      none exists, be otherwise readily accessible to parents and pupils on      request) and provided to the Parents’ Association (where one exists).  A record of the review and its outcome      will be made available, if requested, to the patron and the Department.

This policy was reviewed in March 2022 and is available in hard copy from the school on request.