Scoil Éanna

Anti-Bullying Policy

Background The role of our school, or for that matter any school, is to provide the highest possible standard of care and education for all its pupils. A stable, secure learning environment is essential to achieve this goal. Bullying behaviour by its very nature undermines and dilutes the quality of education and imposes psychological damage. As such, it is an issue which must positively and firmly be addressed through a range of school-based measures and strategies through which all members of the school community are enabled to act effectively and coherently with this behaviour. Bullying behaviour affects everyone in the school and in the wider community. It thrives in an atmosphere of uncertainty and secrecy where the victim often feels a sense of hopelessness and futility against the power being exercised by the bully. To counter-act this, and to undermine the power of the bully, a high degree of collective vigilance is needed throughout the school. Only then can the bully be identified properly and dealt with fairly, consistently and in an equitable manner. With all of the above in mind, the Board of Management of Scoil Éanna adopts the following strategy to deal with bullying behaviour and its consequences. This document has been drafted, during the Spring term 2004, with the help of the Department of Education and Science guidelines, the North Eastern Health Board, the Parents’ Association, all staff and the Board of Management.

Definition of Bullying Bullying is repeated aggression - verbal, psychological or physical – conducted by an individual or group against other individuals or groups. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is BULLYING.

Types of Bullying a. Pupil behaviour 1. Physical Aggression: This includes pushing, shoving, punching, kicking, poking and tripping. It can also take the form of physical assault. The scenarios of “messin’ fights” “horse play” etc. are often used as a disguise for physical harassment or inflicting pain. The latter examples need to be clearly identified as unacceptable. (Present mainly among boys) 2. Damage to Property: This is not vandalism; rather it is when personal property, clothing, books, school bags, lunches etc. are interfered with, broken, defaced, stolen or hidden. 3. Extortion: Demands are made on the victim, often accompanied by a threat. Victims may be forced into wrong-doing by the bully, sometimes fro the sole purpose of in- criminating the victim.

1 4. Intimidation: Aggressive body-language, voice tone or inflection. Particularly upsetting to a victim is the so-called “look” – a facial expression which conveys aggression and/or dislike. 5. Isolation: The victim is deliberately isolated, excluded and ignored by some or all of the class. This is usually initiated by the bully. It may be accompanied by writing insulting remarks, a whispering campaign, passing notes etc. (Present mostly among girls) 6. Name calling: Persistent name calling directed at the same individual, who is hurt, insulted or humiliated. References to physical appearance or clothing; ‘slagging’ is a behaviour which usually starts in a good natured fashion but can easily descend into bullying. Personal remarks on appearance, clothing, hygiene, nature of ones family etc. are all forms of bullying. 7. Bullying of School Personnel: Any and all behaviours which involve the above are bullying. 8. Abusive phone calls: Abusive and anonymous calls are a form of verbal intimidation or bullying. This behaviour is mainly directed against teachers who are victimised by the bully.

b. Teacher Behaviour A teacher may, unwittingly or otherwise, engage in, instigate or reinforce bullying behaviour in a number of ways:- Using sarcasm, insults, demeaning or aggressive forms of language when addressing pupils. Making negative comments about a pupil’s appearance or background are particularly devastating forms of bullying. Humiliating, directly or indirectly, a pupil who is academically weak/outstanding or vulnerable in other ways. Using gestures or expressions of a threatening or intimidatory nature, or any form of degrading physical contact or exercise. Being inconsistent/biased in the application of classroom or school rules.

At no time may a student be removed to an unsupervised location by a class teacher.

It must be stressed that teachers are the main axis through which bullying behaviour is eradicated. It stands to reason therefore that if there is a general relaxation of vigilance and poor implementation of anti-bullying practices then this form of anti-social behaviour will flourish.

Indications of bullying – signs and symptoms The following signs/symptoms may suggest that bullying is taking place:- Anxiety about travelling to and from school; Unwillingness to go to school, absenteeism; Deterioration of educational performance, loss of concentration, enthusiasm, interest in school; Pattern of physical illness…headaches, stomach aches etc.; Unexplained mood changes or behaviour changes – very noticeable before returning to school after weekends or vacations;

2 Visible signs of anxiety or distress – stammering, withdrawing, nightmares and difficulty in sleeping, crying, not eating, vomiting, bed-wetting. Spontaneous out-of-character comments about pupils or teachers; Possessions missing or damaged; Increased requests for money or stealing money; Unexplained bruising or cuts or damaged clothing; Reluctance to communicate what is troubling him/her.

It should be stressed that these signs do not automatically mean a pupil is being bullied. However, repeated occurrences or a combination of a number of the above warrants serious investigation in order to establish cause and effect for the pupil.

