Bí Cineálta

Policy to Prevent and Address Bullying Behaviour

The Board of Management of St.Columba’s N.S has adopted the following policy to prevent and address bullying behaviour.

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

The Board of Management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.

We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.

We confirm that we will, in accordance with our obligations under equality legislation, take all such steps as are reasonably practicable to prevent the harassment of students or staﬀ on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

Definition of Bullying

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or oﬄine that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.

Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour.

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour

All members of our school community were provided with the opportunity to input into the development/review of this policy.

School Staﬀ: 13/03/25: In school consultation / half day school closure

Students: 03/03/25: Questionnaires

Parents: 18/02/2025: In person focus group

Parents: 03/03/25: Questionnaires

Board of Management: 31/03/2025: In person meeting

Wider school community as appropriate, for example, bus drivers: 28/02/25: Lollipop ladies, caretaker, school secretary: In person focus group Questionnaire

Section B: Preventing Bullying Behaviour

The following are strategies in the school which will be used in our school:

Culture and Environment:

A positive and inclusive school culture and environment is essential to prevent and address bullying behaviour. The school environment should be a space where students and school staff experience a sense of belonging and feel safe, connected and supported.
Relationships between all members of the school community should be based on respect, care, integrity and trust. Open communication between the patron, Boards of Management, school staff, students and their parents help to foster a collaborative approach and shared responsibilities in relation to preventing and addressing bullying behaviour.
The school leadership team influences the school culture and sets the standards and expectations for the school community when preventing and addressing bullying behaviour. Each member of school staff has a responsibility to develop and maintain a school culture where bullying behaviour is unacceptable and to take a consistent approach to addressing bullying behaviour.
Students can shape the school culture by promoting kindness and inclusion within their peer group and maintaining a positive and supportive school environment for all.
Parents, as active partners in their child’s education, can help foster an environment where bullying behaviour is not tolerated through promoting empathy and respect.
A Trusted Adult: The concept of “a trusted adult” can be an effective strategy to encourage students to report if they or another student is experiencing bullying behaviour. Staff could support this strategy by letting students know that they can talk to them. Students who witness bullying behaviour should be supported and encouraged to report the behaviour to a trusted adult in the school so that the behaviour can be addressed. Students who witness bullying behaviour on social media have an important role in helping to address the behaviour by reporting the witnessed behaviour to a trusted adult. The trusted adult should reassure the student that they have done the right thing by reporting the behaviour. The trusted adult should, without delay, inform the member of staff who has responsibility for addressing bullying behaviour. At primary level this may be the class teacher. Creating safe physical spaces in schools- murals, artwork and signage visible in our school, helps us to promote the school’s values such as equality, diversity, inclusion and respect.
Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra-curricular activities is important. Non- teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
Fostering a school culture where diversity is celebrated and where students “see themselves” in their school environment
Our school hosts an International day where the culture and foods of the many diverse nationalities are celebrated
Providing supports to respond to the needs of students for whom English is an additional language and for communicating with their parents
Ensuring that library reading material and textbooks represent the appropriate lived experiences of students and adults from different backgrounds.

Curriculum: (Teaching and learning)

The Social Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE) curricula at primary level aim to foster students’ well being, self confidence and sense of belonging and to develop students’ sense of personal responsibility for their own behaviour and actions. Students’ social and emotional learning (SEL) skills can be improved through the SPHE curriculum.
The Stay Safe programme is completed by all classes in the school during the first term of every school year. These programmes are amended, updated or replaced, as required.

