Castleknock N.S.

School Position on Bullying

We all, in the Castleknock N.S. school community, acknowledge that bullying behaviour constitutes a serious infringement of the rights of targeted children, as set out in the United Nations Convention on the Rights of the Child. We recognise the negative impact that bullying behaviour can have on the lives of our pupils. The wellbeing of our pupils is at the forefront of everything that we do. We are therefore fully committed to preventing and addressing bullying behaviour and ensuring that all our pupils are kept safe from harm. Accordingly, the teachers in this school, together with other staff members seek, on an ongoing basis, to cultivate an environment in the school that is free from bullying.

All pupils are expected to contribute to the creation and maintenance of a safe environment in this school. On becoming aware of any bullying situation in or outside the school, involving or having an impact on members of the school community, they should notify a trusted responsible adult. Bullying behaviour is too serious not to report. Pupils’ participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.

Every report of bullying is treated seriously and dealt with, having due regard for the wellbeing of the targeted pupil(s) and the perpetrator(s). The immediate priority, should a bullying situation arise, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved, insofar as is practicable, using a ‘Reform, not Blame’ approach.

Anti-Bullying Policy

The Board of Management of Castleknock NS has adopted the following policy, within the framework of the school’s overall code of behaviour, 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.

Definition

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, 2024, 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 . . .” This definition includes a wide range of hurtful, unwanted, targeted behaviour, whether verbal or written, whether physical, psychological or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence. All forms of bullying can have serious negative emotional or psychological consequences for targeted pupils.

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.

Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.

Prevention / Awareness-Raising

The education and prevention strategies (including strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate) used by this school include the following:
The anti-bullying module of the SPHE programme as it applies during each school year, particularly the relevant exercises from the “Walk Tall” and “Stay Safe” programmes, and
Awareness-raising exercises from the ‘Awareness-Raising’ strand of the Anti-Bullying Campaign programme, pro-actively explaining the nature and variety, causes, negative consequences and unacceptability of bullying.

Using a combination of exercises from these programmes on a monthly basis, pupils will experience approximately 10 short awareness-raising exercises in each year they are in primary school. In the process:

Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying situations and so become 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 and reject bullying behaviour and to report it to teachers, either spontaneously or through surveys that are regularly used in the school each year – e.g. a survey of all pupils who can read and write every half-term.
An annual anti-bullying/friendship day/week (if applicable),
Other (if applicable) . . .

Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature and impact of bullying and the signs that might indicate that a pupil is being bullied. They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the class teacher (in the case of staff members) or any staff member (in the case of parents/guardians).

Through regular reports in school newsletters and other communications, as well as at meetings with parent/guardian groups, parents/guardians are regularly informed of the anti-bullying activities of the school and encouraged to support this work.

Appendix 2 gives a comprehensive list of the combined awareness raising exercises available from the “Stay Safe,” “Walk Tall” and Anti-Bullying Campaign programmes.

Uncovering, Investigating and Resolving Bullying Situations

This school’s procedures for uncovering, 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 “Four Essential Steps” approach available from the‘Resolving Bullying Situations’section of the Anti-Bullying Campaign website) are as follows:
The ‘Class Teacher’ investigates all instances of reported or suspected bullying behaviour, whether these take place within the school or outside it but with an impact within it, with a view to establishing the facts and bringing any bullying behaviour to an end.
Since bullying is often hidden from teachers and not reported, but pupils “see everything,” special surveys are regularly used (e.g. every half-term and whenever a particular concern arises) to help uncover possible bullying situations. These surveys allow pupils to suggest who they think their teacher should talk to in relation to these situations. The surveys have then completed their work – it is the teacher who decides if the behaviour is really bullying.
It is made clear to pupils that if they report possible bullying behaviour in surveys they are not getting others “in trouble” with anyone but rather enabling them to get out of trouble into which they may ultimately get if the behaviour turned out to be bullying and if it continued. With this approach, the well documented reluctance of pupils to report bullying behaviour is significantly reduced or even disappears altogether bringing to an end the “no ratting” culture, which is so common in other schools. This is necessary to empower pupils who observe bullying behaviour to report it without fear of a bad outcome for themselves or anyone else and without fear of any backlash by anyone against anyone involved. This is the approach that enables this school, with the help of its now-well-informed and highly aware pupils, to uncover hidden bullying (and the majority of all bullying that takes place is hidden) so it can be quickly and calmly brought to an end.

