Date consulted

Method of consultation

School Staff

11/04/2025

Group discussion on half day closure.

Students

15/05/2025

Group discussion (5^th Class)

Parents

21/05/2025

On-line Survey

Group discussion (Parents’ Association)

Board of Management

27/05/2025

Group discussion

Wider school community as appropriate, for example, bus drivers

To be arranged

Bus Driver (Phone Call)

Date policy was approved: 27/05/2025

Date policy was last reviewed:

This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures): “In developing the 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 our school in a real way.”

“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 further 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”.

Preventing Cyberbullying:

Strategies to prevent cyberbullying behaviour include the following, which is not an exhaustive list:

• implementing the SPHE curriculum (Stay Safe programme)
• 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
• promoting or hosting online safety events for parents who are responsible for overseeing their children’s activities online (Parents’ Association)
• holding Internet safety lessons to reinforce awareness around appropriate online behaviour (Barnardos On-Line Safety Programme)

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.

Preventing homophobic/transphobic bullying behavior:

Strategies to prevent homophobic and transphobic bullying behaviour include the following, which is not an exhaustive list:

• maintaining an inclusive environment (homophobic bullying is part of the Stay Safe Programme for the older classes)
• encouraging peer support such as empathy building activities
• challenging gender–stereotypes
• encouraging students to speak up when they witness homophobic behavior

Preventing racist bullying behavior:

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
• encouraging peer support such as peer mentoring and empathy building activities
• encouraging bystanders to report when they witness racist behaviour
• 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
• ensuring that library reading material and textbooks represent appropriate lived experiences of students and adults from different national, ethnic and cultural backgrounds

Preventing sexist bullying behavior:

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 (e.g. school sports teams)
• celebrating diversity at school and acknowledging the contributions of all students
• encouraging parents to reinforce these values of respect at home

Preventing sexual harassment:

Strategies to prevent sexual harassment include the following, which is not an exhaustive list:

• using the updated SPHE programme to teach students about healthy relationships and how to treat each other with respect and kindness
• promoting positive role models within the school community
• challenging gender stereotypes that can contribute to sexual harassment

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):

1. Establish a ‘Telling Environment’

• Foster a culture where students feel safe and encouraged to report bullying.
• Address common reasons for non-reporting (e.g., fear of retaliation, being labelled a "tell-tale", or lack of confidence).
• Include regular reminders that all reports are taken seriously and handled sensitively.

2. Assign and Promote Trusted Adults

• Clearly identify all school staff members as “trusted adults” whom students can speak to about concerns.
• Build relationships and ensure trusted adults are trained to listen, support, and take appropriate action quickly.

3. Supervision of Physical Spaces

• Adequate supervision in the morning before school as well as during breaks (4 adults on duty)
• Maintain a line of sight in high-risk areas and reduce secluded spots where bullying may occur.

4. Regular Staff Patrol and Monitoring

• Ballyconnell NS has a clear supervision rota that covers all key areas and times of the school day.
• Ensure high-risk areas are checked regularly.
• Encourage staff to report observed behaviour concerns promptly.

5. Incorporate Visual and Cultural Signals

• Display student artwork, and signage promoting inclusion, respect, and kindness to visually reinforce school values (Give Me Five Initiative)
• Ensure these are co-created by students to enhance their sense of ownership and belonging.

6. Curriculum Integration

• We regularly teach lessons from the SPHE curriculum focusing on empathy, respect, digital safety, and diversity (Stay Safe & Walk Tall)
• Use scenarios or role-play to help children understand and manage bullying-related situations.

7. Parent Engagement & Community Involvement

• Encourage parents to model and reinforce school values at home. Communicate to parents what the core values of the school are.
• Encourage collaboration with school bus drivers to be alert to bullying and report incidents to the school.

inform parents of those involvedThe 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):

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. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.

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)

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 Section 2.5 and 2.7 of the Bi Cineálta procedures), 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 behavior

A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, schools should deal with it in accordance with their Bí Cineálta policy.

Where the student displaying the bullying behaviour is not a student in the school, but the student who is experiencing the bullying behaviour is a student in the school, the school should support the student who is experiencing the bullying behaviour as appropriate and engage with them and their parents to determine what steps can be taken.

Both the student who is experiencing bullying behaviour and the student who is displaying bullying behaviour need support. It is important that the student who is experiencing bullying behaviour is engaged with without delay so that they feel listened to, supported and reassured. School staff should identify the supports needed for the student who is displaying bullying behaviour to better manage relational dimculties and ensure that their needs are met.

Follow up where bullying behaviour has occured

• 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

In circumstances where a student expresses concern about their parents being informed, the school should develop an appropriate plan to support the student and for how their parents will be informed.

Schools should consider communication barriers that may exist when communicating with parents, for example, literacy, digital literacy or language barriers.

Approaches such as restorative practice and mediation should only be used to address bullying behaviour when the teachers involved have been trained in how to engage in these methods and the students involved have agreed to their use.

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 dimcult 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 behaviour.

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):

1. Supporting Students Who Experience Bullying Behaviour

• Immediate listening and reassurance: Staff will respond promptly and sensitively. Staff will ensure the student feels heard, believed, and safe.
• Involve the student in decisions: We will empower students by including them in decisions about how to address the situation. This helps restore their agency​.
• Timely parent engagement: Parents must be informed early, with sensitivity to the student’s concerns. We will consider literacy or language barriers when communicating with families​.
• Follow-up supports: Even if the bullying has stopped, maintain supervision and support to help rebuild trust and relationships​.

2. Supporting Students Who Witness Bullying Behaviour

• Promote bystander action: We will encourage students to report bullying and provide safe, structured ways to do so.
• Acknowledge their emotional impact: We will recognise that bystanders may feel fear, guilt, or helplessness. Offer reassurance and opportunities to talk about their experience​.
• Integrate lessons in empathy and inclusion: We can role play witness roles in SPHE lessons or peer support programmes to build awareness and confidence to act.

3. Supporting Students Who Display Bullying Behaviour

• Support, not just sanction: We will engage these students with empathy, recognising that they may also struggle with self-esteem, past trauma, or social understanding​.
• Use individualised plans: We will develop supports (e.g., Student Support Plan) focused on helping them understand the impact of their behaviour and develop healthier relationships​.
• Restorative practice and mediation: Where appropriate and with consent from both sides, trained staff may use restorative methods (such as restorative practice) to rebuild understanding and relationships​.
• Ongoing monitoring: We will continue to supervise and review to ensure that the behaviour has stopped and that positive changes are being maintained.

4. General Practices for All Students

• Privacy and sensitivity: We will ensure conversations and interventions protect students' dignity.
• Age and ability considerations: We will tailor all approaches to the developmental level of students involved.
• Documentation and review: We will record all incidents and responses and review within 20 school days to confirm resolution and plan further action if needed​.