Adapted by the Board of Management on the 26 th of March 2014

Gaelscoil an Eiscir Riada Anti-Bullying

Policy
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
Gaelscoil an Eiscir Riada 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 PostPrimary Schools which were published in September 2013.

The Board of Management recognises the very serious nature of bullying and the
negative impact that it can have on the lives of pupils. Every student has the
right to enjoy his/her learning and leisure free from intimidation. Gaelscoil an
Eiscir Riada does not tolerate bullying in any form. All members of the Gaelscoil
community are committed to ensuring a safe and caring environment, which
promotes personal growth and positive self-esteem for all.
The role of this school is to provide the highest possible standard of education for
all its pupils. A secure, stable environment is essential to achieve this goal.
Bullying behaviour undermines and dilutes the quality of education and can
result in emotional damage. We have drawn up this policy firstly to try to prevent
bullying and secondly to deal with both victim and bully should bullying occur.
The Board of Management is fully committed to the following key principles of
best practice in preventing and tackling bullying behaviour:

A positive school culture and climate which1. is welcoming of difference and diversity and is based on
inclusivity;
2. encourages pupils to disclose and discuss incidents of
bullying behaviour in a non-threatening environment; and
3. promotes

respectful

relationships

across

the

community;

Effective leadership;

A school-wide approach;

A shared understanding of what bullying is and its impact;

school

Adapted by the Board of Management on the 26 th of March 2014

Implementation

of

education

and

prevention

strategies

(including awareness raising measures) that1. build empathy, respect and resilience in pupils; and
2. explicitly address the issues of cyber-bullying and identitybased bullying including in particular, homophobic and
transphobic bullying.

Effective supervision and monitoring of pupils;

Supports for staff;

Consistent recording, investigation and follow up of bullying

behaviour (including use of established intervention strategies);
and

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

policy.

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary

Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical
conducted, by an individual or group against another person (or persons)
and which is repeated over time.
The following types of bullying behaviour are included in the definition of
bullying:

deliberate exclusion, malicious gossip and other forms of relational

bullying,

cyber-bullying and

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

bullying based on a 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.

Adapted by the Board of Management on the 26 th of March 2014

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.

Types of bullying
The following are some of the types of bullying behaviour that can occur
amongst pupils:
o Physical aggression: This behaviour includes pushing, shoving, punching,
kicking, poking and tripping people. It may also take the form of severe physical
assault. While pupils often engage in mess fights, they can sometimes be used
as a disguise for physical harassment or inflicting pain.
o Intimidation: Some bullying behaviour takes the form of intimidation: it may
be based on the use of very aggressive body language with the voice being used
as a weapon. Particularly upsetting can be a facial expression which conveys
aggression and/or dislike.
o Isolation/exclusion and other relational bullying: This occurs where a
certain person is deliberately isolated, excluded or ignored by some or all of the
class group. This practice is usually initiated by the person engaged in bullying
behaviour and can be difficult to detect. It may be accompanied by writing
insulting remarks about the pupil in public places, by passing around notes about
or drawings of the pupil or by whispering insults about them loud enough to be
heard. Relational bullying occurs when a persons attempts to socialise and form
relationships with peers are repeatedly rejected or undermined. One of the most
common forms includes control: Do this or I wont be your friend
anymore(implied or stated); a group ganging up against one person (girl or
boy); non-verbal gesturing; malicious gossip; spreading rumours about a person
or giving them the silent treatment.
o Cyber-bullying: This type of bullying is increasingly common and is
continuously evolving. It is bullying carried out through the use of information
and communication technologies such as text, social network sites, e-mail,
instant messaging (IM), apps, gaming sites, chat-rooms and other online
technologies. Being the target of inappropriate or hurtful messages is the most
common form of online bullying. As cyber-bullying uses technology to perpetrate
bullying behaviour and does not require face to face contact, cyber-bullying can
occur at any time (day or night). Many forms of bullying can be facilitated
through cyber-bullying. For example, a target may be sent homophobic text
messages or pictures may be posted with negative comments about a persons
sexuality, appearance etc.
o Name calling: Persistent name-calling directed at the same individual(s)
which hurts, insults or humiliates should be regarded as a form of bullying
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Adapted by the Board of Management on the 26 th of March 2014

behaviour. Often name-calling of this type refers to physical appearance, e.g.,
size or clothes worn. Accent or distinctive voice characteristics may attract
negative attention. Academic ability can also provoke name calling. This tends to
operate at two extremes. There are those who are singled out for attention
because they are perceived to be weak academically. At the other extreme there
are those who, because they are perceived as high achievers, are also targeted.
o Damage to property: Personal property can be the focus of attention for
bullying behaviour. This may result in damage to clothing, mobile phone or other
devices, school books and other learning material or interference with a pupils
locker or bicycle. The contents of school bags and pencil cases may be scattered
on the floor. Items of personal property may be defaced, broken, stolen or
hidden.
o Extortion: Demands for money may be made, often accompanied by threats
(sometimes carried out in the event of the targeted pupil not delivering on the
demand). A pupil may also be forced into theft of property for delivery to another
who is engaged in bullying behaviour.