In Natural Justice – A Preliminary Step, Ideally the Only Step Needed

Pupils who are alleged to have been involved in behaviour that may have been bullying behaviour are interviewed by the ‘Class Teacher,’ acting in loco parentis (as authorised by the D.E.S. and the Board of Management) to establish the facts and ascertain whether the behaviour was in fact bullying and if so, the nature and extent of it and any reasons for it.
The School, through the ‘Class Teacher’ reserves the right to ask any pupil, whether suggested in a survey or not, to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that any pupil is guilty of misbehaviour.
Positive Problem – Solving Interview: The ‘Class Teacher’ does not apportion blame but rather treats all bullying behaviour as something that can and must be remedied. S/he emphasises to the interviewed pupil that the intention is not to punish anyone but to explain how harmful and hurtful bullying is and then, in the event that the behaviour in question was bullying behaviour, asks the pupil to promise not to bully anyone again, on the basis that if/when s/he makes and keeps that promise s/he will not be punished and is not “in trouble” with anyone.
Giving a Pupil “One Chance” supported by a Triple Incentive – the Key to Resolution: In the event that the interviewed pupil is found by the teacher to have been involved in bullying behaviour s/he is offered “one chance” – to sign and honour a binding promisethat s/he will stop bullying, regardless of what form it took, and treat all pupils fairly, equally and respectfully from then on, including any previously targeted pupil(s). If the pupil makes, and honours that promise then in natural justice s/he is given that “one chance” to make a fresh start (a) with no punishment, since the bullying is now over and (b) without being brought to the attention of the school Principal (which pupils often equate with being “in trouble”) since the bullying is now over and (c) without being brought to the attention of parents (which pupils often equate with being “in trouble”) since the bullying is now over. This is the best possible outcome – the bullying situation is now fully resolved with no resentment, no risk of backlash, a “win-win” outcome for all concerned.
Final Report: When an investigation is completed and/or a bullying situation is resolved the ‘Class Teacher’ will complete a report, to include the findings of the investigation, the “reform, not blame” strategy adopted and the outcome of the intervention, as well as any other relevant information. The results of a check-back, which in this school normally takes place about two weeks later, to revisit and reassess whether the bullying is really over, is added to the report at that stage.
The Best Possible Outcome: If, using this efficient, low-key, restorative, child-friendly “reform, not blame” approach, the promise continues to be honoured, indicating that the resolution of the initial bullying situation was successful, this matter may never have to be revisited and everyone involved, with minimum fuss, can “live happily ever after.” In such cases the “preliminary step” detailed above is the only step needed. However, in the event of a breach of promise – a resumption of bullying behaviour (which is repeated, targeted, hurtful/harmful behaviour), whether against previously targeted pupil(s) or other(s), further action will follow at that still “early stage.”

If a First Promise to Stop Bullying is Broken, then (at this “early stage”) – the Next Steps

If a pupil has signed such a promise but then chooses to break it, and subsequently bully either the same pupil(s) again or any other pupil(s), the Principal will be informed about what has taken place and parent(s)/guardian(s) will be immediately informed at that very “early stage” (Bí Cineálta 6.2 p. 44). Then, in accordance with the Bí Cineálta procedures, parent(s)/guardian(s) will be consulted by the ‘Class Teacher’ regarding the actions to be taken to address and monitor the pupil’s ongoing behaviour.
If the pupil is being asked to make a second solemn promise, which would constitute an attempt at resolution of that second bullying situation without blame or punishment, parent(s)/guardian(s) will be asked to countersign it, knowing that if this second promise is broken the pupil will be dealt with under the school’s wider Code of Behaviour. This may involve direct contact between parent(s)/guardian(s) and the school Principal and may involve imposition of sanctions on the pupil.
If the second promise, reinforced by parent(s)/guardian(s), is honoured then that bullying situation is regarded as resolved. The teacher’s final report then includes, in addition to all the details referred to in the ‘Final Report’ paragraph above, the details of the interactions with parent(s)/guardian(s) in this case. The results of a check-back, which in this school normally takes place about two weeks later, to revisit and reassess whether the bullying is really over, is added to the report at that stage. This will include input from parent(s)/guardian(s) as to whether they consider the bullying to be over and whether they are satisfied with the final outcome as well as any other relevant information.
Breach of this additional promise by further bullying behaviour would be regarded as a very grave matter and a sanction may be imposed by the school authorities in accordance with the school’s wider Code of Behaviour (See sanctions below).
All documentation regarding bullying situations 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:

For (first) breach of promise – i.e. a resumption of bullying behaviour – s/he may be required to sign another promise, this time countersigned by a parent/guardian;
In the unlikely event of a further (second) breach of promise – i.e. a resumption of bullying behaviour – the ‘Class Teacher’ may contact parent(s)/guardian(s) to inform them of the nature and extent of the bullying behaviour, to discuss the matter with them with a view to coming to a better understanding the reasons for the bullying behaviour, to suggest actions to be taken to help meet their child’s needs and to agree a strategy whereby a promise to end the bullying behaviour would be honoured;
In the highly unlikely event of a further (third) breach of promise – parent(s)/ guardian(s) may be invited to a meeting with the ‘Class Teacher’ and the Principal and a sanction may be imposed in accordance with the Code of Behaviour of the school.
In the extremely unlikely event of a further (fourth) breach of promise – the case may be referred to the Board of Management and a further sanction may be imposed in accordance with the Code of Behaviour of the school.

Support for Pupils who had been Involved in Bullying Situations

Support for pupils who had been bullied:
Ending the bullying behaviour,
Changing the school culture through ongoing awareness-raising to (a) foster more respect for bullied pupils and for all pupils and (b) foster greater empathy towards, and support for, bullied pupils,
Indicating clearly that the bullying is not the fault of the targeted pupils (a reassurance bullied pupils often need), through ongoing awareness-raising and through the speedy identification of those involved in bullying and speedy resolution of bullying situations,
Two weeks after initial interventions in relation to possible bullying situations, (and periodically thereafter if appropriate) reviewing the outcomes with the bullied pupils and offering them the option to complete victim-impact statements,
Making adequate support and/or counseling facilities available to pupils who need them (who seem less resilient and are slower to recover, make friends and enjoy school life again), within or outside the school as applicable, in a timely manner,
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).
Support for pupils who had been bullying:
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,
seeking other ways to “catch them doing the right thing” and giving appropriate praise,
Supporting them to overcome learning difficulties through Support Staff provision and to overcome emotional and/or social difficulties through class management and pastoral care within the school,
Helping those whose self-esteem is low 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, including creating opportunities to use appropriate praise,
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.
Making adequate support and/or counselling facilities available to help remedy underlying issues for those who need them, within or outside the school as applicable, and to help them learn to meet their needs without violating the rights of others,

Appendix 3outlines the four essential steps to uncover and resolve possible bullying situations.

If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.

Responsibility for Addressing Possible Bullying Situations – The Class Teacher

“The primary aim in addressing bullying behaviour is to stop the bullying behaviour and to restore, as far as practicable, the relationships of the parties involved.” (Bí Cineálta 1.4). The staff members who have responsibility for addressing possible bullying situations, which may arise this year are the Class Teachers.

Appendix 4 lists the teachers who have responsibility for addressing bullying behaviour in each of the classes this year.

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 address bullying behaviour and to facilitate early intervention where possible.

Appendix 5 lists some activities and structural features in place in the school to facilitate adequate supervision and monitoring and to minimize the risk of bullying behaviour arising.

Oversight

The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of investigations of possible bullying situations that have taken place since the last meeting, the number of current ongoing investigations, the total number of verified bullying situations since the beginning of the school year and the number of these that were successfully resolved. Where bullying behaviour has 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.
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.
This policy was developed / reviewed as indicated in Appendix 6, below, and adopted by the Board of Management on ____/____/________ [date].
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 of Education and Skills and to the patron if requested.
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 by the Board of Management once in every calendar year (or as soon as practicable after there has been any material change in any matter to which this policy refers). 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 to the Department of Education and Skills and to the patron if requested.

Signed: _______________________________ Signed: ______________________________

(Chairperson of Board of Management) (Principal)

Date: ____/____/________ Date: ____/____/________

Date of next review: ____/____/________

Appendix 1 – Examples of Bullying Behaviour

Bullying (Deliberate/Targeted, Repeated, Harmful/Hurtful Behaviour) can take a number of forms. These may include any of the following (this list is not exhaustive):

Repeated aggressive behaviour/attitude/body language, for example:

Shouting and uncontrolled anger

Personal insults

Verbal abuse

Offensive language directed at an individual

Continually shouting or dismissing others

Public verbal attacks/criticism

Domineering behaviour

Open aggression

Offensive gestures and unwanted physical contact

Intimidation, either physical, psychological or emotional, for example:

Treating in a dictatorial manner

Ridicule

Persistent slagging

Deliberate staring with the intent to discomfort

Persistent rudeness in behaviour and attitude toward a particular individual

Asking inappropriate questions/making inappropriate comments re. personal life/family

Asking inappropriate questions/making inappropriate comments re. social life or schoolwork

Interference with property, for example:

Stealing/damaging books or equipment

Stealing/damaging clothing or other property

Demanding money with menaces

Persistently moving, hiding or interfering with property

Marking/defacing property

Undermining/Public or Private Humiliation, for example:

Condescending tone

Deliberately withholding significant information and resources

Deliberately and maliciously sharing private images in social media

Malicious, disparaging or demeaning comments

Malicious tricks/derogatory jokes

Knowingly spreading rumours

Belittling others’ efforts, their enthusiasm or their new ideas

Derogatory or offensive nicknames (name-calling)

Using electronic or other media for any of the above (cyber bullying)

Disrespectfully mimicking a particular individual in his/her absence

Deliberately refusing to address issues focusing instead on the person

Ostracising or isolating, for example:

Deliberately marginalising an individual

Deliberately preventing a person from joining a group or manipulating friendship groups

Deliberately preventing from joining in an activity, schoolwork-related or recreational

Deliberately trying to create dislike by others

Blaming a pupil for things s/he did not do

Appendix 2 – Prevention/Awareness Raising

*Class:*	*Exercises From:*	*Exercises From:*	*Exercises From:*
	“Walk Tall”	“Stay Safe”	Anti-Bullying Campaign
Junior Infants	3.3 Kind or not so Kind	2.1 Friendship 2.2 What is Bullying?	9 Exercises – Friendship, Kindness and Respect – see pages below.
Senior Infants		2.3 How can we stop Bullying?	9 Exercises – Friendship, Kindness and Respect – see pages below.
1^st Class		2.1 Friendship 2.2 What is Bullying 2.3 Exclusion	9 Exercises – Friendship, Kindness and Respect – see pages below.
2^nd Class	4.6 Bullying (Cope – Tell)	2.4 Effects of Bullying 2.5 Class Agreement	9 Anti-Bullying Exercises – see pages below.
3^rd Class	4.1 What is Bullying? 4.2 The Effects of Bullying 4.3 What we think of Bullying 4.4 Witnessing Bullying 5.5 A Bully-Free Zone 4.6 Standing up to Bullying	2.1 Friendship 2.2 What is Bullying? 2.3 Other types of Bullying	9 Anti-Bullying Exercises – see pages below.
4^th Class	5.3 Dealing with Bullying	2.1 Friendship 2.2 What is Bullying? 2.3 Other types of Bullying	9 Anti-Bullying Exercises – see pages below.
5^th Class	7.4 Bullying 8.4 Name Calling	2.1 Friendship 2.2 What is Bullying 2.3 Other types of Bullying	9 Anti-Bullying Exercises – see pages below.
6^th Class	8.4 Bullying 9.5 Name Calling	2.4 Cyber-Bullying 2.5 Coping with Bullying 2.6 Class Agreement	9 Anti-Bullying Exercises – see pages below.

Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises

from the Anti-Bullying Campaign – Fostering Friendship, Kindness and Respect

for Junior and Senior Infants and First Class (Age 4-7 years)


		*An Outline of Primary Strand 1 – Tools for Raising Awareness* *Age 4-7 Years – Developing a Culture of Friendship, Kindness and Respect* Before addressing the bullying issue in Second Class (age 7-8)children should ideally have done all of the positive exercises below during the previous three school years

