18/03/2025

These four areas have been considered by the staff and Board of Management of

St John the Baptist NS in developing measures to prevent bullying behaviour.

• 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, board 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 maintain 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.

• Curriculum (Teaching and Learning)

Teaching and learning that is collaborative and respectful should be promoted. Students

should have regular opportunities to work in small groups with their peers, which can help

build a sense of connection, belonging and empathy among students.

• The curricular subjects offered to students provide opportunities to foster inclusion and respect for diversity. Schools are encouraged to provide opportunities for students to develop a sense of self-worth through both curricular and extra-curricular programmes.
• The Social Personal and Health Education (SPHE) and Relationships and Sexuality

Education (RSE) curricula at primary level aim to foster students’ well­being, 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 skills can be improved through the SPHE curriculum.

Education and Prevention Strategies:

The education and prevention strategies to support anti-bullying promotion (including

strategies specifically aimed at cyber-bullying (5.5 Bí Cineálta), identity based bullying (5.6 Bí Cineálta), racist bullying (5.7 Bí Cineálta), sexist bullying (5.8 Bí Cineálta) and sexual

harassment 5.9 Bí Cineálta)) used by St. John the Baptist National School are conducted at a whole school and class based level. The strategies listed below are examples of how we aim to prevent bullying behaviours in our school however the list is not an exhaustive list. Further resources are available in the Bí Cineálta Resource Guide which may be used if/when required.

School and Class Based Strategies:

1. Anti-Bullying Promotion:

Positive Behaviour Reinforcements:

• Explicitly teach school rules/ expectations at the beginning of each school year.
• Teachers will involve pupils in the formulation of class rules at the beginning of

each academic year and may set up class charters.

• Have a system of encouragement and rewards to promote desired behaviours

and compliance with the school rules and routines (at discretion of each

individual class teacher).

• Display key respect messages in classrooms, in assembly areas and around the

school. Involve pupils in the development of these messages.

• Follow up and follow through with pupils who ignore or persistently break the

rules.

• We run “Friendship Week” to promote how to be a good friend.
• We encourage paired reading/ buddy systems to model kind behaviours.

Model Desired Behaviours:

• Model respectful behaviour to all members of the school community at all times.
• Explicitly teach pupils what respectful language and respectful behaviour looks

like, acts like, sounds like and feels like in class and around the school.

• Actively promote the right of every member of the school community to be safe and secure in school.
• Catch pupils being good – notice and acknowledge desired respectful behaviour

by providing positive attention.

• Give constructive feedback to pupils when respectful behaviour and respectful

language are absent.

• Seating arrangements are routinely altered to encourage students to develop positive relationships with all children.
• A buddy bench is available to help those who are struggling with friendships.

Anti-Bullying Promotion:

• The anti-bullying module of the SPHE programme, particularly the relevant exercises from the following programmes may be used to support Anti- Bullying lesson content and learning outcomes –

“Walk Tall” , “Stay Safe” “Weaving Wellbeing” programmes.

• All staff actively watch out for signs of bullying behaviour and report this

behaviour to the relevant class teachers.

• The Student Council may engage in anti bullying awareness campaigns and

promote positive behaviour across the school community.

• We run “Antibullying Week” to raise awareness of good behaviours and how to help if you notice bullying behaviours.

b) Preventing Cyberbullying:

Technology is a part of life that can impact even the youngest members of society.

However, the increase in the use of technology has led to students becoming

increasingly vulnerable to cyberbullying or unacceptable online behaviour.

• St John the Baptist National School will proactively address these challenges by promoting digital literacy, digital citizenship, and fostering safe online environments.
• Pupils will be positively encouraged to comply with the school rules on mobile

phone and internet use. The children from 2nd class upwards will be taught the

rules that must be adhered to with regard to the safe use of the internet in

school as per the AUP policy.

• Parents will be invited to read the AUP policy annually.
• Pupils will be explicitly taught about the appropriate use of social media programmes such as HTML Heroes, Zeeko Online Safety, My Selfie and The Wider World, Webwise may be used to assist with this.
• Actively involve parents and/or the Parents’ Association in awareness raising

campaigns around social media e.g. Internet Online Safety Talks with Ger Brick.

• The community guards may be invited into the school to speak to the children about the importance of online safety and to teach them about the impacts of cyberbullying from a legal perspective.
• It is important for their child’s safety, that parents are aware of their children’s

use of technology including smartphones and gaming consoles. Parents must

take ownership over this and monitor their child’s use of the internet, technological devices and social media.

• There is a firewall on our internet to help prevent accessing inappropriate material.

c) Preventing homophobic/transphobic bullying behaviour:

All students, including gay, lesbian, bisexual and transgender students, have a right to

feel safe and supported at school.

• At St John the Baptist National School we will consistently tackle the use of discriminatory and derogatory language in the school.
• Pupils will be encouraged to speak up if they witness any inappropriate behaviours and report this to their teacher.
• Children may explore themes and topics appropriate to their age and class level

from the Stay Safe, Busy Bodies and RSE programme to empower and educate them on

treating one another with respect at all times.

d) Preventing racist bullying behaviour:

Schools have become much more culturally diverse over the last number of decades.

Students attending schools come from many different cultures and backgrounds.

Students from diverse backgrounds may face discrimination and prejudice and may be

subject to racist bullying behaviour.

• At St John the Baptist NS we foster a school culture where diversity is celebrated and where students “see themselves” in their school environment.
• We encourage bystanders to report if/when they witness racist behavior.
• We provide supports to school staff to respond to the needs of students for

whom English is an additional language and for communicating with their parents.

