Bí Cinéalta

St. Mary’s School Bí Cineálta Policy to Prevent and Address Bullying Behaviour 

The Board of Management of St. Mary’s N.S 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. 

Definition of bullying

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. 

❖ Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour. 

→ Criminal Behaviour – Bullying behaviour can be considered criminal behaviour under certain circumstances and legal consequences can apply. The age of criminal responsibility in Ireland is 12 years. An Garda Síochána is the appropriate authority to investigate alleged criminal behaviour. 

When bullying behaviour becomes a child protection concern 

Section 10 of the Children First Act, 2015 places a statutory obligation on schools, as a “provider of a relevant service” to ensure, as far as practicable, that each child attending the school is safe from harm while attending school or otherwise participating in school activities. 

Teachers registered with the Teaching Council are Mandated Persons under the Children First Act. They have a legal obligation under the Act to report harm of children that meets or is above a defined threshold to Tusla, and also to assist Tusla if requested, in assessing a concern which is the subject of a mandated report. If the concern does not reach the threshold for mandated reporting, but a teacher feels that it is a reasonable concern about the welfare or protection of a child, a report should be made to Tusla under the Children First National Guidance. The Children First National Guidance applies to everyone. All school staff and volunteers must report reasonable concerns to Tusla. 

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour 

All members of our school community were provided with the opportunity to input into the development/review of this policy. 

Date consulted 

Method of consultation 

School Staff 

16/09/2024 

Students 

Parents 

Board of Management 

Wider school community 

as appropriate, for example, bus drivers 

11/04/2025 

Date policy was approved: 

Date policy was last reviewed: 

20/5725 

Message on Aladdin with link to Google forms questionnaire 

School Half Day closure to work on Bi Cineálta Student council speaking to the different class groupings 

Focus group with HSL re parent questionnaire 

Parents Association Meeting Board of Management Meeting 

School Website (EAL accessible) 

Section B: Preventing Bullying Behaviour 

This section sets out the prevention strategies that will be used by St. Mary’s N.S.. 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. 

Types of bullying behaviours which St. Mary’s N.S. has identified as relevant to our context: 

General behaviours which apply to all types of bullying behaviours 

• 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 i.e. obtaining (eg lunch, sweets, money, etc) from a person by force or threat 

Intimidation 

Insulting or offensive gestures 

• The ‘look’ 

Invasion of personal space 

Harassment based on any one of the nine grounds in the equality legislation eg sexual harassment, homophobic bullying, racist bullying etc 

A combination of any of the types listed 

Online Bullying Behaviour 

Denigration: Spreading rumours, 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 eg. snapchat, tik tok, facebook, instagram or on games consoles 

Abusive website comments/Blogs/Pictures 

Abusive posts on any form of communication technology 

Identity Based Bullying Behaviours 

These include 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 Transphobic Bullying Behaviour 

• Spreading rumours about a person’s sexual orientation 

Taunting a person of a different sexual orientation 

Name calling eg. Gay, queer, lesbian….. used in a derogatory manner 

• Physical intimidation or attacks 

Threats 

Race, Nationality, Ethnic Background and membership of the Traveller Community Bullying 

Behaviour 

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 

Sexual Harassment 

Unwelcome or inappropriate sexual comments or touching 

Name calling 

Special Educational Needs/Disability Bullving Behaviour 

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 peoples’ vulnerabilities and limited capacity to understand social 

situations and social cues 

Mimicking a person’s disability 

Setting others up for ridicule 

The Board of Management of St. Mary’s N.S. recognises the very serious nature of bullying behaviour and the negative impact it can have on the lives of pupils and is therefore fully committed to the following key areas that are essential for a holistic, whole-school approach to wellbeing promotion as outlined in The Wellbeing Policy Statement and Framework for Practice: Culture and Environment; Curriculum (Teaching and Learning); Policy and Planning; and Relationships and Partnerships. 

Culture and Environment 

A positive and inclusive school culture and environment is essential to prevent and address bullying behaviour. The school environment should be a space where students and school staff experience a sense of belonging and feel safe, connected and supported. 

At St. Mary’s N.S. we consider the following to be key elements of a positive School Culture: 

• We provide a welcoming environment with greetings in different languages, as well as staff at each school gate every morning to welcome the children as they arrive. 

We acknowledge the right of each member of the school community to enjoy school in a secure environment. 

We acknowledge the uniqueness of each individual and their worth as a human being. 

We promote positive habits of self-respect, self-discipline and responsibility among all its members. We actively prohibit vulgar, offensive, sectarian or other aggressive behaviour by any of our members. 

We have a clear commitment to promoting equity in general and gender equity in particular in all aspects of our school functioning. 