Policy and Planning:

The wellbeing of the school community is at the heart of our school policies and planning. Along with our Bí Cineálta, there are a range of other policies such as the school’s Acceptable Use Policy, Special Education Policy, Code of Behaviour, Child Protection and SPHE.
Engaging in appropriate teacher professional learning courses can support school staff to prevent and address bullying behaviour. Our school staff will share their experiences and examples of best practice. See the Resources Guide which has a wide range of training available for school staff which relates to promoting inclusion and diversity in school.

https://www.gov.ie/en/publication/a4148-resources-for-primary-schools/

Relationships and Partnerships:

Strong interpersonal connections are a vital part of effectively preventing and addressing bullying behaviour. These interpersonal connections are supported through a range of formal and informal structures such as our Student Council, Wellbeing Team, PA, After School Activities, Playground Buddies, Wellbeing Week, staff lanyards, and promoting acts of kindness.
The meaningful involvement of the Board of Management, staff, students and their parents in the development, implementation and review of our school’s Bí Cineálta policy and student friendly version, is essential to prevent and address bullying behaviour.

Preventing cyberbullying behaviour:

Implementing the SPHE curriculum
Implementing the Digital Media Literacy curriculum which teaches students about responsible online behaviour and digital citizenship
Having regular conversations with students about developing respectful and kind relationships online
Being familiar with our Acceptable Use Policy for Technology
Referring to appropriate online behaviour as part of the Standards of Behaviour in our Code of Behaviour
Promoting or hosting online safety events (visits from groups promoting Cyber Safety in Ireland) for parents who are responsible for overseeing their children’s activities online.

Preventing homophobic / transphobic bullying behaviour:

All students, including gay, lesbian, bisexual and transgender students, have a right to feel safe and supported at school.

Preventing sexist bullying behaviour:

Schools should focus on gender equality as part of the school’s measures to create a supportive and respectful environment.

Strategies to prevent sexist bullying behaviour include the following:

Ensuring members of staff model respectful behaviour and treat students equally irrespective of their sex
Ensuring all students have the same opportunities to engage in school activities irrespective of their sex
Celebrating diversity at school and acknowledging the contributions of all students
Organising awareness campaigns, workshops and presentations on gender equality and respect
Encouraging parents to reinforce these values of respect at home.

Section C: Addressing Bullying Behaviour

The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:

Class teacher, Deputy Principal, Principal.

Identifying if bullying behaviour has occurred:

When identifying if bullying behaviour has occurred the teacher should consider the following: what, where, when and why.

If a group of students is involved, each student should be engaged individually at first. Thereafter, all students involved should be met as a group.
At the group meeting, each student should be asked for their account of what happened, to ensure that everyone in the group is clear about each other’s views. Each student should be supported, as appropriate, following the group meeting. It may also be helpful to ask the students involved to write down their account of the incident.
The definition of bullying provides clear criteria to help schools to identify bullying behaviour. The definition is as follows:

Bullying is targeted behaviour online or offline that causes harm. The harm caused can be physical, social and / or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.

Incidents can occur where behaviour is unacceptable and hurtful but the behaviour is not bullying behaviour. Strategies that deal with inappropriate behaviour are provided for within the school’s Code of Behaviour.

Where bullying behaviour has occurred school staff should know what to do when bullying behaviour is reported to them or when they witness bullying behaviour. The school’s Bí Cineálta Policy to prevent and address bullying behaviour and the student friendly policy, explain clearly what actions will be taken when bullying behaviour is reported.

A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, our school will deal with it in accordance with our Bí Cineálta Policy.

Where the student displaying the bullying behaviour is not a student in the school, but the student who is experiencing the bullying behaviour is a student in the school, the school should support the student who is experiencing the bullying behaviour as appropriate and engage with them and their parents to determine what steps can be taken.

It is important for school staff to be fair and consistent in their approach to address bullying behaviour. Both the student who is experiencing bullying behaviour and the student who is displaying bullying behaviour need support. It is important that the student who is experiencing bullying behaviour is engaged without delay so that they feel listened to, supported and reassured. School staff should identify the support needed for the student who is displaying bullying behaviour to better manage relational difficulties and ensure that their needs are met.

