Scoil Mochua – Oulart
Bí Cineálta Policy to Prevent and Address Bullying Behaviour
The Board of Management of Scoil Mochua, Oulart, Co. Wexford has adopted the following policy to prevent and address bullying behaviour.
This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.
The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.
We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.
We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
We confirm that we will take all such steps that are reasonably practicable to prevent the bullying or harassment of our students in whatever form and however motivated.
Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God's image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that each person in our school is treated with respect and care, in accordance with the Catholic Schedule.
As a Catholic school, we are committed to respecting the dignity of every individual. No human person is to be devalued, and all have an indispensable part to play in the school community, regardless of difference.
Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 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.
The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.
Our school has developed, and implemented, this Bí Cineálta policy that sets out how the school community prevents and addresses bullying behavior. Strategies to deal with inappropriate behavior that is not bullying behavior are provided for within the school’s Code of Behaviour.
All members of our school community were provided with the opportunity to input into the development/review of this policy.
Date consulted Method of consultation
School Staff 14th March 2025 Staff Training
Staff Meeting / Focus Group (World Café style)
Students
April 2025 Student Council collaborated to design survey.
May 2025 Student Survey
June 2025 Poster competition for child friendly policy
Parents May 2025 PA offered NPC training
Parent Survey
Board of Management
May 2025 Board training session as provided by CPMSA
Wider school community as appropriate, for example, bus drivers
14th March 2025
Secretary at whole staff training.
Date policy was approved: 4th July 2025
Date policy was last reviewed: Anti-Bullying policy 2024/25 was reviewed October 14th 2024
Section B: Preventing Bullying Behaviour
This section sets out the prevention strategies that will be used by this school to address all forms of bullying behaviour, in whatever form and however motivated, including online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment.
In developing preventative strategies which this school will use to prevent all forms of bullying behaviour, we come from the context of our Catholic ethos where inclusivity permeates the school in a real way.
This school takes positive steps to ensure that the culture of the school is one which welcomes a respectful dialogue and encounter with diversity and difference, by ensuring that prevention and inclusivity strategies are given priority and discussed regularly at board of management and staff meetings.
The dignity and the wellbeing of the individual person is of paramount concern in our Christian response. This school will listen closely to and dialogue with parents, thereby building a relationship of mutual understanding, respect, trust and confidence.
In continuing to develop prevention strategies, this school will listen to young people and parents, to help establish their particular context and needs. Frequent periods of reflection and engagement by the school, young people and parents, will be used to discern appropriate supports for young people in this school and to help inform future prevention strategies.
1. Culture and Environment:
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; and
- promotes respectful relationships across the school community.
· Effective leadership which:
- influences the school culture and sets the standards and expectations for the school community in preventing and addressing bullying behaviour.
· A school-wide approach in which:
- All staff members have a responsibility to develop and maintain the school culture where bullying is unacceptable.
- Students shape the school community by promoting kindness and inclusion within their peer group.
- Systems are in place to identify the needs of ‘at risk’ students and to facilitate early intervention where necessary.
- Student Council members are actively involved in decision-making around prevention of bullying.
- A sense of belonging is fostered through ‘meet and greet’ at the door each morning / our ‘Wall of Fame’ / our ‘Memories of the Year’ wall.
- Parents, as active partners, help foster an environment where bullying behaviour is not tolerated through promoting empathy and respect.
· A Telling Environment and Trusted Adult:
- Pupils are encouraged to report incidences of bullying and are assured that all reports will be investigated.
- Children are nurtured to develop a positive sense of self worth and learn how to recognise and say NO to Bullying.
- Implementation of the Stay Safe Programme every second year, with revision of the key message annually teaches children how to identify their trusted adults.
- Students are encouraged to tell a trusted adult within the school if they are bullied or witness bullying.
· Safe Physical Spaces and supervision:
- The school building and grounds are maintained to ensure a safe physical environment for all members of the school community.
- Public display of notices admonishing bullying behaviour and encouraging "buddy" behaviour. Involving pupils in the development of these messages.
- Constant articulation of the school motto ‘Cothrom na Féinne’ and mission statement which espouses respect and fair play.
- A variety of activities is offered during break times accommodating a range of preferences and interests.
- Supervision and monitoring of pupil activities and games, in class, in changing rooms and particularly in the school yard, where bullying is most likely to occur.
- Identifying “hotspots” where supervision is less structured and monitoring of same.
2. Curriculum (Teaching and Learning)
- Implementation of the Stay Safe Programme every second year, with revision of the key message annually.
- Other aspects of the SPHE Programme which teach children to be assertive, to develop a positive sense of self worth and how to recognise and say NO to Bullying.
- Bringing SEN pupils on a tour of their Second Level School in May/June and having a strong focus on inclusion for SEN pupils generally with particular focus on social skills on SSPs.
- Constant focus on Group work throughout the curriculum and teaching aggressive pupils to manage their emotions during PE and whilst participating on school teams.
- Explicitly addressing homophobic bullying during RSE in 5th /6th classes.
- Addressing cyber bullying during teaching of the Stay Safe Program in 5th/6th classes and by teaching Webwise and FUSE from 3rd class to 6th yearly.
- The school will arrange a talk on good cyber practice at least every two years.
- Public acknowledgement of good behaviour through weekly "Student of the Week" awards. “Catching” children being good.
- Organising a “Friendship Week” in Term 2/3 involving school based art and poetry competitions around bullying.
3. Policy and Planning:
All school policies are devised keeping the wellbeing of the school community at their heart. This Bí Cineálta policy and student-friendly policy are supported by the following:
- Code of Behaviour
- Acceptable Usage Policy
- Supervision Policy
- Child Protection Policy
- Protected Disclosures Policy
- Dignity in the Workplace Policy
- School Safety Statement.
- Special Education Policy.
- SPHE Policy
4. Relationships and Partnerships:
Strong interpersonal relationships are a vital part of effectively preventing and addressing bullying behaviour. These interpersonal relationships are supported in Scoil Mochua in the following ways:
- Staff modeling good interactions
- Peer tutoring / shared reading/ buddy systems.
- Team teaching / station teaching and shared teaching.
- Close cooperation with our local GAA club including teamwork, coaches, Rackard League, Hurling 365 and Mini-sevens.
- An active and involved Parents’ Association.
- Student Council to actively encourage and promote student voice.
- Green Schools Committee.
- School music group.
- Homework club.
- Regular whole school assemblies.
- Annual Spring Clean.
- Active Schools week with external coaches.
- Annual Talent show ‘Scoil Mochua’s Got Talent’
- Involvement in activities such as Peace Proms and Sing out Loud.
- School plays and craft fair.
- Cooperation with our Parish in the preparation for sacraments each year.
- Involvement in Credit Union quizzes and Eason Spelling Bee annually.
- Coicís na Gaeilge.
- Fun activities such as water pong and school water fight.
- Classroom teaching that encourages ‘Think, Pair Share’ and cooperative groupwork daily.
- Encouraging and rewarding acts of kindness.
5. Preventing Cyberbullying Behaviour:
Technology and social media have provided many positive opportunities for entertainment, social engagement and education. 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.
Scoil Mochua proactively addresses these challenges by promoting digital literacy, digital citizenship, and fostering safe online environments through use of the following strategies:
- implementing the SPHE curriculum
- implementing the Digital Media Literacy curriculum which teaches students about responsible online behaviour and digital citizenship
- having regular conversations with students about developing respectful and kind relationships online
- developing and communicating an acceptable use policy for technology
- referring to appropriate online behaviour as part of the standards of behaviour in the Code of Behaviour
- Children from older classes peer tutor the younger children in use of I-pads / chromebooks and STEM lego.
- promoting or hosting online safety events for parents who are responsible for overseeing their children’s activities online*
- holding an Internet safety day to reinforce awareness around appropriate online behaviour
*The digital age of consent is the minimum age a user must be before a social media or internet company can collect, process and store their data. In Ireland the digital age of consent is 16.
For the purposes of data collection, students between the age of 13 and 16 years old must have parental permission to sign up to social media services where companies use the legal basis of consent to collect process and store users’ data. Most social media platforms and services have a minimum age requirement and for the majority of these services it is 13 years’ old. Therefore technically, children under the age of 13 should not have a social media account. It is important for their child’s safety, that parents are aware of their children’s use of technology including smartphones and gaming consoles.
6. Preventing homophobic / transphobic bullying behaviour:
All students including gay, lesbian, bisexual and transgender students, have a right to feel safe and supported at school. Strategies to prevent homophobic and transphobic bullying behaviour include the following:
- maintaining an inclusive physical environment such as by displaying relevant posters
- encouraging peer support such as peer mentoring and empathy building activities
- challenging gender stereotypes
- conducting workshops and seminars for students, school staff and parents to raise awareness of the impact of homophobic bullying behaviour
- encouraging students to speak up when they witness homophobic behaviour
- Explicitly addressing homophobic bullying during RSE in 5th /6th classes.
7. 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.
Our strategies to prevent racist bullying behaviour include the following, which is not an exhaustive list:
- fostering a school culture where diversity is celebrated and where students “see themselves” in their school environment
- having the cultural diversity of the school visible and on display
- conducting workshops and seminars for students, school staff and parents to raise awareness of racism
- encouraging peer support such as peer mentoring and empathy building activities
- encouraging bystanders to report when they witness racist behavior
- providing supports to school staff to respond to the needs of students for whom English is an additional language and for communicating with their parents
- providing supports to school staff to support students from ethnic minorities, including Traveller and Roma students, and to encourage communication with their parents
- inviting speakers from diverse ethnic backgrounds
- ensuring that library reading material and textbooks represent appropriate lived experiences of students and adults from different national, ethnic and cultural backgrounds
8. Preventing Sexual Harrassment
Schools should focus on gender equality as part of the school’s measures to create a supportive and respectful environment. Strategies to prevent sexist bullying behaviour include the following, which is not an exhaustive list:
- ensuring members of staff model respectful behaviour and treat students equally irrespective of their sex
- ensuring all students have the same opportunities to engage in school activities irrespective of their sex Mixed gender and mixed ability Mini World Cup run annually in June.
- celebrating diversity at school and acknowledging the contributions of all students
- organising awareness campaigns, workshops and presentations on gender equality and respect
- encouraging parents to reinforce these values of respect at home
The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures):
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.
Staff at all times endeavour to encourage pupils to show respect for each other:
- A yard supervision rota is devised at the beginning of each term so that adequate and appropriate supervision is provided for on yard.
- An Acceptable Use Policy has been developed and will be regularly reviewed to ensure that pupils are aware of their responsibilities when accessing the internet in school and when using school devices.
- Staff are particularly vigilant in monitoring pupils who are considered at risk of bullying/being bullied.
- All disclosed incidents of bullying are investigated thoroughly and consistently by following the correct procedure as outlined to staff and recorded on specific school templates. Reports on bullying are stored in a specific folder in the principal’s office. School wide awareness raising on all aspects of bullying, supervision and monitoring of classrooms, corridors, school grounds, school tours and extracurricular activities.
- The Acceptable Use Policy, Supervision policy, Special Education Policy, Code of Behaviour, RSE Policy and Child Safeguarding Statement all support the implementation of the Bí Cineálta policy.
- The pupils are actively involved in contributing to a safe and inclusive school environment. These messages are reinforced during our Wellbeing Week each year and at our school assemblies.
- Ensuring that pupils know who to tell and how to tell. The school actively encourages the concept of a ‘trusted adult’ through letting pupils know regularly that they can talk to them.
- Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
- Promote online safety events or material for parents. The school regularly invites outside speakers to address parents and pupils about the importance of online safety.
Section C: Addressing Bullying Behaviour:
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 (see Chapter 6 of the Bí Cineálta procedures):
The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:
- The class teacher (relevant teacher) will oversee recording of bullying reports for students in their class – this includes using the procedures guidelines to investigate reports of bullying and recording bullying behaviour.
- Principal will inform the Board of Management of incidents of bullying.
Our whole school community has a responsibility to prevent and address bullying behaviour. We work in partnership with our patron, board of management, staff, students and their parents to develop and implement our Bí Cineálta policy
The primary aim in addressing reports of bullying behaviour should be to stop the bullying behaviour and to restore, as far as practicable, the relationships of the students involved, rather than to apportion blame.
When addressing bullying behaviour teachers should:
- ensure that the student experiencing bullying behaviour feels listened to and reassured
- seek to ensure the privacy of those involved
- conduct all conversations with sensitivity
- consider the age and ability of the students 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
Identifying if bullying behaviour has occurred:
Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 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’.
To determine whether the behaviour reported is bullying behaviour you should consider the following questions:
1. Is the behaviour targeted at a specific student or group of students?
2. Is the behaviour intended to cause physical, social or emotional harm?
3. Is the behaviour repeated?
If the answer to each of the questions above is Yes, then the behaviour is bullying behaviour and the behaviour should be addressed using the Bí Cineálta Procedures.
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 a high likelihood of being shared multiple times and thus becomes a repeated behaviour.
If the answer to any of these questions is No, then the behaviour is not bullying behaviour. Strategies to deal with inappropriate behaviour are provided for within the school’s Code of Behaviour.
When identifying if bullying behaviour has occurred teachers should consider what, where, when and why?
- if a group of students is involved, each student should be engaged with individually at first
- 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 student should be supported as appropriate, following the group meeting
- it may be helpful to ask the students involved to write down their account of the incident(s)
Requests to take no action:
A student reporting bullying behaviour may ask that a member of staff does nothing about the behaviour other than “look out” for them. The student may not want to be identified as having told someone about the bullying behaviour. They may feel that telling someone might make things more difficult for them. Where this occurs, it is important that the member of staff shows empathy to the student, deals with the matter sensitively and speaks with the student to work out together what steps can be taken to address the matter and how their parents will be informed of the situation. It is important that the student who has experienced bullying behaviour feels safe.
Parents may also make schools aware of bullying behaviour that has occurred and specifically request that the school take no action. Parents should put this request in writing to the school or be facilitated to do so where there are literacy, digital literacy or language barriers.
However, while acknowledging the parent’s request, schools may decide that, based on the circumstances, it is appropriate to address the bullying behavior.
Where bullying behaviour has occurred:
- parents are an integral part of the school community and play an important role, in partnership with schools, in addressing bullying behaviour. Where bullying behaviour has occurred, the parents of the students involved must be contacted at an early stage to inform them of the matter and to consult with them on the actions to be taken to address the behaviour
- it is important to listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
- a record should be kept of the engagement with all involved
- this record should document the form and type of bullying behaviour, if known (see Appendix C), where and when it took place and the date of the initial engagement with the students involved and their parents
- the record should include the views of the students and their parents regarding the actions to be taken to address the bullying behaviour
Follow-up where bullying behaviour has occurred:
- the teacher must engage with the students involved and their parents again no more than 20 school days after the initial engagement
- important factors to consider as part of this engagement are the nature of the bullying behaviour, the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved
- the teacher should 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 should also be recorded
- any engagement with external services/supports should also be noted
- ongoing supervision and support may be needed for the students involved even where bullying behaviour has ceased
- if the bullying behaviour has not ceased the teacher should review the strategies used in consultation with the students involved and their parents. A timeframe should be agreed for further engagement until the bullying behaviour has ceased
- if it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then the school consideration should be given to 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
- if a parent(s) is not satisfied with how the bullying behaviour has been addressed by the school, in accordance with the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools. they should be referred to the school’s complaints procedures
- if a parent is dissatisfied with how a complaint has been handled, they may make a complaint to the Ombudsman for Children if they believe that the school’s actions have had a negative effect on the student
The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):
The school's programme of support for working with pupils affected by bullying involves a whole school approach. Given the complexity of bullying behaviour, no one intervention/support programme works in all situations.
Supporting Bullied pupils:
- Ending the bullying behavior.
- Fostering respect for bullied pupils and all pupils,.
- Fostering greater empathy towards and support for bullied pupils.
- Indicating clearly that the bullying is not the fault of the targeted pupil through annual awareness-raising programmes.
- Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations.
- Helping bullied 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).
Supporting Bullying pupils:
- Making it clear that bullying pupils who reform are not blamed or punished and get a ‘clean sheet’.
- Making it clear that bullying pupils who reform are doing the right and honorable thing and giving them praise for this.
- Helping those who need to raise their self-esteem by encouraging them to become involved in activities that 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).
- Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth.
- In dealing with negative behavior in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child.
- In dealing with bullying behaviour seeking resolution and offering a fresh start with a ‘clean sheet’ and no blame in return for keeping a promise to reform.
Procedures to Prevent and Address Bullying Behaviour for Primary and Post Primary Schools
All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.
Section D: Oversight
The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures.
This policy has been sent to all families through the Aladdin App, is available to our school community on the school’s website and in hard copy on request.
There is a printed copy available in the porch of the school.
A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.
This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.
Signed: Kathryn O’Dowd Date: 04/07/2025 (Chairperson of board of management)
Signed: Gráinne Ryan Date: 04/07/2025
(Principal)