We have the capacity to change in response to our pupils’ needs. 

We identify aspects of the curriculum through which positive and sustainable influences can be exerted towards forming pupils’ attitudes and values. 

Professional development with specific focus on the training of the relevant teachers 

We take particular care of ‘at risk’ pupils and use our systems to identify needs and facilitate early intervention where necessary, thus responding to the needs, fears and anxieties of individual 

members in a sensitive manner. 

St. Mary’s N.S. supports a ‘telling’ environment where students should feel comfortable to talk about concerns regarding bullying behaviour. 

Ensuring that pupils know who to tell and how to tell, e.g.: 

Direct approach to the teacher at an appropriate time, for example after class, during lunch breaks etc. 

❖ Hand note up with homework. 

❖ Make a phone call to the school. 

→ Get a parent/guardian or friend to tell on your behalf. 

Ensure bystanders understand the importance of telling if they witness or know that bullying 

behaviour is taking place. 

The concept of a “trusted adult” can be an effective strategy to encourage students to report if they or another student is experiencing bullying behaviour. St. Mary’s N.S. staff support this by letting students know that they can talk to them. 

• Appropriate supervision is an important measure to help prevent and address bullying behaviour. St. Mary’s N.S. take all reasonable measures to ensure the safety of their students and to supervise students when students are attending school or attending school activities. Yard books are used every day during breaks and incidents of bullying behaviour are recorded by the teacher on duty and communicated to the class teacher. These books are kept safely in the staffroom. 

A Telling Environment 

It is important that the school community supports a ‘telling’ environment. Students should feel comfortable to talk about concerns regarding bullying behaviour. 

A Trusted Adult 

The concept of a “trusted adult” can be an effective strategy to encourage students to report if they or another student is experiencing bullying behaviour. St. Mary’s N.S. staff support this by letting students know that they can talk to them. The school also has a care team who students can speak with.. 

Curriculum (Teaching and Learning) 

Teaching and Learning that is collaborative and respectful is promoted in St. Mary’s N.S.. Students have regular opportunities to work in small groups with their peers, which can help build a sense of connection, belonging and empathy among students. 

The Social Personal and Health Education (SPHE), Walk Tall, Weaving Wellbeing and Relationships and Sexulaity Education (RSE) curricula at primary level aim to foster students’ 

wellbeing, self-confidence and sense of belonging and to develop students’ sense of personal responsibility for their own behaviour and actions. 

Continuous Professional Development for staff in delivering these programmes. 

School wide delivery of lessons on bullying behaviour from evidence-based programmes. 

⚫ Delivery of the Garda SPHE Programmes at primary level. The lessons, delivered by Community 

Gardaí, cover issues around personal safety and online bullying behaviour. 

The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately. 

Policy and Planning 

The wellbeing of the school community is at the heart of school policies and plans. 

The following is a list of school policies, practices and activities that are particularly relevant to bullying behaviour at St. Mary’s N.S.: 

Bí Cineálta Policy 

Child Safeguarding Statement Code of Behaviour 

SSE Plan for Wellbeing 

Restorative Practice 

• Supervision of pupils 

Acceptable Use Policy Attendance 

Sporting Activities/Extra Curricular Activities Policy 

Pastoral Care Policy 

School Tours Policy 

Swimming Policy 

Additional Needs/Inclusion Policy 

Health and Safety Policy 

Relationships and Partnerships 

Strong interpersonal connections are a vital part of effectively preventing and addressing bullying behaviour. These interpersonal connections are supported through a range of formal and informal structures. 

The following structures, which is not an exhaustive list are used in St. Mary’s N.S. to strengthen relationships and partnerships between members of the school community: 

Age-appropriate awareness initiatives that look at the cause and impacts of bullying behaviour, such as Anti-Bullying/Bullying Behaviour Awareness Week, Children’s Mental Health Week, Friendship Week, Intercultural Week. 

• Supporting the active participation of students in school life through student committees and councils such as Student Council, Amber Flag Committee, Active Schools Committee and Green Schools Committee. 

Supporting the active participation of parents in school life such as parent workshops organised by the HSL, Parents Association, Parent evening, Teddy Bear Picnic (for prospective Junior Infants parents, along with their child/children, Grandparents Week and parent involvement during Intercultural Week. 

Encouraging peer support such as class buddies in which the 6th class help support the infant classes 

during break and yard time, Buddy Bench 

A student-friendly version of the Bi Cineálta policy to prevent and address bullying behaviour drawn up with the aid of student council members. 

Staff members in St. Mary’s N.S. share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying behaviour/aggressive behaviour by ANY MEMBER of the school community. 

