Rathnure NS

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Anti-Bullying Policy

School Policies

Rathnure NS Anti Bullying Policy


  • 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 Rathnure National 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 was published in September 2013.


  • 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;


  • 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; and


  • Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.


  • Effective supervision and monitoring pupils;


  • Supports for staff;


  • Consistent recording, investigation and follow-up of bullying behaviour(including use of established intervention strategies); and


  • On-going evaluation of the effectiveness of the anti-bullying policy.


  • 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.


  • However, in the context of this policy, placing a once-off offensive or on 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.


  • Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Guidelines for Primary and Post-Primary Schools.


  • The relevant teachers for investigating and dealing with bullying are all teachers: (see section 6.8 pf the Anti-bullying Procedures for Primary and Post-Primary schools)


  • The education and prevention strategies (including strategies specifically aimed at cyber bullying, homophobic and transphobic bullying) that will be used by the school are as follows (see section 6.5 of the Anti-Bullying Procedures for Primary and Post Primary schools):

  • Incredible Years

  • Zippy’s Friends

  • Walk Tall

  • Stay Safe

  • RSE

  • Friends for Life (Training for staff to be undertaken 2014)

  • Health promoting School

  • Anger Management Training for SEN pupils

  • Sporting Activities

  • Homophobic and transphobic bullying to be addresses during 6th class RSE seminar.

  • Cyber bullying-Garda speaker to senior classes

  • Cyber bullying to be covered during SPHE lessons at class level


  • 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 (see section 6.8 of the Anti- Bullying procedures for Primary and Post Primary Schools):


  • 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 relationships of the parties involved (rather than to apportion blame)


  • In investigation 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.


  • Non-teaching staff such as secretaries, Special Needs Assistants(SNAs), caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher


  • Parents and pupils are required to co-operated 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


  • It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset


  • Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents


  • Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved


  • All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned.  Pupils who are not directly involved can also provide useful information in this way


  • When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when who and why.  This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner


  • If a group is involved, each member should be interviewed individually at first.  Thereafter, 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 they may face from the other members of the group after interview by the teacher


  • It may also be appropriate or helpful to ask those involved to write down their account of the incident


  • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents 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 parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their 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 must also 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 should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.  This can have a therapeutic effect


  • In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template.(see appendix)


  • In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account


  • Whether the bullying behaviour has ceased

  • Whether any issues between the parties have been resolved as far as is practicable

  • Whether the relationships between the parties have been restored as far as is practicable, and

  • Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal


  • Where a 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 school’s complaints procedures


  • In the event that a parent has exhausted the school’s 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.


  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same


  • 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 relevant teacher must use the recording template(see appendix) to record the bullying behaviour in the following circumstances


  • 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 has occurred and


  • Where the school has decided as part of its anti-bulling policy that in certain circumstances bullying behaviour must be recorded and reported to the Principal or Deputy Principal as applicable


  • In each of these circumstances, the recording template (see appendix) must be completed in full and retained by the teacher in question and a copy provided to the Principal or Deputy principal as applicable.  It should also be noted that the timeline for recording bullying behaviour in the recording template does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to a case.


  • The School’s Programme of support for working with pupils affected by bullying is as follows


  • The school will work with the alleged bullies and their victims in revising the programmes above, and with one-to-one support in resolving the issues raised.


  • The school’s programme of support for working with pupils affected by bullying involves discussing the incidents with the pupils, reassuring them that they were right to bring the events to the attention of staff, that they were not telling tales and their actions will help others, they will be reminded that they should tell again if they have any new concerns.  The teacher(s) involved and the principal will check from time to time with the child that everything is ok.


  • Supervision and monitoring of pupils


  • The Board of Management confirms that appropriate supervisio