Anti Bullying Policy

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 Glenbeg N.S. has adopted the following Anti-Bullying
Policy within the framework of the schools 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:

Glenbeg N.S. promotes 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
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
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)

On-going evaluation of the effectiveness of the anti-bullying policy.

3. In accordance with the Anti-Bullying Procedures for Primary and PostPrimary 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

identity-based bullying such as homophobic bullying, racist bullying, bullying

based on a persons 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 onceoff 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 schools 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 schools 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 September 2013.
4. The relevant teachers for investigating and dealing with Bullying:

Principal

Deputy Principal

All Classroom Teachers

5. Education and Prevention Strategies which will be used in Glenbeg N.S.

are as follows:
Education:

Creation of a school ethos that encourages pupils to discuss and disclose

incidents of bullying behaviour with their parents, members of staff and the
Principal.

At the centre of our whole school response to bullying is the creation of a

positive school climate which encourages respect, trust, caring, consideration
and support for self and others.
As pupils model their behaviour on the behaviour of adults, all teachers will be
careful to act as good role models and not misuse their authority.
Compliance with the Code of Behaviour and Discipline Policy to prevent
individual incidents of negative behaviour from escalating to bullying.
As self-esteem is the single most influential factor in determining behaviour
and indeed a greater predictor of success than intelligence, teachers will
provide pupils with opportunities to develop a positive sense of worth. Specific
activities to promote self esteem will be taught in SPHE and Religion under the
following programmes: Walk Tall, RSE, Stay Safe, Alive-O, Be Safe etc.
Pupils will be rewarded across the curriculum, for effort and improvement and
teachers will have positive expectations of their performance. An integral part
of this approach is the development of co-operative learning. Mutual respect
between teachers and pupils and also between pupils themselves is promoted.
Pupils are encouraged to report incidents of suspected bullying. Discrete
lessons will be taught to develop in pupils the realisation that they have a
responsibility for the safety and welfare of fellow pupils and to reinforce that
reporting suspected bullying is not telling tales. Talk-To-Teacher Box????
Cyber-bullying: All teachers will include lessons on cyber-bullying in SPHE.
Prevention and any awareness raising measures will focus on educating pupils
on appropriate online behaviours, how to stay safe while on-line and also on
developing a culture of reporting any concerns about suspected cyberbullying. Webwise, Bullying in a Cyber World: Prim-Ed, will be used by all
classes.
Identity based bullying: The school promotes diversity, inclusion, respect and
tolerance of all people regardless of race, religion, sexual orientation, physical
appearance etc. Any prejudiced beliefs expressed will not be accepted and will
be challenged. Discrete lessons which promote cultural diversity and
differences will be part of our S.P.H. E. Programme. The school will embrace
opportunities to engage with many diverse cultures and backgrounds,
particularly from families within the school environment.
When possible outside agencies will be engaged to deliver talks/programmes
to pupils, teachers and/or parents eg Community Liaison Guard.

Prevention:
We recognise the need to prevent and not just control bullying. Following an
incident of bullying the issues relating to the prevention of bullying will be
examined. Aspects may need to be altered which may make bullying less
likely in the future.
The Stay Safe programme is to be implemented in each classroom and
regularly referred to.
We recognise that teachers can influence attitudes to bullying behaviour in a
positive manner through a range of curricular subjects: History, Geography,
English, Art, Drama, P.E..
Compliance with the Supervision Policy to ensure the pupils are supervised at
all times during school hours.

We promote and encourage relevant home, school and community links in an

effort to counter bullying behaviour.
Pupils with SEN will be included in all school activities (where possible)
focusing on developing their social skills, paying attention to key moments
such as transition from primary to secondary school.

6. The schools 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:
The primary aim of the teacher investigating and dealing with bullying is to
resolve any issues and to restore as far as is practicable the relationship of the
parties involved rather than to apportion blame.
Recording an Incident of Bullying Behaviour:

In investigating and dealing with bullying, the teacher will exercise his/her
professional judgement to determine whether bullying has occurred and how
best the situation might be resolved.
Unless an incident is of a very serious nature, it will be dealt with by the
classroom teacher, who will talk to the children involved and resolve the issue.
If the bullying behaviour is serious or a child is regularly involved, the matter
will be brought to the attention of the Principal, who will interview the pupils
involved with class teacher to establish the facts.
All reports including anonymous reports will be investigated and dealt with by
the relevant teacher. In that way pupils will gain confidence in telling. This
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.
The relevant teacher will record the details in the Recording Template.
A record will be kept of all incidents of bullying behaviour by pupils and of any
meetings with the pupils and his/her parents.
Individual teachers will record and take appropriate measures regarding
reports of suspected bullying behaviour in accordance with the schools AntiBullying Policy and Code of Behaviour and Discipline.
In cases where it has been determined by the relevant teacher that bullying
behaviour has occurred, the parents of the parties involved should be
contacted at an early stage to inform them of the incident and give them an
opportunity to discuss the matter.
Non-teaching staff such as the secretary, SNA, GAA coach, cleaner will report
any incidents of bullying behaviour, witnessed by them, or mentioned to
them, to the relevant teacher.
In cases where the relevant teacher considers that the bullying behaviour has
not been adequately and appropriately addressed within 20 school days after
he/she has determined that bullying behaviour has occurred, it must be