The ISM Team has a clear role to act in a leadership capacity within the school community, stimulating a whole school approach to preventing and tackling bullying behaviours and modelling best practice. 

The principal of St. Mary’s N.S., Ailish McManus, as key leader strongly influences attitudes and sets standards in relation to dealing with bullying behaviour. 

Teachers must act as good role models and not misuse authority, but be fair, clear and consistent in their disciplinary measures. 

A whole community approach to the problem of bullying behaviour is required and St. Mary’s N.S.school community comprises management, teachers, non-teaching staff, pupils, parents/guardians, as well as the wider community (school bus drivers, lollipop lady, School completion project workers) are encouraged to report any bullying behaviour to the school as appropriate. 

Strategies specifically aimed at preventing online bullying behaviour at St. Mary’s N.S. include: 

Implementing the SPHE curriculum – teaching the ‘Stay Safe’ programme to a high standard ➤ HTML Heroes – Online Safety programme 

> Participating in ‘Anti-Bullying Week’/Bullying Awareness Week 

A 

A A 

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 

Holding an internet safety day to reinforce awareness around appropriate online behaviour 

Pupils are not allowed bring mobile phones to school – If a child needs to make contact with home, this can be facilitated via the office 

➤ All internet sessions are supervised by a teacher. 

The school regularly monitors pupils’ internet usage within school time. 

➤ The schools broadband programme has blocked all social networking sites 

Strategies specifically aimed at preventing homophobic/transphobic bullying behaviour at St. Mary’s N.S. 

All students, including gay, lesbian, bissexual and transgender students, have a right to feel safe and supported at school. 

➤ Teaching the ‘Stay Safe’ programme to a high standard 

Participating in ‘Anti-Bullying Week’/Bullying Awareness Week 

➤ Maintaining an inclusive physical environment such as by displaying relevant posters 

A 

Encouraging peer support such as peer mentoring and empathy building activities 

Challenging gender-stereotypes 

➤ Encouraging students to speak up when they witness homophobic behaviour 

Strategies specifically aimed at preventing racist bullying behaviour at St. Mary’s N.S.: 

Teaching the ‘Stay Safe’ programme to a high standard 

> Fostering a school culture where diversity is celebrated and where students “see themselves” in their 

school environment. 

> Celebrating ‘Intercultural Week’ 

Participating in ‘Anti-Bullying Week’/Bullying Behaviour Awareness Week 

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 

Strategies specifically aimed at preventing sexist bullying behaviour at St. Mary’s N.S.: 

A 

Teaching the ‘Stay Safe’ programme to a high standard 

Participating in ‘Anti-Bullying Week’/Bullying Behaviour Awareness Week 

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 

Celebrating diversity at school and acknowledging the contributions of all students Encouraging parents to reinforce these values of respect at home 

Strategies specifically aimed at preventing sexual harassment at St. Mary’s N.S.: 

➤ Teaching the ‘Stay Safe’ programme to a high standard 

➤ 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 at St. Mary’s N.S.: 

➤ There are agreed supervision and monitoring practices in the school: 

morning, break times, yard, hometime supervision 

❖ supervision of toilets 

❖ yard book (all yard time incidents recorded and relayed to class teacher after break) 

Bí Cineálta survey and child safety survey given to each child in September every year Pupils are not allowed bring mobile phones to school – If a child needs to make contact with home, this can be facilitated via the office 

Mobile phones are generally not permitted on school tours/outings except in special circumstances. Bullying behaviour danger spots have been identified as the playground, area by pre-school, front exit area, toilets, resource rooms, corridors, school tours/trips, after school activities and swimming lessons. 

Pupils will be involved as a resource to assist in counteracting bullying behaviour through the Student Council. 

In relation to Acceptable Use Policy in the school, the following issues are addressed: 

❖ All internet sessions are supervised by a teacher. 

The school regularly monitors pupils’ internet usage within school time. 

Note: The schools broadband programme has blocked all social networking sites on the basis that they waste time and take up too much of the bandwidth which is being provided for educational purposes only. 

➤ Anti-Bullying policy/Bí Cineálta Policy 

➤ School Code of conduct 

➤ Restorative Practice 

➤ Record of bullying behaviour form 

A A A 

➤ Aladdin log of actions to document any incidents 

Stamp book used daily and school-wide (DFL – Discipline for Learning) 

Section C: Addressing Bullying Behaviour 

The teachers with responsibility for addressing bullying behaviour are as follows: 

➤ Principal: Ailish McManus 

Deputy Principal: Joanne Croughan 

➤ All class teachers 

➤ Care Team Members 

➤ HSCL Teacher: Iscult Murphy 

➤ Wellbeing Team 

➤ External Expert 

The steps that will be taken by St. Mary’s N.S. to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows: 

When identifying if bullying behaviour has occurred the teacher should consider the following: what, where, when and why? 

