Scoil Mhuire, Ballyroan road, Abbeyleix, Co Laois.


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Revised Anti-bullying Policy

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Anti Bullying Policy Scoil Mhuire Abbeyleix 2014


1. 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 Scoil Mhuire Abbeyleix 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.

2. 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) 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 which is non-threatening environment; and
- promotes respectful relationships across the school community;
(b) Effective leadership;

(c ) A school-wide approach;

(d) A shared understanding of what bullying is and its impact;

(e) Implementation of education and prevention strategies (including awareness raising measures) that-build empathy, respect and resilience in pupils; and explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

(f) Effective supervision and monitoring of pupils;

(g) Supports for staff;

(h )Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
(i) On-going evaluation of the effectiveness of the anti-bullying policy

3. 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 person's 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 once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school's code of behaviour as per school policy.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school's code of behaviour.

See Appendix 1 (a() and 1 (b) Re Types of Bullying:

(As understood and defined in this policy)

4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

A) The class teacher/s - in the first instance of the relevant student/s concerned will be the person to whom the report of bullying should be made.

B) Non-teaching staff such as secretary/receptionist, Special Needs assistants (SNA) and cleaner are encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.

C) The Principal or Deputy Principal of the school will become involved should intervention be deemed appropriate and or warranted.

*Any Teacher may act as the relevant Teacher if circumstances warrant it*

5. The Education and Prevention Strategies Re Bullying in Scoil Mhuire :
(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 as follows:

  • All staff are aware of the Anti Bullying Policy available in the school.
  • The topic of bullying is dealt with in the classroom through the Social, Personal and Health Education Programme, the Stay Safe Programme and the Religious Education Programme.
  • We listen to children and encourage them to tell about bullying, when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
  • We are Fair
  • Differences between individuals are celebrated
  • We raise children's self esteem
  • We are assertive, not aggressive, role models
  • Children can view and deal with conflict situations in a positive manner.
  • Anti-bullying policies and procedures are devised and implemented
  • We act immediately to stop and condemn bullying, fighting or cruelty
  • We make it clear to pupils that there will be consequences for bullying
  • We keep records
  • To actively promote and teach respectful interactions (e.g. Junior Infants using visual key words to understand respect and positive skills to deal with conflict).
  • We do not blame victims for being bullied
  • At the start of each term, the topic of bullying is covered in Assembly. During these assemblies, the definition of bullying is explained and revised. Strategies are explained to children as to what to do if they feel they are being bullied.
  • A -Bullying talk for 5th and 6th class pupils at the beginning of each school year( Term 1 ) and a corresponding talk for all parents of the school will be organised annually in conjunction with The Parent's Association. (Parents of all class groupings actively encouraged to attend.
  • Annual Anti bullying Awareness Week/ Friendship Week in the first term across the school( Period from September to the end October each year)
  • Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils' lives and the need to respond to it-prevention and intervention.
  • An annual audit of professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise and external sources.
  • Professional development with specific focus on the training of teacher(s) and all school staff.
  • School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
  • Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
  • Development and promotion of an Anti-Bullying code for the school-to be included in The Parent's Handbook for Scoil Mhuire and displayed publicly in classrooms and in common areas of the school.
  • The school's anti-bullying policy is discussed with pupils and all parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour - and this will also be displayed on the school website www.scoilmhuireabbey.ie
  • 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.
  • The provision of an Anti Bullying Post Box to allow pupils to anonymously report acts of suspected bullying behaviour. This box will be secured and located centrally in the school.
  • Supervision of pupils at all break times and recording any suspected incidents as noted by the supervising teacher in a specific notebook for same.( Yard Incident Notebooks)
  • The provision of extra-curricular activities e.g. Gaelic football, hurling, camogie, basketball, swimming, drama etc. as a means of providing opportunities for channelling how to learn and control aggression as well as developing self-esteem and self-worth.
  • Initiatives to develop self-esteem and self-worth.
  • Initiatives to develop pupil's awareness and understanding of bullying will include anti-bullying posters on notice boards around the school.
  • Our school approach to tackling and preventing bullying will take particular account of the needs of pupils with disabilities or with SEN, will join up with other relevant school policies and supports and ensure that all the services that provide for such pupils work together. Approaches to decreasing the likelihood of bullying for pupils with SEN include improving inclusions, focusing on development social skills, paying attention to key moments such as transitioning from primary to post primary and cultivating a good school culture which has respect for all and helping one another as central.
  • Our schools prevention and awareness raising measures are appropriate to the type of bullying and take into account the age and gender of the pupils involved.
  • There is space within the teaching of all subjects to foster an attitude of respect for all: to promote the value of diversity, to address prejudice and stereotyping and to highlight the unacceptability of bullying behaviour.
  • Ensuring that pupils know who to tell and how to tell E.G. - Direct approach to teacher at an appropriate time , hand note up with homework., Ant Bullying Box, , get a parent or guardian to tell on your behalf., ensure that bystanders understand the importance of telling if they witness or know that bullying is taking place.
  • Delivery of the Garda SPHE Programmes at school appropriate level.
  • Linkage of the anti-Bullying strategies to the relevant school policies such as - Code of Behaviour, Attendance Policy, Acceptable Use Policy re ICT, Child Protection Policy and school extracurricular activities.
  • The Scoil Mhuire Parents Association will endeavour to support the school, staff, parents and children in the education and prevention strategies to counteract bullying.



Anti-Bullying Prevention Strategies:
(Pupils):

  • Pupils will have read The Code of behaviour, Classroom Rules and The Anti Bullying Policy
  • Pupils will participate in classes related to "Bullying" as outlined in The Stay Safe Programme.


Anti-bullying Prevention Strategies:
(Parents)

Parents will:

  • Read the schools Code of Behaviour and Anti-Bullying Policy and encourage his/her child to be respectful of others and to follow all rules and guidelines laid down in these policies
  • Ensure that the child is familiar with the possible types of bullying behaviour and is familiar with the rules of the school as regards the type of behaviour expected in our school.
  • Discuss SPHE (Stay Safe) homework worksheets with his/her child to reinforce classroom teaching


Cyber-Bullying Prevention Strategies:
(Teachers)

All teachers will:

  • Explain what cyber-bullying is and what forms it can take
  • Encourage children and young people to take responsibility for their words and actions online and sensitise children and young people to the impact that their words and actions online can have
  • Support children and young people to fully appreciate and damaging and sometimes devastating consequences of cyber bullying on victims.
  • Highlight to children and young people that there can also be adverse consequences for those who engage in cyber-bullying, including the existence of a permanent record of their actions, which they may regret in the future when they are no longer involved in this kind of behaviour.
  • Advise children and young people about what they should do if they experience or come across cyber-bully - for example, save the comments/email; speak to a parent, teacher or another trusted adult about it; and report it immediately to the service provider (Dealing with Bullying in schools by Ombudsman).
  • Inform pupils of appropriate websites that they may access during school time.
  • Allocate a specific laptop (each laptop is numbered) to senior pupils to ensure safe monitoring of internet.


Cyber-bully Prevention Strategies
(Pupils):
Pupils will be encouraged during SPHE classes to:

  • Ask permission before using the internet
  • Refrain from sending personal information about themselves or family to anyone they encounter online
  • Tell their parents or teachers about any upsetting or frightening material they may find online
  • Share all fun material they find on-line with their parents/guardians
  • Keep their password secret and not even tell their best friend
  • Not meet in person any one they meet on-line unless their parents / guardians are with them
  • Treat others on-line they way they would like to be treated.

(Website Primary Teachers' Handbook NCTE)

Cyber-Bulling Prevention Strategies:
(Parents)

Parents will

  • Discover the internet with their child
  • Encourage his/her child to be respectful of others online
  • Outline rules of internet use to his / her child at home
  • Monitor his / her child's use of internet
  • Instruct his / her child how to react to unwanted emails
  • Encourage his / her child to be careful when disclosing personal information online
  • Talk about the risks associated with meeting online friends
  • Teach his/her child about "Source Criticism" on the internet (not all information online is correct)
  • Not be too critical towards his/her exploration of the internet (its not always their fault if they come across inappropriate content on the web)
  • Report online material he /she may consider illegal to the appropriate authorities.
  • Remember that the positive aspects of the internet out-weigh the negative aspects.