Characteristics of Bullying Behaviour Our school needs to recognise the fact that any pupil and/or teacher can be a victim or a perpetrator of bullying behaviour.

The Victim Any pupil through no fault of their own may be bullied. Somewhere in the normal course of play a line can be crossed which leads to bullying behaviour. Determining when play stops and bullying begins is difficult but by no means impossible. As pupils are particularly quick to notice differences in others, those who are perceived as different are more prone to bullying. Those most at risk are those who react in a vulnerable and distressed manner. The seriousness and duration of the bullying behaviour is directly related to the pupil’s continuing response to the verbal, physical or psychological aggression. It should also be noted that some pupils can unwittingly behave in a very provocative manner which attracts bullying behaviour.

The Bully It is generally accepted that bullying is a learned behaviour. Pupils who bully tend to display aggressive attitudes combined with low self discipline. They can lack a sense of remorse; often they convince themselves that the victim deserves all he/she gets. Pupils who bully can also seek attention, look to impress, evoke a reaction. They tend to lack empathy. They are unaware or indifferent to their victim’s feelings. They can also gain enjoyment from their actions. It is noteworthy that most bullies suffer from a lack of confidence and low self-esteem. NOTE: It is not uncommon that a bully has sometime in the past been a victim.

Where does Bullying happen?

PUPIL BEHAVIOUR At home, at school, at play! Bullying most frequently takes place in the yard. Many games provide the opportunity to mask bullying behaviour. The school yard is where the bully is most secure and the victim is most vulnerable. In the school building, toilets, hallways and classrooms are other noteworthy areas. In all areas of the school, careful monitoring needs to take place.

3 Classroom bullying is usually more covert and secretive. “Glances, looks, sniggers and derogatory comments” may all form part of bullying. Teachers need to be alert to the underlying reasons for such actions or words and must make it their constant care to address a suspicion of bullying taking place. Going to and from school is another area for concern.

TEACHER BEHAVIOUR Teacher behaviour of a bullying nature, already referred to in the above section, is most likely to take place in the classroom. However, it may also take place in other parts of the school.

Prevention of Bullying The prevention of bullying should be an integral part of the school’s code of behaviour and discipline. This document and the procedures outlined hereafter will be adopted by the Board of Management and therefore come into existence as part of school policy and

Our code of behaviour should be considered in this context – that the school is a community in which mutual respect, co-operation and natural justice are integral features.

Who is responsible for prevention? Ultimate responsibility lies with the Board of Management. Management, staff and parents must be clear on the policy aims and procedures/strategies to deal with bullying behaviour. This policy must also be continuously assessed and promoted. Appended to this document, therefore, are the following policies, procedures, rules and regulations involved in dealing with bullying behaviour in the school. This appendix includes the following sections:- (a) School policy aims; (b) Procedures for detecting bullying behaviour; (c) Procedures for dealing with (noting, recording and investigating) bullying behaviour; (d) Programmes for working with victims, bullies and their peers; (e) Procedures for working with other local agencies for countering bullying behaviour; (f) Continuous evaluation of the effectiveness of the school policy.

Prevention of and Addressing Bullying Behaviour

School Policy It is the aim of our school to actively and positively address the issues of bullying and other anti-social activities. Underpinning all endeavours to address such issues is a positive school climate. It is our intention to have an aggressive procedural base to deal with bullying. This intention is to be pursued rigorously at all times and in all areas of school life. It is envisaged then that such a positive school climate will make bullying a behaviour type that is intolerable and hopefully non-existent. There is a misconception that bullying is a normal part of growing up. This school challenges this notion and aims to take major steps to change this erroneous attitude. School plays an active part in the familial, social and religious fabric that is community life. Conscious of this fact our school will endeavour to at all times play and active and positive

4 role in promoting, protecting and awakening all established social and religious mores/norms. In specific terms this school will not accept any or all actions, verbal or physical, which in any way may be interpreted as “Bullying Behaviour”. Outlined below are the positive steps which we will continuously take to eradicate such wrongful behaviour. (a) This policy document will issue to all staff and will be available to all parents; (b) This policy will be discussed at length with the students; (c) This policy will be available in office (d) This policy is to be implemented in its entirety by management and staff alike; (e) The anti-bullying code outlined in this document is to be appended to the Code of Behaviour; (f) Attitudes to bullying behaviour may be influenced in a positive manner through the curriculum and curricular activities. This anti-bullying code will be discussed and taught in the S.P.H.E. programme. Positive changes in attitudes can be achieved in all other subjects by the imaginative subject approach of teachers.

Procedures for detecting and preventing bullying Staff and pupils alike must make it their constant care to monitor and report all incidents of suspected bullying. Reporting of incidents by pupils must be seen as a responsible act and promoted as such. Al items listed in section 3 of covering document are to be constantly watched out for. Any and All suspicions or incidents must be recorded and reported subject to the guidelines following. Parents reporting to staff or management must have their report noted in the incident book. Relevant teachers, principal and management chairperson must be informed immediately. Supervision of break times must take place. This means that at all times one teacher and at least one SNA must be in each yard area. Supervision entails walking and monitoring the assigned school yard area. All supervision will take place as prescribed in terms and conditions of employment. Times of duty for supervision are from 9.05 to 9.15am; 10.45a.m. to 11.00a.m. and 12.30p.m. to 1.00p.m. It is the responsibility of the principal to ensure that the above code of practice is maintained at all times. CCTV cameras were installed during summer work scheme 2006. The two cameras installed monitor the front and entrance to school. To assist in monitoring yard areas it is proposed that extra cameras will be installed. This is subject to funding available. A full record or written report must be made into the incident book available in principal’s office. At all times, pupils and teacher must be aware that there are no trivial incidents. The seriousness of the incident will be determined by the principal and management. Sanctions against bullying pupils are to be clear and concise. There are to be definitive sanctions imposed on offenders. These sanctions will be agreed upon by management, staff and parents. Pupils are to be informed as to what these sanctions are.

Procedures for noting, recording and investigating bullying.

5 All reports of bullying or suspicion of bullying must be noted. The incident, time and place and those involved should be recorded in the teacher’s own notebook. Then a full report of the incident must be written into the staff book, including the time of informing of principal and proposed procedures for handling the case. Noting, investigating and dealing with each case immediately will only serve to increase the confidence of the general student body in the system. Pupils having confidence in the procedure is of vital importance in dealing with bullying. Parents or guardians of pupils must be informed as soon as possible. Delay only serves to increase the anxiety of the victim. Pupils bringing to the attention of staff a bullying incident should be complimented and told they are behaving responsibly and maturely. All non-teaching staff are to be encouraged to follow these same procedures. In the case of a complaint regarding a staff member, this should normally in the first instance be raised with the member in question and if necessary the principal and /or chairperson. Unresolved cases or cases not dealt with properly will be brought to the attention of the board of management. Referral to the inspectorate is a final option.

Procedures for investigating and dealing with bullying. Teachers are advised to take a calm unemotional problem-solving approach when faced with dealing with incidents of bullying. Such incidents should be investigated outside the classroom. This avoids drawing attention to the victim and furthering their discomfort. Pupils must be interviewed separately. All interviews should be conducted with sensitivity and non-partisan fashion. Find out the why, how, when and where……calmly and clearly. Take a record of such. If a group is involved, interview individually then as a group. If bullying is involved make it clear to the individual(s) that they are in breach of the Code of Discipline. Try to get them to see the consequences of the behaviour from the victim’s point of view. A written record of all interviews and subsequent follow up meetings must be kept in the record book. This is mandatory. It provides the concerned governing bodies with actual factual material and protects the rights of interviewer and interviewee. Parents and guardians should be made aware/involved as soon as bullying behaviour has been determined. Appropriate sanction will be determined by the teacher involved and, if the case warrants, the principal and /or board of management. Arrange follow-up meetings between parties to aid resolution and healing.

Programmes for working with victims and bullies. The work towards enlightening and educating pupils as to how to deal with bullying and its effects is ongoing. Through the curriculum and imaginative teacher-approaches, this process can be and already is effective. Constant vigilance is necessary.

6 Working with other outside agencies. Keeping abreast of other ideas and formulae to deal with bullying behaviour is recommended. The management of Scoil Éanna are currently looking at the SALT programme and will be outline of its content to be presented to staff in June 2010.

Continuous evaluation. The above policy and regulations will be continuously monitored by parents, teachers and management. Day to day implementation will fall to the teachers and most especially the principal.

Ratified by Board of Management.

______Chairperson

______

January 2010

Rob McClave, SNA, who is currently studying for a degree in education is completing a dissertation on bullying. As part of his research he has worked with 5th and 6th class pupils in our school. The methodology involved in this research was the completion of questionnaires by the pupils and also their participation in focus group discussions. Preliminary results from this research has suggested that we nominate two members of staff, to be decided by pupils, as anti-bullying liaison teachers. A suggestion was also made to have a ‘worry box’ placed in hall where children could post in any concerns they may have. These suggestions are currently being discussed by the Student Council and staff.

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