> If a group of students is involved, each student should be engaged 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. 

➤ Ask the students involved to write down their account of the incident. 

To determine whether the behaviour reported is bullying behaviour the following questions will be considered: 

1. 1. 

Is the behaviour targeted at a specific student or group of students? 

2. 2. 

Is the behaviour intended to cause physical, social or emotional harm? 

3. 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. 

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. 

Where bullying behaviour has occurred: 

The following approaches must be adhered to when addressing bullying behaviour: 

➤ 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 

A 

Consider the age and ability of those involved 

Listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation 

➤ Take action in a timely matter 

➤ Inform parents of those involved * 

*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 parties 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 as outlined in the school’s Bí Cineálta policy. 

*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. 

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. 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. 

Review progress – Determining if bullying behaviour has ceased: 

The teacher must engage with the students and parents involved no more than 20 school days after the initial discussion to review progress following the initial intervention. Important factors to consider as part of the review are the nature of the bullying behaviour and the relationship between the students involved. 

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. 

Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying baheaviour case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures. 

➤ In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is 

still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children. 

Even though the bullying behaviour may have ceased, ongoing supervision and support may be required for both the student who has experienced the bullying behaviour as well as the student who has displayed the behaviour. 

➤ If the bullying behaviour has not ceased, the teacher should review the strategies used in 

consultation with the students and parents and agree to meet again over an agreed timeframe until the bullying behaviour has ceased. 

Where it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then the school will use the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. 

Recording Bullying Behaviour 

➤ All bullying behaviour will be recorded. The record should document the form and type of 

bullying behaviour. It should document the where and when it took place and the date of the initial engagement with the students 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. It 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. It is important to document the date of each of these engagements and the date that it has been determined that the bullying behaviour has ceased. Any engagement with external services/supports should also be noted. 

These records should be retained in accordance with the school’s record keeping policy and in line with data protection regulations. 

➤ Where a Student Support File exists for a student, schools are encouraged to place a copy of the 

record on the student’s support file. This will assist the school’s student support team in providing a consistent and holistic response to support the wellbeing of the students involved. Where a Student Support Plan exists, the plan should be updated to incorporate response strategies and associated supports. 

★ 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. 

The school’s procedures for noting and reporting bullying behaviour are as follows: 

➤ 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. Record of bullying behaviour form, incident book, yard book (when appropriate). All incidents must be reported to the relevant teacher. 

While all reports, including anonymous reports of bullying behaviour, 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 the same. 

➤ The relevant teacher must inform the principal of all incidents being investigated. 

Complaint Process: 

➤ If a parent is not satisfied with how bullying behaviour has been addressed by the school, in 

accordance with these procedures, they should be referred to the school’s complaints procedure. Additional information relating to schools’ complaint procedures are available at the following link: https://www.gov.ie/en/policy-information/parental-complaints/ 

➤ In the event that a student and/or parent is dissatisfied with how a complaint has been handled, a student and/or parent 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 Office of the Ombudsman for Children can be contacted at ococomplaint@oco.ie. 

St. Mary’s N.S. will use the following approaches to support those who experience, witness and display bullying behaviour: 

➤ All in-school supports and opportunities will be provided for the students affected by bullying to 

participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience. These supports promote respectful behaviour and help to prevent bullying in the first place. They include: 

❖ SPHE lessons – SPHE lessons are taught to a high standard where children are educated on 

bullying behaviour and what they can do if they witness, experience it or display the bullying behaviour. SPHE is taught using different programmes such as: The Stay Safe Programme, Walk Tall, Weaving Wellbeing/Welcome to Wellbeing and the RSE Flouirsh Programme. Talk About – small social group where children can share their feelings and discuss matters relevant to their life in a safe space with a small group of peers and a teacher. 

❖ NEPS programmes on www.neps.ie – Schools can contact NEPS if children require support. This 

includes those who experience, witness and display bullying behaviour. 

Restorative Practice – Children get an opportunity to talk about conflicts that may arise between them and their peers and answer a series of questions with a teacher present. Children are also given independence to problem solve together and how they can find a solution together and move forward. 

❖ Anti-Bullying Week/Bullying Behaviour Awareness Week – Children are taught about the 

different types of bullying and what to do if they experience, witness or display bullying behaviour. Children are also taught about the impact of bullying behaviour on all parties who experience, witness or display the bullying behaviour. 

→ Children’s Mental Health Week – Children focus on what makes them feel good, including 

gratitude and how they can practice gratitude, how to look after their mental health and are given the opportunity to come together with other classes to enjoy a ