Policy against Bullying
(To be read in conjunction with the Code of Conduct)
Introduction: This policy was formulated by the staff of Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise following consultation with Parents & Board of Management. The DES Guidelines re “Drawing Up A School policy for dealing with Bullying Behaviour” were followed in compilation of the policy. More recent publications were also taken into consideration. The policy was sanctioned by the Board of Management on the 15/6/04 and reviewed in February 2011.
Rationale:
- To devise school based measures to prevent and deal with Bullying Behaviour.
- To increase the awareness of Bullying Behaviour in the school community.
- To provide the highest possible standard of education for all pupils, in a stable and secure learning environment.
- Relationship to the Characteristic Spirit of the School:
- This is a Catholic Gaelscoil and this policy will reflect its ethos accordingly.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise acknowledges the right of each member of the school community to enjoy school in a secure environment.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise acknowledges the uniqueness of each individual and his/her worth as a human being.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise promotes qualities of social responsibility, tolerance and understanding among all its members, both in school and out of school.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise promotes positive habits of self-respect, self-discipline and responsibility among all its members.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise disapproves of vulgar, offensive, sectarian, racist, sexist or other aggressive behaviour by any of its members.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise strives to exert positive and lasting influences towards forming pupils’ attitudes and values throughout the curriculum.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise takes particular care of “at risk” pupils and uses its monitoring system to provide early intervention when/if necessary and responds to the needs, fears or anxieties of individual members in a sensitive manner.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise recognises the need to fully investigate all reported incidences of bullying and to take the necessary intervention strategies needed in all situations where bullying has occurred to be followed by continuous monitoring by the teaching staff.
- Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise recognises the need for parental co-operation in communicating concerns and information regarding bullying to the teaching staff, in encouraging their children to report incidents to the teaching staff, in supporting Gaelscoil an Athar Tadhg Ó Murchú/Gaelscoil na Dúglaise in helping to prevent bullying and in the implementation of intervention strategies when bullying occurs.
- Staff members share a collegiate responsibility, under the direction of the principal teacher, to act in preventing bullying/aggressive behaviour by any member of the school.
- The school has the capacity to change in response to pupil’s needs.
- The school recognises the necessity not only to monitor bullying but to prevent it also. Changes may be made to this policy due to future legislation and departmental circulars.
Aims:
- To create a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.
- To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians.
- To ensure comprehensive supervision and monitoring measures through which all areas of school activity are kept under observation.
- To develop procedures for noting and reporting incidents of bullying behaviour.
- To develop procedures for investigating and dealing with incidents of bullying behaviour.
- To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.
- To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour.
- To evaluate the effectiveness of school policy on anti-bullying behaviour.
Definition of Bullying:
Bullying is defined as repeated aggression, verbal, psychological or physical conducted by an individual or group against others.
Types of Bullying:
Bullying can involve:
(a) Physical aggression
(b) Damage to Property
(c) Extortion
(d) Intimidation
(e) Harassment
(f) Isolation
(g) Name calling
(h) Slagging
(i) Intimidation of staff
Indications of Bullying/Behaviour – Signs and Symptoms.
The following signs/symptoms may suggest that a pupils is being bullied.
- anxiety about travelling to and from school
- unwillingness to go to school, refusal to attend, mitching
- deterioration in educational performance
- pattern of physical illnesses (e.g. headaches, stomach aches)
- unexplained changes either in mood or behaviour; it may be particularly noticeable before returning to school after weekends or more especially after longer school holidays
- visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in sleeping, crying, not eating, vomiting, bedwetting
- spontaneous out-of-character comments about either pupils or teachers
- possessions missing or damaged
- increased requests for money or stealing money
- unexplained bruising or cuts or damaged clothing
- reluctance and/or refusal to say what is troubling him/her
Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in combination those signs do warrant investigation in order to establish what is affecting the pupil.
Prevention of Bullying
The Circular Letters issued by the Minister for Education to the Managerial Authorities and Principal Teachers of primary and post-primary schools explains the issue of bullying behaviour in schools within the general context of School Behaviour, Discipline and Child Abuse. The prevention of bullying should be an integral part of a written Code of Behaviour and Discipline in all primary and post-primary schools. International research clearly indicates the crucial importance of the existence of a School Policy, which includes specific measures to deal with bullying behaviour within the framework of an overall school Code of Behaviour and Discipline. It is considered that such a code, properly devised and implemented, can be the most influential measure in countering bullying behaviour in schools.