6.The school's procedures for 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 as follows:

Investigation Outline:

  • In the event of a report of bullying, the investigation, follow-up and recording procedures will be outlined to each set of pupils and parents from the onset, by the relevant teacher and principal.
  • The relevant teacher investigates the report of bullying to resolve any issues and to restore, as far as practicable, the relationship of the parties involved (rather than to apportion blame)
  • The teacher will exercise his/her professional judgement to determine whether bullying has occurred and to determine how best the situation might be resolved.
  • All reports, including anonymous reports of bullying will be investigated and dealt with by the relevant teacher.
  • It will 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
  • Parents and pupils are required to co-operate with the investigation procedure and to assist the school in resolving issues.


Investigation Procedures

  • A pupil or parent may bring a bullying concern to any teacher in the school. Individual teachers must take appropriate measures regarding reports of bullying behaviour in accordance with the schools anti-bullying policy. Parents should inform the school first if their child has experienced bullying, either within the school, or outside the school as it will continue to affect the child within the school regardless of whether the incident took place there or not. (e.g. cyber-bullying).
  • 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 relationship of the parties involved (rather than to apportion blame)
  • 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.
  • All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. 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.
  • 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, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other's statements;
  • Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher; 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 (by reference to the school policy). 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 being bullied;
  • It will 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.
  • Non-teaching staff such as secretaries, special needs Assistants (SNAs), bus escorts, caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
  • It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset.


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:

Informal- pre-determination that bullying has occurred

  • All staff must keep a written record of any incidents witnessed by them or notified to them. Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be reported to the relevant teacher
  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
  • The relevant teacher must inform the principal of all incidents being investigated.


Formal Stage 1-determination that bullying has occurred

  • If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
  • The school in consultation with the relevant teacher/s will implement the protocol for the storage of all records retained by the relevant teacher- i.e. note / sheet to be retained by the class teacher in a secure location in the pupils individual file.


Formal Stage 2-Appendix 3 - (Scoil Mhuire Template for Recording Bullying behaviour)
The relevant teacher must use the "Scoil Mhuire Bullying Behaviour Recording Template" at Appendix 3 to record the bullying behaviour in the following circumstances:

a) in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
b) Where the school( in the case of the instances of a most serious and immediate in nature) has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.
The school list of such behaviours is as follows:

  • Damaging other pupil's property
  • Deliberately injuring a fellow pupil either physically or by verbal abuse.
  • Interference with the person or property of a fellow school pupil. .
  • The use or possession of any item that might be deemed to be a weapon on the school premises or during school hours.
  • Aggressive, threatening or violent behaviour towards a Teacher/SNA/pupil.
  • Interference with the Staff Cars in the School Car Park
  • All instances of alleged "Cyber Bullying"
  • All instances of alleged bullying as it pertains to "Identity based behaviours" ( see Appendix 1 a)
  • Any alleged bullying as it pertains to pupils with Special Educational needs or disability.

This list is not exhaustive and if any Staff member is unsure as to the need to bring a matter to the immediate attention of the Principal or Deputy Principal (as described in this section) he/she should always make the report in the first instance so as to allow for full transparency and the safety of all.

Recording Template- Re Bullying Behaviour - Scoil Mhuire (Appendix3)

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. Due consideration will be given to where these records are kept, who has access to them, and how long they will be retained. Usually the record will be kept in the pupil's individual file and a copy in The Principal's Office - both areas to be secure and have restricted access.

Established intervention strategies

  • Teacher interviews with all pupils
  • Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
  • Working with parent(s)/guardian(s)s to support school interventions
  • Circle Time
  • Restorative interviews
  • Restorative conferencing


Sanctions will come into effect if warranted ( see school Discipline Policy )

Follow up and Recording:
In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her profession 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 practicable
  • Whether the relationship 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


Where the parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the schools complaints procedures.

In the event that a parent has exhausted the schools complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.

In relation to bullying in Scoil Mhuire in situations where the incident is serious and where the behaviour is regarded as potentially abusive, the school will consult with the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan.

Serious incident of bullying behaviour will, in accordance with the Children First and The child Protection Procedures for Primary and Post Primary Schools, be referred to the HSE Children and Family Services and/or Gardaí as appropriate.