When Bullying Behaviour occurs, the school will:

ensure that the student experiencing bullying behaviour is heard and reassured
seek to ensure the privacy of those involved
conduct all conversations with sensitivity
consider the age and ability of those involved
listen to the views of the student who is experiencing the bullying behaviour as to how

best to address the situation

take action in a timely manner
inform the parents of those involved
the teacher will keep a written record of the sequence of events.

Parents are an integral part of the school community and play an important role, in partnership with schools, in addressing bullying behaviour. Where bullying behaviour has occurred, the parents of the parties involved must be contacted at an early stage to inform them of the bullying behaviour and to consult with them on the actions to be taken to address the behaviour as outlined in the school’s Bí Cineálta Policy. In circumstances where a student expresses concern about their parents being informed, the school should develop an appropriate plan to support the student, and as to how their parents will be informed. Schools should consider communication barriers that may exist when communicating with parents, for example, literacy, digital literacy or language barriers.

Given the complexity of bullying behaviour, it is generally accepted that no singular approach works in all situations. International and national research also continues to evolve in this area and the effectiveness of particular approaches continues to be reviewed. Each school must therefore decide on an approach that is best suited to its own circumstances.

Actions to Support Pupils Involved

The following is a list of potential intervention strategies with which the teacher may engage. This is not an exhaustive list. A teacher may select a number of these, and other appropriate strategies to address bullying behaviour.

Teach and/or revisit lessons on the themes of friendship, bullying and interpersonal relationships from SPHE programmes, such as Stay Safe, Walk Tall, A Lust for Life, Mindful Matters.
Explicitly teach/revisit the steps that children should take if they witness bullying behaviour.
Devise and/or revisit the class contract and how bullying behaviour breaks the contract that they have signed.
Adapt class seating plan and/or class groupings to support the children involved.
Meet with the child or children who have engaged in bullying behaviour and ensure that they understand that they have been involved in bullying behaviour and that this is not acceptable within the school community.
Give the child or children who have engaged in bullying behaviour opportunities to reflect on their behaviour through discussion, writing, drawing etc.
Support children involved with access to one-on-one sessions with a SET teacher to discuss their experiences.
Meet with parents to recommend and agree on strategies that can be used at home to complement those in use at school.

Addressing Serious Misbehaviour (Bullying) in Line with School Code of Behaviour

The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupils devise strategies for this. The use of sanctions or consequences should be characterised by certain features; It must be clear why the sanction is being applied. The consequence must relate as closely as possible to the seriousness of the behaviour. It must be made clear what changes in behaviour are required to avoid future sanctions. There should be a clear distinction between minor and major offences. It should be the behaviour rather than the person that is the focus.

Reasoning with pupil
Verbal reprimand including advice on how to improve
Temporary separation from peers within class and/or temporary removal to another class
Prescribing extra work/ writing out the story of what happened
Loss of privileges
Communication with parents
Referral to Principal and/or Deputy Principal
Principal and/ or Deputy Principal communicating with parents
Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000).

Requests to take no action:

A student reporting bullying behaviour may ask that a member of staff does nothing about the behaviour, other than “look out” for them. The student may not want to be identified as having told someone about the bullying behaviour. They may feel that telling someone might make things more difficult for them. Where this occurs, it is important that the member of staff shows empathy to the student, deals with the matter sensitively and speaks with the student to work out together what steps can be taken to address the matter and how their parents will be informed of the situation. It is important that the student who has experienced bullying behaviour feels safe.

Parents may also make schools aware of bullying behaviour that has occurred and specifically request that the school take no action. Parents should put this request in writing to the school or be facilitated to do so where there are literacy, digital literacy or language barriers. However, while acknowledging the parent’s request, schools may decide that, based on the circumstances, it is appropriate to address the bullying behaviour.

Determining if Bullying Behaviour has ceased:

The teacher must engage with the students and parents involved no more than 20 school days after the initial discussion to review progress following the initial intervention. Important factors to consider as part of the review are the nature of the bullying behaviour, the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved.