	Junior Infants (Age 4-5):Exercise 1.0.01 Board Game for Dice – Friendship, Kindness & Respect 1Exercise 1.0.02 “Sesame Street – What Is A Friend” – Video and Questions for Teacher to AskExercise 1.0.03 “Sesame Street – Because We’re Friends” – Video and Questions for Teacher to AskExercise 1.0.04 “Sesame Street – I Am Your Friend” – Video and Questions for Teacher to AskExercise 1.0.05 “Grumpy Tree Story” – Video and Questions for Teacher to AskExercise 1.0.06 “Sesame Street – Looking For A Friend” – Video and Questions for Teacher to AskExercise 1.0.07 “Colour Your World With Kindness” – Video and Questions for Teacher to AskExercise 1.0.08 “Respect Explained” – Video and Questions for Teacher to AskExercise 1.0.09 “Sesame Street – Respect” – Video and Questions for Teacher to Ask Senior Infants (Age 5-6):Exercise 1.0.11 Board Game for Dice – Friendship, Kindness & Respect 2Exercise 1.0.12 “Sesame Street – Get Along Together” – Video and Questions for Teacher to AskExercise 1.0.13 “A Random Act of Kindness” – Video and Questions for Teacher to AskExercise 1.0.14 “Be Responsible, Safe, Respectful Song” – Video and Questions for Teacher to AskExercise 1.0.15 “Simple Act of Kindness Creates Endless Ripple” – Video and Questions for Teacher to AskExercise 1.0.16 “Respect” – Video and Questions for Teacher to AskExercise 1.0.17 “Respect Song Video – Classroom Mix Version” – Video and Questions for Teacher to AskExercise 1.0.18 “Kindness Rhyme For Kids – You Are Amazing” – Video and Questions for Teacher to AskExercise 1.0.19 “Kindness Changes Everything” – Video and Questions for Teacher to Ask First Class (Age 6-7):Exercise 1.1.01 Board Game for Dice – Friendship, Kindness & Respect 3Exercise 1.1.02 “Kid’s Guide – Getting Along With Classmates” – Video and Questions for Teacher to AskExercise 1.1.03 “Inspirational Video – Pay it Forward” – Video and Questions for Teacher to AskExercise 1.1.04 “Life Lessons sharing and respecting others” – Video and Questions for Teacher to AskExercise 1.1.05 “Kids For Character: Respect” – Video and Questions for Teacher to AskExercise 1.1.06 “Kindness Speech by 10 Year Old Girl” – Video and Questions for Teacher to AskExercise 1.1.07 “Yes, That’s Bullying” – Video and Questions for Teacher to AskExercise 1.1.08 “Stand Up~ Bullying Commercial” – Video and Questions for Teacher to AskExercise 1.1.09 “Bully-Free Zone! Song” – Video and Questions for Teacher to Ask

Appendix 2 Contd. Sample: Prevention/Awareness-Raising Exercises

from the Anti-Bullying Campaign, Strand 1 – Raising Awareness Handbook

for Second to Sixth Classes (Age 7-12 years) and the Whole School Community


		*An Outline of Primary Strand 1 – Tools for Raising Awareness* *Age 7-12 Years – Explaining the Nature and Unacceptability of Bullying*



