Anti-Bullying Policy
Preamble
In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the National Educational Welfare Board, the Board of Management of Drogheda Grammar School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools, which were published in September 2013. Development / Review of our Bí Cineálta policy to prevent and address bullying behaviour took place in April 2025.All members of our school community were provided with the opportunity to input into the development / review of this policy.
The ethos of school which states that “Every individual is of value and has something to contribute” and the school’s Code of Behaviour form the foundation on which this policy is based.
The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour.
A positive school culture and climate which:
- is welcoming of difference and diversity and is based on inclusivity;
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;
- promotes respectful relationships across the school community;
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
Implementation of education and prevention strategies (including awareness raising measures) that:
- build empathy, respect and resilience in pupils;
- explicitly address the issues of cyber-bullying and identity-based 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);
On-going evaluation of the effectiveness of the anti-bullying policy.
This policy applies to the whole school community - students, teachers, management, Board of Management, parents/guardians, administrative personnel, residents and all ancillary staff.
Involving and encouraging all members of the school community in developing, formulating and reviewing this policy on bullying promotes partnership, ownership and implementation of the policy.
It is an unfortunate fact of life that bullying exists - what makes the difference is how it is dealt with. While we recognise that this is a problem the school cannot solve alone, we aim to minimise all forms of bullying and thereby minimise the impact of bullying behaviour.
Our School Philosophy
Drogheda Grammar School sees itself as an inclusive community that is welcoming of all. This is based on mutual respect. We foster an atmosphere of learning that is holistic in approach and nurtures each individual student’s personal growth and development. We are committed to fostering a sense of identity and self-worth in each of our students. We are committed to developing well-rounded individuals, with skills, attitudes, sensibilities and personal initiative that will allow each to grow into a mature, confident adult.
The school sets out to create a happy, caring and secure environment in which the individual student is able to develop his or her full potential. An awareness of the needs of others in our community is recognised and respected. Within a supportive atmosphere every student is expected to behave responsibly and through enjoyment, enthusiasm and self-discipline become a better person. The role of parents in education is respected and their involvement is encouraged.
We recognise the need for mutual respect, trust and support, and every possible encouragement is given to develop good patterns of behaviour.
Bullying behaviour is wrong and will not be tolerated. When students report bullying they will be listened to, supported, and validated, and the school will do its best to ensure that bullying stops.
Definition and Types of Bullying
Bullying is defined as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and / or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. ( Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post- Primary school. 2025).
There are many different methods of bullying behaviour, including physical, verbal and relational forms, and it can take place online and offline. There are also many different motives for bullying behaviour which can be understood on an individual level eg. desire for dominance, status, revenge and /or on a societal level eg. identity- based, bullying such as racist, disablist, sexist or LGBTQ+ bullying.Types of Bullying
● Physical aggression - this behaviour includes pushing, shoving, punching, kicking, poking and tripping people or any form of physical force aimed at hurting or frightening another person. It may also take the form of severe physical assault.
● Threats of physical abuse.
● Aggressive or obscene language.
● Offensive joke, whether spoken or by email, text messaging or by any other means.
● Targeting or mistreating anyone else, including personal remarks.
● An attack by rumour, gossip, innuendo, or ridicule on any individual’s reputation,
● Attempting to force one’s religious beliefs on another.
● 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.
● 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 person in public places, by passing around notes about or drawings of the person or by whispering insults about them loud enough to be heard. Relational bullying occurs when a person’s 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 won’t 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.”
● 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. Inappropriate or hurtful messaging 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 person’s sexuality, appearance etc.
● Name calling:
Persistent name-calling which hurts, insults or humiliates another person (or persons) should be regarded as a form of bullying 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 occur 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.
● 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 device, school books and other learning material or interference with a student’s locker or bicycle. Items may also be hidden or stolen.
● Extortion:
Demands for money may be made, often accompanied by threats (sometimes carried out in the event of the targeted student not delivering on the demand). A student may also be forced into theft of property for delivery to another who is engaged in bullying behaviour.
This list is not exhaustive.
Incidents / scenarios not regarded as bullying:
● Negative behaviour that does not meet the above definition of bullying will be dealt with in accordance with the school’s Code of Behaviour.
● Single offline incidents of intentional negative behaviour involving an imbalance of power are not considered bullying, but must be addressed under the school’s code of behaviour.
● A one – off instance of negative behaviour towards another student is not bullying behaviour.
● Disagreement between students.