What we can do to prevent bullying:

Bullying behaviour thrives in an atmosphere of uncertainty and secrecy in

which the victim often feels a sense of hopelessness and futility. A high
degree of collective vigilance is needed throughout the school by
teachers, parents and children if bullying behaviour is to be identified and
dealt with in a fair and equitable manner.
As a school community we will not allow cases of bullying to go
unreported but will speak up. Even at risk to ourselves
Requirements of staf

Tell children from day one that bullying is not tolerated

Remind students of their rights and responsibilities
Be role models in word and action at all times
Be observant of signs of distress or suspected incidents of bullying
Make efforts to remove occasions for bullying by active patrolling during
supervision duty
Keep a written account of all incidents and suspected incidents of bullying,
a copy of which is given to the principal or deputy principal to keep on file
for future reference
Arrive in class on time, move promptly and with pupils between the yard
and the class room and to be present in class throughout instruction time
Take steps to help victims and remove sources of distress while taking into
account the victims view and feelings and without placing the victim at
further risk
Report suspected incidents to the principal or deputy principal, who will
inform other members of staff so that the situation can be monitored and
dealt with effectively

Adapted by the Board of Management on the 26 th of March 2014

If a member of staff in unsure as to whether an incident could be

described as bullying then they should feel free to discuss the matter with
principal

Ensuring that pupils know who to tell and how to tell, e.g.:
o Direct approach to teacher at an appropriate time, for
example after class.
o Hand note up with homework.
o Make a phone call to the school or to a trusted teacher in the
school.
o The development of an Acceptable Use Policy in the school to
include the necessary steps to ensure that the access to
technology within the school is strictly monitored, as is the
pupils use of mobile phones.

Requirements of students

Refuse to be involved in any bullying situation

If you are present when bullying occurs, take some form of preventing
action, as outlined in the Stay Safe Programme.
Report the incident or suspected incident and help break down the code of
secrecy;
You have responsibility to tell, this is not telling tales and by staying
silent you are condoning bullying behaviour
If students who are being bullied or see other bullying, have the courage
to speak out, they may help to reduce pain for themselves and other
potential victims

Recommendations to parents

Watch for signs of distress in their child e.g. unwillingness to attend

school, a pattern of headaches, missing equipment, request for extra
money, damaged clothes or bruising
Take an active interest in your childs social life and acquaintances
Advise your child to tell a staff member about the incident. If possible
allow her/him to report the problem himself/herself. He/she can gain much
respect through taking the initiative and dealing with the problem
himself/herself without parental involvement
Inform the school if bullying is suspected
Keep a written record (who, what, where, why, how), this will help the
school to determine how to deal with the case and consequently help your
child
For tips on internet safety see appendix B

Do not encourage your child to retaliate

What happens when bullying is reported:

Adapted by the Board of Management on the 26 th of March 2014

As with all instances of misbehaviour in school, if there is an accusation of
bullying in school, the class teacher (or the teacher on yard, if the incident
occurs on yard) will investigate and deal with the incident in the first instance.
The teacher on yard will discuss the incident with the child(ren)s class teacher.
The principal may then be informed of the incident and may impose sanctions.
If there is an acceptance that the behaviour constituted bullying, or the
behaviour is repeated, the matter is brought to the attention of the principal
informally.
The teacher will deal with the situation, impose sanctions in
accordance with the schools code of behaviour and discipline, will speak to all
parties involved and their parents.

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 at Appendix A.
In determining whether a bullying case has been adequately and
appropriately addressed the relevant teacher must, as part of his/her
professional judgement, take the following factors into account:
Whether the bullying behaviour has ceased;
Whether any issues between the parties have been resolved as far as
is practicable;
Whether the relationships between the parties have been restored as
far as is practicable; and
Any feedback received from the parties involved, their parents or the
school Principal or Deputy Principal;

The principal will then contact the parents of all parties involved and address the
issue with them and the class teacher.
Sanctions will be imposed in line with the schools behaviour policy taking into
account all the circumstances.
The education and prevention strategies (including strategies specifically aimed
at cyber- bullying and identity-based bullying including in particular, homophobic
and transphobic bullying) that will be used by the school are:
The Stay Safe Programme
SPHE
RSE Programme
Circle Time
Anti-Bullying website (to be set up by the DES in conjunction with this
initiative)
Posters and books addressing cyber-bullying are in the computer room
Alive-O Programme
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Adapted by the Board of Management on the 26 th of March 2014

Each class will devise classroom rules at the beginning of each year
which will promote inclusion, acceptance of difference and respect for
one another.
Where the opportunity arises, guest speakers with an expertise in the
area of bullying-prevention, will be invited to address pupils, staff and
parents.
We foster and enhance the self-esteem of all our pupils through both
curricular and extracurricular activities. Pupils will be provided with
opportunities to develop a positive sense of self-worth through formal and
informal interactions.
Supervision and monitoring of classrooms, corridors, school grounds,
school tours and extra- curricular activities. Non-teaching and ancillary
staff are encouraged to be vigilant and report issues to relevant teachers.
Supervision will also apply to monitoring student use of communication
technology within the school.
The Anti-Bullying code for the school is included in student journals
We encourage a culture of telling, with particular emphasis on the
importance of bystanders. 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.
We have an Acceptable Use Policy in the school which includes the
necessary steps to ensure that the access to technology within the school
is strictly monitored, as is the pupils use of mobile phones.

Procedures for Investigating, follow up and recording of

Bullying
(Follows recommendations of the Department of Education guidelines 1993,
schools previous anti-bullying policy and successful practices adopted in the
school and Anti-bullying procedures for Primary and Post Primary Schools 2013)
1. A pupil or parent may bring a bullying concern to a teacher in the
school.
2. The teacher (usually the class teacher) to whom the report is made
seeks answers to questions of what, where, when and why in a calm
manner and reports it to the school principal or deputy principal,
informally.
3. 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.
4. Incidents are generally best investigated outside the classroom
situation to ensure the privacy of all involved.
5. All interviews should be conducted with sensitivity and with due
regard to the rights of all pupils concerned. Pupils who are not
directly involved can also provide very useful information in this
way.
6. If a gang is involved, each member will be interviewed individually
and then the gang will be met as a group. Each member is asked for
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Adapted by the Board of Management on the 26 th of March 2014

his/her account of what happened to ensure that everyone is clear
about what everyone else has said.
7. If it is concluded that a pupil has engaged in bullying behaviour it
should be made clear that he/she is in breach of the Code of
Behaviour and Discipline, where it is stated that bullying is always
regarded as very serious, unacceptable behaviour.
8. The teacher will try to make children involved see the situation from
the victims point of view.
9. Teachers will keep a written report of their discussions with those
involved. Those involved may be asked to write an account of what
happened.
10.Where bullying has occurred the parents of those involved will be
met. Actions being taken and the reasons for them will be explained
and they will be referred to the schools behaviour and discipline
policy. They will be asked to reinforce or support the actions of the
school. We understand that it is difficult for parents to accept that
their child may be involved in bullying behaviour but the role of the
school is to stop this behaviour and your co-operation is essential.
Denying that a problem exists will not solve the problem.
11.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 at Appendix A and is formally reported
to the principal/deputy principal.
12.In determining whether a bullying case has been adequately and
appropriately addressed the relevant teacher must, as part of
his/her professional judgement, take the following factors into
account:
Whether the bullying behaviour has ceased;
Whether any issues between the parties have been resolved
as far as is practicable;
Whether the relationships between the parties have been
restored as far as is practicable; and
Any feedback received from the parties involved, their
parents or the school Principal or Deputy Principal;

Actions open to the school if bullying occurs:

Given the complexity of bullying behaviour it is generally acknowledged that that
no one intervention works in all situations.
The action(s) taken will be dictated by the situation and the ages of the children
involved and because no two situations are the same they will be dealt with on
an individual basis. Appropriate actions will be taken in consultation with class
teacher, principal, parents and where necessary the Board of Management

Some, all or a combination of the following actions are open to

the school:

Adapted by the Board of Management on the 26 th of March 2014

The primary aim for the relevant teacher in investigating and dealing with
bullying is to resolve any issues and to restore, as far as is practicable, the
relationships of the parties involved (rather than to apportion blame) and the
following approach is considered the best approach to achieve that aim:
1. To try to make, maintain and repair relationships and foster a sense of
social responsibility and shared accountability by giving those involved:
A chance to tell their side of the story and feel heard
To understand the situation better and how it happened
To understand how it can be avoided another time
To feel understood by the others involved
To find a way to move on and feel better about themselves
2. Change pupils attitudes and redirect and reshape behaviour for the
future, through Stay Safe, R.S.E. programmes, circle time, etc.
3. Reconcile pupils involved, if possible
4. To direct parents to services available for support and counselling if
necessary
5. Restore harmony and goodwill, if possible
6. Sanctions and strategies to show disapproval of very serious unacceptable
behaviour as outlined in the schools policy for discipline and behaviour

Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring
policies and practices are in place to both prevent and deal with bullying
behaviour and to facilitate early intervention where possible.

Prevention of Harassment
The Board of Management 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.
This policy is reviewed each year in April.

Adapted by the Board of Management on the 26 th of March 2014

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