	Second Class (Age 7-8):Exercise 1.2.1: “Sesame Street – Good Birds Club (2011)” – YouTube Video & Printed Questions to AskExercise 1.2.2: “Types of Bullying” – Worksheet ExerciseExercise 1.2.3: “The Meanest Girl in Second Grade” – YouTube Video & Accompanying WorksheetExercise 1.2.4: “Snakes and Ladders” Exercise – game with anti-bullying messagesExercise 1.2.5: “Cyber Bullying Cinema Commercial” – YouTube Video & Accompanying WorksheetExercise 1.2.6: “Meena Cartoon – Who is Afraid of the Bully” – YouTube Video & Accompanying WorksheetExercise 1.2.7: Annual Anti-Bullying Drawing Competition (2 Weeks)Exercise 1.2.8: Annual Anti-Bullying Slogan Competition (2 Weeks)+ Surveys: From the “Resolving Situations” section with ‘Reform, not Blame’ approach explained before every surveyThird Class (Age 8-9):Exercise 1.3.1: “Recognising Bullying” – Worksheet ExerciseExercise 1.3.2: “Strength in Numbers” – YouTube Video & Accompanying WorksheetExercise 1.3.3: “It’s up to You” – YouTube Video & Accompanying WorksheetExercise 1.3.4: “Rudolph the Red-Nosed Reindeer” Worksheet ExerciseExercise 1.3.5: “Words Hurt – Don’t be a part of it” – YouTube Video & two Accompanying WorksheetsExercise 1.3.6: “Emma’s Story – Cyberbullied by a Best Friend” – YouTube Video & Accompanying WorksheetExercise 1.3.7: Annual Anti-Bullying Drawing Competition (2 Weeks)Exercise 1.3.8: Annual Anti-Bullying Slogan Competition (2 Weeks)Exercise 1.3.9: “Inspirational Video – Pay it Forward” – Video and Questions for Teacher to Ask+ Surveys: From the “Resolving Situations” section with ‘Reform, not Blame’ approach explained before every surveyFourth Class (Age 9-10):Exercise 1.4.1: 12 Short Animated “Webisodes” (e.g. 2 sessions of six each) & Accompanying WorksheetExercise 1.4.2: “When the Going gets Scruff” – YouTube Video & Accompanying WorksheetExercise 1.4.3: “Cyber-Bullying by Phone” Powerpoint PresentationExercise 1.4.4: “The Power of One – School Video Sample” – YouTube Video to be followed by SurveyExercise 1.4.5: “Bully (Amazing Short Animation film)” – YouTube Video & Accompanying WorksheetExercise 1.4.6: “Supporting Difference” – YouTube Video & Accompanying WorksheetExercise 1.4.7: Annual Anti-Bullying Drawing Competition (2 Weeks)Exercise 1.4.8: Annual Anti-Bullying Slogan Competition (2 Weeks)Exercise 1.4.9: “Snakes and Ladders” Exercise – game with anti-bullying messages+ Surveys: From the “Resolving Situations” section with ‘Reform, not Blame’ approach explained before every surveyFifth Class (Age 10-11):Exercise 1.5.1: “Simon Says” exercise, focusing positively on difference, to be led by TeacherExercise 1.5.2: “Anti-Cyberbullying (FCF Youth Version)” – YouTube Video & Accompanying WorksheetExercise 1.5.3: “Antibullying PSA: The Price of Silence” – YouTube Video & Accompanying WorksheetExercise 1.5.4: “BackMeUp – Anti-cyberbullying” – YouTube Video & Accompanying WorksheetExercise 1.5.5: “Cyber-Bullying Online” Powerpoint PresentationExercise 1.5.6: “Talent Show – Cyberbullying Prevention” – YouTube Video & Accompanying WorksheetExercise 1.5.7: Annual Anti-Bullying Drawing Competition (2 Weeks)Exercise 1.5.8: Annual Anti-Bullying Slogan Competition (2 Weeks)Exercise 1.5.9: 5^th & 6^th Class (Age 11-12) Anti-Bullying Snakes and Ladders – Game+ Surveys: From the “Resolving Situations” section with ‘Reform, not Blame’ approach explained before every survey

Sixth Class (Age 11-12):Exercise 1.6.1: “Mean Girls”- You Tube Video & Accompanying WorksheetExercise 1.6.2: “How to UnMake a Bully, Vol. 2” – YouTube Video to be followed by small group or class discussionExercise 1.6.3: “Cyber-Bullying” – YouTube Video & Accompanying WorksheetExercise 1.6.4: “Childnet International – Cyberbullying” – YouTube Video & Accompanying WorksheetExercise 1.6.5: Short Worksheet Exercise to avoid being cyberbullied & handout of tips re. phone & online bullyingExercise 1.6.6: “Tolerance PSA – Dear Parents” – YouTube Video to be followed by discussion in school & at homeExercise 1.6.7: Annual Anti-Bullying Drawing Competition (2 Weeks)Exercise 1.6.8: Computerised Anti-Bullying Poster Competition or Annual Anti-Bullying Slogan Competition (2 Weeks)Exercise 1.6.9: 5^th & 6^th Class (Age 11-12) Anti-Bullying Snakes and Ladders – Game+ Surveys: From the “Resolving Situations” section with ‘Reform, not Blame’ approach explained before every surveyAll Classes: (Age 8 – 12):Curricular Anti-Bullying Resources: Social, Personal & Health Education, Religious Education, and/or other subject area activities supporting anti-bullying work Teachers Section: 13 – A Selection of Poems, some of which can help older pupils understand how bullied children might feel & maybe encourage further writingLiterature: Any literature on themes of Friendship, Kindness, Respect, Bullying etc. School Visits: Visiting Anti-Bullying Drama/Speaker if available/affordable **Staff Awareness of Bullying:Primary & Post-Primary Level Videos:** Sample Various Pupil Awareness-Raising Videos from our programmeTeachers Section: 01 (a) – Powerpoint Presentation for Teachers on Bullying and how the Anti-Bullying Campaign works01 (b) – Video Presentation for Teachers on Bullying and how the Anti-Bullying Campaign works03 (a) –Powerpoint Presentation for Parents and Teachers on Bullying & Cyber-Bullying with an outline of the Anti-Bullying Campaign 03 (b) – Video Presentation for Parents and Teachers on Bullying & Cyber-Bullying with an outline of the Anti-Bullying Campaign 09 – “Not in the Break Room, Not on the Playground” – YouTube Video10 – “To this Day Project – Shane Koyczan” – YouTube Video11 – Lucy’s Story – Tragedy of teen son, taunted online, told by his mum 13 – Poems to help Teachers understand how bullied children might feelVisiting Drama: Attend any Visiting Anti-Bullying Drama/Speaker with pupils Regular Reports & “Thank You’s”: Presented at staff-meetings, staff-days, in-school inservice etc. *Parent Awareness of Bullying:* Teachers Section: Exercise 03 (a) – Powerpoint Presentation for Parents and Teachers on Bullying & Cyberbullying with an outline of the Anti-Bullying Campaign Exercise 03 (b) –Video Presentation for Parents and Teachers on Bullying & Cyber-Bullying with an outline of the Anti-Bullying Campaign Policy: Publication of Anti-Bullying policy in School Prospectus / School Website / Pupil JournalsNewsletters: Regular parents newsletter items re. anti-bullying activities *Whole School Awareness:* Display in central and/or public areas in school: (a) Information re anti-bullying activities (b) Notice of upcoming anti-bullying events (c) Anti-bullying competition winners’ names (d) Anti-bullying competition winning entries