Raising awareness.
- School based planning day.
- Presentation of bullying code to parents.
- Continuous supervision in school context involving school staff, ancillary staff and external tutors.
- Schemes need to be developed to involve parents.
The Curriculum
Naíonáin – Rang 2:
Developing awareness across the curriculum.
- Circle time
- Stories
- Listening
- Expressing opinions
Visual Arts:
- Group work
- Painting and decorating in groups
Drama:
- Interpretation of different feelings
- Working together
- Sketches based on school ethos
- Discussion of events throughout role play
SPHE
- Walk tall
- Myself and Others – special, different
- Feelings
- Stay Safe
Religion:
- Beo go deo: ‘Le chéile arís’
- ‘Ag tarraingt go maith le chéile’
- Mothúcháin!
- Importance of friendship in school and in life in general. Getting to know people - parents, teachers, friends. Getting to know God. Coming closer together as a class.
Physical Education:
- Group work, passing, rules before games / beginning a dance
- Teaching the children to respect personal space
- Yard games at lunch time
Rang 3 – Rang 6 - :
Developing awareness across the curriculum.
- Circle Time – discuss bullying
- Poetry – Discuss poems based on the theme from a variety of perspectives
- Story / Novel
- Discussion – feelings, emotions
- Grammar – adjectives that relate to emotions
Visual Arts:
- Visual interpretations of the theme
- Assessment of each others work
Drama:
Discussion of school rules and their importance-showing respect for each other, respect for personal and school property. National and international cooperation. Circle Time for problem solving.
Children in senior classes supporting children in junior classes.
Religion:
- Themes in the book, eg communication, forgiveness
Physical Education
- Cooperative games, Rules for games, accepting a result, how to show self discipline in a competitive context.
Dealing with a bullying incident
The teacher will investigate every incident. This will be carried out in consultation with the child. The incident will be entered in the teacher’s diary.
- If the incident involves a child from another class the information should be shared with the teacher of the child involved. For example, if the incident occurred in the schoolyard.
- If incidents occur regularly, a comprehensive written report should be made by the teacher. This account should be drawn up after having had a discussion with the children involved both individually and collectively. This should happen outside of the classroom.
The children should present a written description of the incident or in pictorial form depending on the child’s age. The children are informed that they have broken the Bullying Code. A copy of the report is made, signed by the principal and then filed.
To ensure that the parents are made aware of the situation the matter is recorded on the child’s homework journal which should be signed by the parent. At this stage the principal has the choice of whether or not to inform the Board of Management.
- If the child is involved in another incident of bullying, the third stage is followed and the parent is called in to speak with the class teacher. It is at the teacher's discretion to invite the child to be also present at this meeting. A report of this meeting should be made, with a copy kept in the classroom and a copy sent to the office.
- If the Board has not already been informed of the incident they should now be informed. It is now the responsibility of the Board to deal with the situation.
- If the Board of Management are unable to deal with the situation, the Gardai should be informed.
Programme for work with victims,
bullies and their peers
Victim
- Assistance on an ongoing basis
- Self-esteem to be raised
- Opportunities to participate in activities designed to raise their self-esteem and to
- develop their friendship and social skills
- A friendly atmosphere should be adopted – where a child is welcome to come to the
- teacher and discuss situations on a confidential basis
- Circle time should be used to support the structures and to keep abreast of any
- happenings
The Bully
- At times there are incidents in the home, at school and in the community which upset the child who is bullying and these have an adverse effect on him.
- The child should be helped to learn other ways of meeting their needs and dealing with their problems without violating the rights of others. (Circle time, 1 to 1…).
Peers
- A complete classroom approach is encouraged to ensure that all the pupils are familiar with the policy against bullying. A positive atmosphere created whereby children are encouraged to act responsibly in caring for themselves and to be open and sincere .
- Bullying exercises from “Walk Tall” should be taught in the classroom.
Working with other Groups
Bullying does not apply to school alone. It is important to co-operate with other groups in this department, e.g., school psychologists, doctors and social workers when necessary.
Assessment:/Review
The bullying code will be assessed through feedback from the staff, children and from parents. It will be a frequent item on the agenda of staff meetings.