recorded by the relevant teacher in the Recording Template and submitted to

the Principal or Deputy Principal for further consideration.
Where a parent is not satisfied that the school has dealt with a bullying case
in accordance with these procedures, the parents must be referred, as
appropriate, to the schools Complaints Procedures.
In the case of a complaint regarding a staff member, this should normally in
the first instance be raised with the staff member in question and if
necessary, with the Principal.
For out-of-school instances of serious bullying behaviour, parents will be
encouraged to avail of the services of the Garda Juvenile Liaison Officer.

Investigation and follow-up of Bullying Behaviour:

Teachers will take a calm, unemotional problem-solving approach when

dealing with incidents of alleged bullying behaviour reported by pupil, staff or
parents/guardians. Such incidents are best investigated outside the classroom
situation to ensure privacy of all involved.
In all incidents of suspected bullying, the teacher should speak separetly to
the pupils involved, in an attempt to get both sides of the story. All interviews
should be conducted with sensitivity and with due regard to the rights of all
pupils concerned. Pupils who were not directly involved may provide useful
information.
When analysing incidents of bullying behaviour, 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
and then meet as a group. At the group meeting, each member may be asked
for his/her account of what happened to ensure that everyone in the group is
clear about each others statements.
Each member of a group should be supported through the possible pressures
that they may face them from the other members of the group after interview
by the teacher.
It may also be appropriate or helpful to ask those involved to write down their
account of the incident.
Where the relevant teacher has determined that a pupil has been engaged in
bullying behaviour, it should be made clear to him/her how he/she is in
breach of the schools Code of Behaviour and Discipline and the Anti-Bullying
Policy. Efforts should be made to try to get him/her to see the situation from
the perspective of the victim.
Teachers who are investigating cases of suspected bullying behaviour will
keep a written record of their discussions with those involved.
If it is established that bullying has taken place the teacher/Principal will meet
with the parents/guardians of all parties involved on an individual basis. The
actions being taken and the reasons for them will be explained, referring them
to the schools Anti-Bullying Policy and Code of Discipline and Behaviour.
Ways in which they can reinforce or support the actions taken by the school
will be discussed.

All school staff will be informed of an incident between the pupils involved
and the need to be extra vigilent when supervising.
Follow-up meetings with the relevant parties involved should 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. This can have a
therapeutic effect.

Cyber-bullying: Specific investigation and follow-up guidelines

teachers, parents/guardians dealing with Cyber-bullying:

for

Evidence: Help the pupil to keep relevant evidence for investigations. This can
be done by taking screen shots or printing web pages. Phone messages
should not be deleted.
Inform: Give the pupil advice for making sure it does not happen again. This
can include changing passwords, contact details, blocking profiles on social
networking sites or reporting abuse online
No Retaliation: Advise the pupil not to retaliate or reply to the messages
Privacy: Encourage the pupil to keep personal information private on the
internet
Report: Abuse on social networking sites or through text messaging needs to
be reported to the websites and mobile phone service providers.

7. The schools programme of support for working with pupils affected by

bullying is as follows

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.

SPHE Lessons
Stay Safe Programme
Walk Tall
NEPS programmes on www.neps.ie
Group work such as circle time

If pupils require counselling of further supports the school will endeavour to

liaise with the appropriate agencies to organise same. This may be for the
pupil affected by bullying or involved in the bullying behaviour. NEPS (Sheila
Keane) will also be contacted for advice
Pupils should understand that there are no innocent bystanders and that all
incidents of bullying behaviour must be reported to a teacher

8. Supervision and Monitoring of Pupils:

The Board of Management confirms that the 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 of Glenbeg N.S. 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 ratified by the Board of Management on _____________
11.This policy has been made available to school personnel, is readily
accessible to parents and pupils on request and provided to the Parents
Association who were active partners in its compilation. A copy of this
policy will be included in Information pack for pupils enrolling in Glenbeg
N.S. 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,
be readily accessible to parents and pupils on request and provided to
the Parents Association A record of the review and its outcome will be
made available, if requested, to the patron and the Department.

Signed: ___________________________

Signed: ___________________________

(Chairperson of Board of Management)

Date: ______________

(Principal)
Date: __________________

Date of review: _______________