Appendix 3. – Resolving Possible Bullying Situations – for Second to Sixth Classes (Age 7-12 years)

From: Anti-Bullying Campaign Strand 2 – “Resolving Bullying Situations” Handbook


		*Strand 2: – Four Essential Steps to Rapidly Uncover and Resolve Possible Bullying Situations*

Appendix 4 – The teachers responsible for investigating and dealing with possible bullying situations during this school this year: 2025 – 2026

Ms. Niamh Marriott for Junior Infants.

Ms. Amanda Hewson for Senior Infants.

Ms. Ingrid Duncan for 1^st Class.

Ms. Sylvia Kilbride for 2^nd Class.

Ms. Denise Brennan for 3^rd Class.

Ms. Sharon Leopold for 4^th Class.

Ms. Rachel Denner for 5^th Class.

Mr. Aaron Whitehead for 6^th Class.

The support teachers, Ms. Suzanne O’Brien Carroll, Mr. Damien O’Connell and Ms. Catherine Vance and the Principal, Ms. Sandra Moloney may also be involved in investigating incidences of bullying behaviour.

Appendix 5 – Supervision and Monitoring and Safe Places

Supervision and Monitoring

Before classes begin each morning, during all breaks and after school ends, teachers fulfil a supervisory role in the school grounds, corridors and classrooms. (assisted by SNA’s).
All organised in-school activities at break times, before or after school are supervised by teachers/coaches (assisted by SNA’s)
All organised out-of-school activities are supervised by teachers/coaches (assisted by SNA’s).

Safe Places

Pupils are only allowed access to those parts of the school and school grounds that are sufficiently well lit and visible to supervisory staff to be safe for all who avail of them.

The following spaces have been permanently fenced off (area to side of infant classrooms under trees), locked (boiler house, cleaner’s storeroom, sheds, Parish Centre), closed off with locked gates (access to road, access to St Brigid’s school).

Pupils are only allowed access to equipment storage spaces when teachers are present.

The arrangements in the school for pupil access to toilet areas are as follows: Children must seek permission from the class teacher while inside the classroom, or the supervising teacher (or SNA’s) in order for them to use the toilets outside during yard time.

Appendix 6 – Policy Development and Review

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, as follows:

	Date consulted	Method of consultation
School Staﬀ	12/03/2025	Staff Meeting
Students	24/03/2025	Student Survey
Parents	12/03/2025	Parents Online Survey
Board of Management	08/10/2025	Draft policy circulated to BOM by email then discussed and & approved at meeting.
Wider school community as appropriate, for example, bus drivers		Policy shared with Parents at PA AGM and then posted on website. All parents notified via School October Newsletter. Bus drivers notified by email.
Date policy was approved: 08/10/2025