7. The school's programme of support for working with pupils affected by bullying is as follows
A programme of support for pupils who have been affected by bullying, (both the victim/s and perpetrators) is in place and contain the following elements:

  • Specific lessons under the schools SPHE Programme
  • Specific lessons from the Stay Safe Programme
  • Additional resource material from Prim Ed series "Bullying" and "Bullying in a Cyber World"
  • Regular reinforcement of the schools Anti Bullying Policy at the monthly assembly
  • The opportunity for circle time in each classroom as necessary
  • Feedback from the children on their experience of the process and resolution
  • The active encouragement of those children perceived to be affected by bullying to partake in the schools extracurricular activities as a means of raising pupil's self-esteem.
  • The promotion of the curricular area of Drama (in particular role-play) as a means of raising awareness of the causes and effects of bullying.
  • If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
  • Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.


Follow-Up

  • Parents will be given the opportunity of discussing the action being taken by the school and ways of supporting this action
  • It will be made clear to the pupil who has been engaged in the bullying behaviour, that he / she is in breach of the schools anti bullying policy
  • Efforts will be made by the relevant teacher and parents to get the pupil who has engaged in the bullying behaviour to see the situation from the perspective of the pupil being bullied
  • Every effort will be made to engage with the pupil(s) engaged in the bullying behaviour to ascertain why they are behaving in such a fashion and to try and get to the reasons as to why they feel that they behave in this way.
  • It will be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school.
  • Follow-up meetings with the relevant parties involved may be arranged separately with a view to possible bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect


8. 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.

9. 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.

10. This policy was adopted by the Board of Management on

11. This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.

12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.


Scoil Mhuire Abbeyleix
School Anti Bullying Policy 2014

Appendix 1(a)

Examples of bullying behaviours

General behaviours which apply to all types of bullying

  • Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Name calling
  • Slagging
  • The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
  • Offensive graffiti
  • Extortion
  • Intimidation
  • Insulting or offensive gestures
  • The "look"
  • Invasion of personal space
  • A combination of any of the types listed.


Cyber

  • Denigration: Spreading rumors, lies or gossip to hurt a person's reputation
  • Harassment: Continually sending vicious, mean or disturbing messages to an individual
  • Impersonation: Posting offensive or aggressive messages under another person's name
  • Flaming: Using inflammatory or vulgar words to provoke an online fight
  • Trickery: Fooling someone into sharing personal information which you then post online
  • Outing: Posting or sharing confidential or compromising information or images
  • Exclusion: Purposefully excluding someone from an online group
  • Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
  • Silent telephone/mobile phone call
  • Abusive telephone/mobile phone calls
  • Abusive text messages
  • Abusive email
  • Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
  • Abusive website comments/Blogs/Pictures
  • Abusive posts on any form of communication technology


Identity Based Behaviours
Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

Homophobic and Transgender

  • Spreading rumours about a person's sexual orientation
  • Taunting a person of a different sexual orientation
  • Name calling e.g. Gay, queer, lesbian...used in a derogatory manner
  • Physical intimidation or attacks
  • Threats


Race, nationality, ethnic background and membership of the Traveller community

  • Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
  • Exclusion on the basis of any of the above


Relational
This involves manipulating relationships as a means of bullying. Behaviours include:

  • Malicious gossip
  • Isolation & exclusion
  • Ignoring
  • Excluding from the group
  • Taking someone's friends away
  • "Bitching"
  • Spreading rumours
  • Breaking confidence
  • Talking loud enough so that the victim can hear
  • The "look"
  • Use or terminology such as 'nerd' in a derogatory way


Sexual

  • Unwelcome or inappropriate sexual comments or touching
  • Harassment


Special Educational Needs, Disability

  • Name calling
  • Taunting others because of their disability or learning needs
  • Taking advantage of some pupils' vulnerabilities and limited capacity to recognise and defend themselves against bullying
  • Taking advantage of some pupils' vulnerabilities and limited capacity to understand social situations and social cues.
  • Mimicking a person's disability
  • Setting others up for ridicule


Scoil Mhuire Abbeyleix - School Anti Bullying Policy 2014.


Appendix 1(b)

Types of Bullying:
The following are some of the types of bullying behaviour that can occur amongst pupils:
1. 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.
2. 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 b 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 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".
3. 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 (night or day). 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.
4. Name calling: Persistent name-calling directed at the same individual(s) which hurts, insults or humiliates 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 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.
5. Damage to property: Personal property can be the focus of attention for bullying behaviour. This may result in damage to clothing, mobile phones or other devices, school books and other learning material or interference with a pupil's 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.
6. 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.



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