● Or instances where students don’t want to be friends or to remain friends, is not considered bullying behaviour unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others including deliberate manipulation of friendship groups.
● Bullying is not accidental or reckless behaviour.
● If the repeated harm is real for the student experiencing the behaviour but unintended by the other student, this is not bullying but will still be dealt with in accordance with the school’s Code of Behaviour.
Rights and Responsibilities
Students and staff have a right to learn and work in an atmosphere free from intimidation and harassment.
Every individual is entitled to respect and to be free from any type of bullying. Parents have a right to know that their children feel safe from bullying in school.
All staff, students and parents have a responsibility to ensure that the anti-bullying ethos of the school is upheld.
Everyone has a responsibility to report bullying so that it can be dealt with under the agreed policy and procedures. Reporting incidents of bullying is responsible behaviour.
Section A: Development / Review of our Bí Cineálta policy to prevent and address bullying behaviour.
All members of our school community were provided with the opportunity to input into the development / review of this policy.
March 2025 Date consulted Method of consultation School staff
March/April 2025 Staff survey, Staff meeting Students
February - April 2025 Student survey, Focus groups Parents
April 2025 Parental survey, PTA working group Board of Management
April 2025 Date policy was approved by Staff Ratified by Staff on 9/4/25 (Whole - school staff meeting
April 2025 Date policy was approved by BOM Ratified by Board on 28/04/25 (Board of Management Meeting)
Section B: Preventing Bullying Behaviour
The school endeavours to prevent bullying behaviour through its ethos, education and actions.
The list below outlines the actions the school takes to prevent bullying behaviour.
⮚ This policy will be available on the school website. A copy of the summary is available in the Student Journal along with Guidelines on Protecting Yourself from Cyberbullying by Computer and by mobile phone.
⮚ The prevention of bullying behaviour is strengthened by us creating a positive school culture and climate which Is welcoming of difference and diversity and has a culture of promoting inclusion, equality, respect and diversity with zero tolerance for bullying.
⮚ We promote relationships between all members of the school community to be based on mutual respect, care, integrity and trust.
⮚ Effective leadership and role modelling which influences the school culture and sets the standards and expectations for the school community when addressing and preventing bullying behaviour;
⮚ A school -wide approach & school -wide agreement on the policies and procedures to be followed when bullying is reported.
⮚ Every student, on entering Drogheda Grammar School, must sign a Code of Behaviour contract, which includes the following undertakings agreed to by all students and their parents / guardians.
⮚ To help build an atmosphere which is caring and friendly.
⮚ To behave appropriately inside and outside the classroom towards all other students and all members of staff.
⮚ To treat others as I would wish to be treated myself.
⮚ Not to bully, intimidate or in any way engage in any conduct that causes harm or unfair treatment to others.
⮚ Not to engage in behaviour, particularly while in school uniform or via electronic media that would bring the school into disrepute.
⮚ Every student must sign the Anti-Bullying pledge during Cinealtas/Kindness week.
⮚ A shared understanding of what bullying is and its impact.
⮚ An anti-bullying curriculum is taught to all first year students early in the first term of the academic school year.
⮚ Creation of a ‘Telling’ environment.
⮚ An inclusive curriculum which includes education on diversity and respect for other cultures, anti-racism and an increased awareness of unconscious bias for the whole school community.
The school commits to the Implementation of education and prevention strategies (including awareness raising measures) that:
● Build empathy, respect and resilience in students;
● Explicitly address the issues of cyber- bullying and identity – based bullying including in particular, gender based, homophobic and transphobic bullying
● will apply to the whole school community – students, teachers, management, Board of Management, parents/guardians, administrative personnel, residents and all auxiliary staff.
● will Involve and encourage all members of the school community in developing, formulating and reviewing this policy on bullying promotes partnership, ownership and implementation of the policy.
● 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 harassment of students and 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.
The school will do this through strategies and actions such as:
● Implementing the SPHE & RSE curriculum in the school timetable and 1 hour Wellbeing classes which follow the SPHE programme
● Effective supervision and monitoring of students in the school buildings and on the school grounds and availability of Safe physical spaces in the school.
● Supports for staff – CPD training on anti-bullying, Effective Intervention.
● Student support teams- Junior and Senior Care Teams, AEN Support etc– focusing on student welfare/ wellbeing.
● Themed weeks in the school calendar- Cinealtas/Kindness week, Wellbeing week, Teambuilding and bonding events/days, Stand Up week, Book week, Sports day.
● ‘Friends’ resilience programme for 1st years.
● ‘Yellow brick weekly café for LGBTQI= - all welcome.
● Library resources & open access.
● Leadership and Mentor programmes – Mentors, LIFT programme, Prefects
● Themed weekly Assemblies for the whole school community.
● A mix of organised and supervised activities during break times and after school.
● Consistent recording, investigation and follow up of bullying behaviour. (including use of established intervention strategies).
● Wellbeing co-ordinator – designated person to promote wellbeing.
● On-going evaluation of the effectiveness of the anti – bullying policy.
Please note the above is not an exhaustive/prescriptive list and other activities/actions may be added as deemed appropriate by the school.
It is an unfortunate fact of life that bullying exists – what makes the difference is how it is dealt with. While we recognise that this is a problem the school cannot solve alone, we aim to minimise all forms of bullying and thereby minimise the impact of bullying behaviour.
The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour:
● The school has a class supervision policy – all classes are supervised at all times
● All internal & external areas of the school are supervised – staff supervision rota in place for corridors, pitches, dining hall, courtyards.
● Library is supervised at all times.
● Separate supervision rota for dining hall – supervision by staff & prefects.
Procedures to Deal with Bullying
Section C: Addressing Bullying Behaviour
Firstly, it is important to emphasise that students may approach any teacher they feel comfortable with in order to report an instance or suspected instance of bullying. All staff are responsible for our school’s anti-bullying policy and ensuring reported incidences are dealt with appropriately.
Procedures for telling (student):
Student(s) may approach a staff member of their choice/ most comfortable with to report bullying behaviour. The initial report by a student(s) to the staff member may be in -person or in writing.
The school will also provide other opportunities for students to disclose information about bullying via anonymous wellbeing surveys and highlight the importance of not being a bystander to all students.
Once told it is important to ensure there is a clear method of investigation and reporting.
Teacher/tutor >relevant Year Head > Deputy Principal>Principal>Board of Management
The teacher to whom an incident of bullying is reported should:
Speak to the student and establish what has happened.
Report the issue to the relevant Year Head.
Complete the relevant section of the Record of Bullying Behaviour form
The Year Head(s) will then investigate the matter and report their findings to the Deputy Principal, who is responsible for student welfare and discipline and who will sign off on all reports.
In exceptional circumstances where the relevant Year Head is unacceptable to a student an alternative member of staff may be appointed by the Principal.
In the absence of the Deputy Principal, the Acting Deputy Principal will assume the responsibilities of the Deputy Principal.
Class teachers also have a vital role to play in any effective anti-bullying strategy and will be kept informed of the progress of an investigation as appropriate.
Further details of the process outlined above are available in the appendices.
When bullying occurs, the school will:
● ensure that the student experiencing bullying behaviour is heard and reassured
● seek to ensure the privacy of those involved
● conduct all conversations with sensitivity
● consider the age and ability of those involved
● listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
● take action in a timely manner
● inform parents of those involved
The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows:
Identifying if bullying behaviour has occurred (Teacher>)
⮚ When identifying if bullying behaviour has occurred the teacher should consider the following: What, Where, When, Why?
We will consider the following questions in determining whether or not bullying has occurred -
● Is the behaviour targeted at a specific student or group of students?
● Is the behaviour intended to cause physical, social or emotional harm?
● Is the behaviour repeated?
If the answer to each of these questions is Yes, then the behaviour is bullying behaviour and will be addressed using the Bí Cineálta procedures.
Further investigation of bullying behaviour (Year Head>) :
- The primary aim for the relevant Year Head(s), 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).
- In investigating and dealing with bullying, the relevant Year Head(s) and the Deputy Principal will exercise their professional judgement to determine whether bullying has occurred and how best the situation might be resolved.
- All reports, including anonymous reports of bullying must be investigated and dealt with. In this way students will gain confidence in “telling”. This confidence factor is of vital importance. It should be made clear to all students that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
- Investigation into an allegation of bullying will commence (where feasible) on the day the school becomes aware of the incident or incidents. It may not always be feasible to initiate an investigation on the same day as the report was made due to time constraints eg. teacher timetable, end of school day, end of school week, etc. But the investigation will commence at the earliest opportunity.
- The student /s who disclose a bullying incident will be interviewed first and then the target of the bullying behaviour and any witnesses will be interviewed. Finally, those implicated will be interviewed.
