Anti Bullying Policy

1: In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the National Education Welfare Board (NEWB), the Board of Management of Ballagh NS 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 recognizes 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 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 do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

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

 

4: The “Relevant Teacher(s)” for investigating and dealing with bullying in this school is as follows:

  • Mrs. O’Connor 
  • Ms. Nolan

 

5: The education and prevention strategies used by the school are as follows:

  • The anti-bullying module of the SPHE programme as it applies during each school year.
  • At least five awareness-raising exercises per school year for each class
  • Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents.  In the process they are made more aware of the nature of bullying and the various forms that it can take.
  • Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.
  • Pupils are encouraged to recognise, reject and report bullying behaviour.

 

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, (e.g. the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:

  • The ‘Relevant Teacher’ investigates all instances of reported or suspected bullying behaviour.
  • The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation.  This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
  • Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it.  In the event that they have been involved in bullying behaviour they are asked to sign a binding promise that they will treat all pupils fairly, equally and respectfully including the targeted pupil(s).
  • The ‘Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a “mistake” that can and must be remedied.  S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop.  If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter.  Pupils who report bullying therefore are not getting others “in trouble” so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
  • When an investigation is completed and/or a bullying situation is resolved the ‘Relevant Teacher’ will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information. 
  • If a pupil has signed such a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a “mistake.”  In this event parent(s)/guardian(s) will be informed and requested to countersign their daughter/son’s promise.  Breach of this additional promise by further bullying behaviour is regarded as a very grave matter and a serious sanction may be imposed by the school authorities (See sanctions below).
  • All documentation regarding bullying incidents and their resolution is retained securely in the school.
  • Sanctions:

Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions may be imposed:

  • S/he may be required to sign another promise, this time countersigned by a parent/guardian;
  • Parent(s)/guardian(s) may be contacted by the ‘Relevant Teacher’ and informed of the nature and extent of the bullying behaviour with a view to agreeing a strategy whereby a promise to end the bullying behaviour would be honoured;
  • Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school.
  • The case may be referred to the Board of Management and the pupil may be expelled from the school.

 

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

Bullied pupils: 

  • Ending the bullying behaviour,
  • Changing the school culture to foster more respect for bullied pupils and all pupils,
  • Changing the school culture to foster greater empathy  towards and support for bullied pupils,
    • Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme,
    • Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
    • After resolution, enabling bullied pupils to complete a victim-impact statement,
    • Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).
    • Implementing a “buddy system” in the school (if applicable),

Bullying pupils: 

  • Making it clear that bullying pupils who reform are not blamed or punished and get a “clean sheet,”
  • Making it clear that bullying pupils who reform are doing the right and honorable thing and giving them praise for this,
  • Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
  • Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
  • In dealing with negative behaviour in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child,
  • In dealing with bullying behaviour seeking resolution and offering a fresh start with a “clean sheet” and no blame in return for keeping a promise to reform.

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: The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as 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.