Even though the bullying behaviour may have ceased, ongoing supervision and support may be required for both the student who has experienced the bullying behaviour as well as the student who has displayed the behaviour. It can take time for relationships to settle and for support to take effect. In some cases, relationships may never be restored to how they were before the bullying behaviour occurred.

If the bullying behaviour has not ceased, the teacher should review the strategies used in consultation with the students and parents and agree to meet again over an agreed timeframe until the bullying behaviour has ceased.

Where it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then the school should consider using the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school.

Recording Bullying Behaviour:

All incidents of bullying behaviour should be recorded. The record will document the form and type of bullying behaviour, if known, where and when it took place and the date of the initial engagement with the students and their parents.

The record should include the views of the students and their parents regarding the actions to be taken to address the bullying behaviour. It should document the review with students and their parents to determine if the bullying behaviour has ceased and the views of students and their parents in relation to this. It is important to document the date of each of these engagements and the date that it has been determined that the bullying behaviour has ceased. Any engagement with external services/supports should also be noted.

These records should be retained in accordance with the school’s record keeping policy and in line with data protection regulations.

Where a Student Support File exists for a student, schools are encouraged to place a copy of the record on the student’s support file. This will assist the school’s student support team, where they exist, in providing a consistent and holistic response to support the wellbeing of the students involved. Where a Student Support Plan exists, the plan should be updated to incorporate response strategies and associated supports.

Complaint Process:

If a parent is not satisfied with how bullying behaviour has been addressed by the school, in accordance with these procedures, they should be referred to the school’s complaints procedure. Additional information relating to schools’ complaint procedures are available at the following link: https://www.gov.ie/en/policyinformation/parentalcomplaints/

In the event that a student and/or parent is dissatisfied with how a complaint has been handled, a student and/or parent may make a complaint to the Ombudsman for Children if they believe that the school’s actions have had a negative effect on the student.

The Office of the Ombudsman for Children can be contacted at ococomplaint@oco.ie

The supports that can be used by our school in dealing with instances of bullying behaviour include the following:

National Educational Psychological Service (NEPS)

The National Educational Psychological Service (NEPS) of the Department of Education provides a comprehensive, school based psychological service to all primary and post primary schools to support the wellbeing, academic, social and emotional development of all students. NEPS staff can support schools with issues around bullying through this direct or indirect case work service. In relation to bullying, NEPS psychologists often advise schools on best practices to prevent and address bullying when issues arise in schools and/or provide training in preventative initiatives, such as developing social and emotional skills, social skills, executive function skills, promoting resilience and skills in relationship repair between peers as appropriate.

Oide

Oide is the Department of Education’s support service for schools, and it supports professional learning for primary and post primary school leaders and teachers in recognised schools and centres for education. Oide fosters a culture of continuing professional learning among school leaders and teachers encouraging lifelong learning, reflective and inquiry based practices. The work of Oide contributes to school improvement by providing high quality professional learning experiences, supports and resources relating to curricular developments, broader educational goals and national priorities, such as wellbeing which includes preventing and addressing bullying. Oide provides continuing professional learning support to schools to support implementation of these procedures.

Webwise

Webwise promotes safer, better internet use through awareness raising and education initiatives targeting teachers, students and parents. Webwise develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools. Webwise also provides information, advice, and tools to parents to support their engagement in their children’s online lives. Webwise provides awareness raising resources and training programmes that promote digital citizenship and address topics such as online wellbeing and cyberbullying.

National Parents Council (NPC)

The National Parents Council (NPC) is the representative organisation for parents of children in early years, primary and post primary education. The NPC works to ensure that all parents are supported and empowered to become effective partners in their children’s education. NPC seeks to achieve true partnership and deliver better outcomes for all students. The NPC delivers online and in person courses to support parents of both primary and post primary students to prevent and address bullying behaviour.