• We provide supports to school staff to support students from ethnic minorities, including Traveller and Roma students, and to encourage communication with their parents.
• We ensure that library reading material and textbooks represent appropriate

lived experiences of students and adults from different national, ethnic and cultural

backgrounds.

e) Preventing sexist bullying behaviour:

Schools should focus on gender equality as part of the school’s measures to create a

supportive and respectful environment.

• At St John the Baptist National School we ensure members of staff model respectful behaviour and treat students equally irrespective of their sex
• We ensure all students have the same opportunities to engage in school

activities irrespective of their sex.

• We celebrate diversity at school and acknowledge the contributions of all students.
• We may organise awareness campaigns, workshops and presentations on

gender equality and respect.

• We encourage parents to reinforce these values of respect at home.

f) Preventing sexual harassment:

Preventing sexual harassment requires an approach that focuses on education,

awareness and clear enforceable policies. At St John the Baptist National School there is a

zero­tolerance approach to sexual harassment. Sexual harassment should never be

dismissed as teasing or banter.

3. Policy and Planning:

• The wellbeing of the school community is at the heart of school policies and plans.
• There are a range of other policies such as the school’s Acceptable Use Policy (AUP), Supervision Policy, Special Education Teaching (SET) Policy and Code of Behaviour that support implementation of our school’s Bí Cineálta policy.
• Supporting the participation of students in the development and implementation of school policies and plans help increase awareness and ensure effective implementation. This is done at a whole school level by including all classes in decision making, through engagement with the Student Council.
• The staff are encouraged to engage in appropriate teacher professional learning (TPL) or continuous professional development (CPD) courses.
• School staff should also share their experiences and examples of best practice. 
• Relevant policies are reviewed and updated on a regular basis by school staff and Board of Management.

4. 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 student councils, school

clubs, parent teacher association.

• Communication with parents and the wider community is done through Aladdin. Information about our school is available on the school website. Current events and activities taking place in the school are promoted via the school social media Facebook/Instagram.
• The Parents are involved in the development of any relevant school policy and plans and input is sought from them as required to ensure their voice is included.
• Assembly – All classes are invited to participate in a fortnightly assembly. The children are reminded of their obligation in promoting a kind, caring environment in our school and of the rules in the school to ensure their health, safety and wellbeing. Positive contributions that the children make to the school are recognised and noted at assembly to promote positive relations among the children, teachers and entire staff.
• Cineáltas: Action Plan on Bullying recognises the importance of positive relationships across the whole education community to promote empathy, understanding and respect.
• 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.

• Child Safeguarding Statement
• Code of Behaviour
• Health and Safety Statement
• Supervision Policy
• Acceptable Use Policy (AUP)
• Complaints Policy (Working Together Ag Obair le Chéile) 

The school’s procedures must be consistent with the following approach. 

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

The 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, are in line with the approach outlined in chapter 6 of the Bí Cineálta Procedures.

Reporting bullying behaviour:

• Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school. 
• All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher. 
• Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher/DP/P.

Investigating and dealing with incidents: 

• In investigating and dealing with bullying behaviour , the (relevant) teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved
  • Bullying behaviour is defined in Bí Cínealta as
    • Targeted
    • Harmful
    • Repeated
• Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
• Teachers should take a calm, unemotional problem-solving approach.
• Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved.
• 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.
• When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner.
• If a group is involved, each member should be interviewed individually at first. Thereafter, they may be met as a group, if deemed appropriate. 
• Each member of a group should be supported through the process. 
• It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)
• In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken. The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils.
• Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil experiencing bullying behaviour. 
• It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school.

Follow up and recording 

• The relevant teacher will engage with the students and parents involved no more than 20 school days after the initial discussion to review progress. 
• 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. 

-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

• Follow-up meetings with the relevant parties involved should be arranged. 
• 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. 
• If issues remain unresolved the case will be referred to Deputy principal/ Principal and the school will consider the use of strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. 

• Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.
• In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.

Recording of bullying behaviour

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows:

       Initial investigation that bullying may have occurred

• While all reports, including anonymous reports, of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must complete the relevant form, recording the issue, the actions taken and any discussions with those involved regarding same
• The relevant teacher must inform the principal, in person, of all incidents being investigated.

       Determination that bullying has occurred

• If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep the reporting form updated and his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved. 
• All records must be retained by the relevant teacher and a copy of the reporting form added to the Aladdin file. 
• Follow up meetings with all involved must be recorded on the Reporting Form. 
• These records will be retained by the school until all parties reach 18 years old. 

• Ending the bullying behaviour
• Informing all staff members of incidences of bullying behaviour to ensure awareness within the whole school staff.
• Changing the school culture through ongoing awareness-raising to (a) foster more respect for all pupils and (b) foster greater empathy towards, and support for, all relevant pupils
• revisiting relevant lessons in SPHE at appropriate times through year
• Indicating clearly that the bullying behaviour is not the fault of the targeted pupil, through ongoing awareness-raising and through the speedy identification of those involved in bullying and speedy resolution of bullying situations and conduct relevant follow-up check-ins.
• Encourage all pupils to become more resilient by utilising school “Stop, Think, Do” strategy. 
• Helping 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)
• Making it clear that pupils who engage in bullying behaviour are given the opportunity to amend said behaviour. 
• Encourage, reinforce and praise positive behaviours
• In dealing with negative behaviour in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child.
• Making adequate support available to pupils who need them within or outside the school as applicable, in a timely manner.

Support Services Available:

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. The NEPS model of service is a consultative, capacity­ building model, in which there is a balance between casework and support and development work.

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 enquiry 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.

Webwise:

Webwise is the online safety initiative of the Department of Education and is co funded by the European Commission. 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.