- Students will be interviewed individually, but may have a member of staff of their choice present on their behalf (as an observer only) for the welfare and safety of all. A second teacher may also be present as an observer. All interviews will be conducted with sensitivity and due regard for the rights of all students involved.
- All reports of bullying and interviews will be recorded in writing.
- Parents and students 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.
- Parents of the parties involved in an alleged bullying incident will be contacted at an early stage of the investigations and inform them of the matter and explain the actions being taken (with reference to the school’s anti-bullying policy).
- It is very important that all involved (including each set of students and parents) understand the above approach from the outset.
- Teachers and Year Heads should take a calm, problem-solving approach when dealing with incidents of alleged bullying behaviour reported by students, staff or parents.
- 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 students concerned. Students who are not directly involved can also provide very useful information in this way.
- When analysing incidents of bullying behaviour, the relevant Year Head(s) should seek answers to the questions of –
What, Where, When, Why?
The history of the person accused of the bullying behaviour must also be taken into consideration. This should be done in a calm manner, setting an example in dealing effectively with conflict in a non-aggressive manner. All investigations carried out by Year Head(s) will be done as confidentially as possible, bearing in mind the Child Protection policies.
- If a group of students is involved, each student should be engaged with individually at first. It may be helpful to ask those students involved to write down their account of the incident. Thereafter, all students involved should be met as a group.
- At the group meeting, each student should be asked for their account of what happened to ensure that everyone in the group is clear about each other’s views. Each member of a group should be supported, as appropriate, following the group meeting.
- If a student reporting bullying behaviour asks that a member of staff does nothing about the behaviour other than to “look out” for them, that member of staff will deal with the matter sensitively and work with the student on what steps can be taken to address the matter and how their parents will be informed of the situation. That member of staff should complete pages 1 & 2 of the Record Form and discuss with the relevant Year head. Parents of this student should still be contacted regardless of whether or not the student wants action to be taken.
- If a parent makes the school aware of bullying behaviour that has occurred and requests that the school take no action. Parents must put this request in writing to the school. However, the school reserves the right to address this bullying behaviour if, based on the circumstances, it is deemed appropriate by the school to address the bullying behaviour.
- The school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, if this bullying behaviour has an impact in school, the school will support the students involved. This includes incidents of cyberbullying.
- Cyberbullying: Note- this school has a mobile phone ban which prohibits students from accessing their mobile phones during the school day / whilst in school. -If a student ignores this ban and views a hurtful message online on their phone whilst they are in school, the school will support that student and will contact the student’s parent/s to inform them of the incident and advise the parent/s. The school will not investigate this type of incident. -If an incident of cyberbullying occurs when students are not under the care or responsibility of the school, the school will support the student but it will be the parent/s / guardians’ responsibility to investigate or report the incident to the relevant agency as per guidelines on Internet safety.
If Bullying Behaviour has occurred – Action to be taken:
Bullying is defined as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and / or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.
Note: One-off incidents may be considered bullying in certain circumstances – a single hurtful message posted on social media can be considered bullying behaviour as it has the likelihood of being shared multiple times and thus becomes a repeated behaviour. The school will not be responsible for investigating such an incident when students are not under the care and responsibility of the school.
- In cases where it has been determined that bullying behaviour has occurred, the parents of the parties involved will be contacted at an early stage to inform them of the matter and consult with them on the actions to be taken to address the behaviour. (with reference to the school’s anti-bullying policy).
- A written record will be kept of the engagement with all involved;
- This record should document the form and type of bullying behaviour, where and when it took place and the date of the initial engagement with the students involved and their parents. This record should include the views of the students and their parents regarding the actions to be taken to address the bullying behaviour.
- Where it has been determined that a student has 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 student being bullied;
- It must also be made clear to all involved (each set of students and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the student who is being disciplined, his/ her parents and the school. The student who has been bullied will be informed that the matter has been dealt with and told to report any further instances of bullying behaviour.
If a student is found to have engaged in bullying behaviour, a graded sanction system will be used, in accordance with the school’s Code of Behaviour. The sanctions to be imposed will be decided by the relevant Year Head(s) and the Deputy Principal.
Appeals should be directed in writing to the Principal within 3 days of the issue of sanction.
Sanctions:
− Verbal Warning
− Written Warning
− Friday after school Detention or Community Service
− Suspension
− Escorted to and from school by a parent (especially where the bullying/harassment occurs en-route to and from school)
− Expulsion
This list is not exhaustive and need not occur in the order listed above.
Follow Up where bullying behaviour has occurred:
The Year Head must engage with the students involved and their parents separately again no more than 20 days after the initial engagement. It would be hoped there would be the possibility, if appropriate, of bringing them together at a later date if the student who has been bullied is ready and agreeable. This can have a therapeutic effect, but may not always be appropriate.
These discussions will inform the school of the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved.
The Year Head will document the review with students and their parents to determine if the bullying behaviour has ceased and the views of students and their parents in relation to this.
The date that it has been determined that the bullying behaviour has ceased will also be recorded.
It is important to remind ourselves that both the student who is experiencing bullying behaviour and the student who is displaying bullying behaviour need support.
In cases where the relevant Year Head(s) and / or the Deputy Principal considers that the bullying behaviour has not ceased within 5 school days after it has been determined that the bullying behaviour has occurred, this shall be recorded in the template at Appendix 1 and copied to the Principal.
The Year Head and Deputy Principal will then review the strategies used in consultation with the students involved and their parents. A timeframe will be agreed for further engagement until the bullying behaviour has ceased.
They will take the following factors into consideration:
1. Whether any issues between the parties have been restored as far as is practicable.
2. Feedback from the students and parents involved, the Principal or Deputy Principal.
If it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then the school will consider using the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school.
Appeals: Where a parent is not satisfied that the school has dealt with a bullying case in accordance with this policy, the parent/s may be referred, as appropriate, to the school’s complaints procedures. Appeals are normally directed to the Principal.
In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise parent/s of their right to make a complaint to the Ombudsman for Children if they believe the school’s actions have had a negative effect on the student.
Serious incidences of bullying behaviour may, in accordance with the Children First and the Child Protection Procedures for Primary and Post – Primary Schools, be referred to HSE Children and Family Services / Tusla and /or the Gardaí as appropriate.
Education and Prevention Strategies
This policy will be available on the school website. A copy of the summary will be given to all parents/guardians and discussed with parents on the induction day. All new staff, students and parents will be informed about the policy and procedures.
An anti-bullying curriculum will be taught to all firstyear students early in the school year.
There will be on-going teacher training in the management of bullying behaviour.
Preventative measures begin with whole school agreement on the policies and procedures to be followed when bullying is reported.
Every student, on entering Drogheda Grammar School, must sign a Code of Behaviour contract, which includes the following undertakings agreed to by all students and their parents/guardians:
- to help build an atmosphere which is caring and friendly;
- to behave appropriately inside and outside the classroom towards all other students and all members of staff;
- to treat others as I would wish to be treated myself;
- not to bully, intimidate, or in any way victimise anyone else;
- not to engage in behaviour , particularly while in uniform or via electronic media, that would bring the school into disrepute.
Each student must sign the Anti-Bullying Pledge, Appendix 4, annually, during Anti-Bullying Week.
An anti-bullying awareness/friendship week will be held annually before the first mid-term break.
The school confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour.
The school affirms its commitment to the use of the SPHE and RSE curricula to provide opportunities to explore bullying and to enhance students’ ability to recognise and respond to bullying.
The school has a proactive approach to the prevention of bullying, incorporating strategies into its 1st Year induction programme and by the use of continuous programmes into 2nd year.
Support
The school’s programme of support for working with pupils affected by bullying is as follows:
All teachers of students affected by or involved in bullying incidents will be briefed by the relevant Year Head(s) as appropriate, and may be asked to keep a watchful eye on the student. Any sanctions imposed will be included in the briefing.
The relevant Year Head(s) will maintain contact with all students affected by bullying and their parents, until satisfied that the situation has been satisfactorily resolved.
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 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 adopted by the Board of Management in 2015.
This policy is available to school personnel, published on the school website and is otherwise readily available to the parents and pupils, on request, and provided to the Parent Teacher Association. A copy of this policy will be made available to the Department of Education and Skills and the Trustees if requested.
This policy and its implementation will be reviewed by the Board of Management once in every school year using Appendix 4 and the “Notification regarding the Board of Management’s annual review of the anti-bullying policy” as outlined in “Anti-Bullying Procedures for Primary and Post-Primary Schools” (Department of Education and Skills, September 2013). This policy fully complies with the requirements of the Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post – Primary Schools 2025.
Reviewed by the PTA and Student Council April 2025
Reviewed and approved by the Board of Management: April 28th 2025