Dublin City University (DCU) Anti-Bullying Centre

The DCU Anti-Bullying Centre is a university designated research centre located in DCU’s Institute of Education. The centre is known globally for its research in bullying and online safety. The Anti-Bullying Centre offers a range of modules as part of its FUSE programme for the entire school community that can be used to help to promote a positive school culture and assist in preventing and addressing bullying behaviours.

Tusla

Tusla Schools should contact Tusla directly for advice in cases where it is considered that bullying behaviour is a child protection concern.

Section D: Oversight

The Principal will present an update on bullying behaviour at each Board of Management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the Principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures.

This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.

This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.

Bullying Behaviour Update to Board of Management

At each meeting of the Board of Management the Principal must present an update on the number of incidents of bullying behaviour and the measures taken to prevent and address bullying behaviour.

The purpose of the update is to inform discussion at board level on the effectiveness of the measures that the school is taking to prevent and address bullying behaviour and the effectiveness of the school’s Bí Cineálta Policy. The update must include the following:

the number of incidents of bullying behaviour that have been reported since the last meeting
the number of incidents of bullying behaviour that are currently ongoing
the number of incidents of bullying behaviour that have been reported since the beginning of the school year.

Where incidents of bullying behaviour have been reported since the last meeting, the update must include a verbal report which should include the following information where relevant:

the trends and patterns identified such as the form of bullying behaviour, type of bullying behaviour if known, location of bullying behaviour and when it occurred
the strategies used to address the bullying behaviour, and any wider strategies to prevent and address bullying behaviour
if any serious incidents of bullying behaviour have occurred which have had a serious adverse impact on a student
if a parent has informed the school that a student has left the school because of reported bullying behaviour
if any additional support is needed from the Board of Management
if the school’s Bí Cineálta Policy requires urgent review in advance of the annual review.

This update should not include any personal information or information that could identify the students involved.

It is important that the minutes of the Board of Management meeting documents the number of new incidents of bullying behaviour, the number currently ongoing and the total number of new incidents of bullying behaviour, since the beginning of the school year as reported by the Principal. The minutes should also note where the Board has considered the bullying behaviour, verbal update and document when the Board has decided that an urgent review of the school’s Bí Cineálta Policy is required.

Review of a school’s Bí Cineálta Policy:

A school’s Bí Cineálta Policy must be reviewed each calendar year or as soon as practicable where the Board of Management determines that a review is warranted.

The review should be completed with input from the school community which includes the board of management, staff, students and their parents and members of the wider school community (as appropriate).

Schools should engage with their Student Council (where one exists) and their Parents’ Association (where one exists) to obtain their views on the content and effectiveness of the school’s Bí Cineálta Policy.

The template contained in Appendix E, which may be found at the following link https://assets.gov.ie/296830/764cbad1-1aab-4c24-9d62-0b308d436ba8.pdf, must be completed to confirm that all aspects of the annual review are completed.

Aside from the annual review, it is good practice for schools to seek feedback on the implementation of their Bí Cineálta Policy on a regular basis. Open discussions with school staff, students and parents around approaches taken to prevent and address bullying behaviour can help support effective implementation.

Where bullying behaviour has had a serious adverse impact on a student, schools must review the measures that they took to prevent and address bullying behaviour, with a view to identifying lessons that could be learned, so as to prevent a similar situation arising in the future. This may require an update to the school’s Bí Cineálta Policy.

The school community must be given notice that the annual review has taken place and the form included in our Bí Cineálta resources can be used for this purpose. This confirmation should be published on the school website once the annual review has taken place.

Annual reporting of bullying behaviour:

To effectively prevent and address bullying behaviour it is important that information on the prevalence of bullying behaviour and effective strategies to prevent and address bullying behaviour is available at a national level.

As part of the implementation of Cineáltas: Action Plan on Bullying, the Department is progressing the development of a national database to facilitate data on bullying behaviour being collated in an anonymised manner with a view to informing an annual national report on bullying behaviour in schools. This information will not identify individual schools or students.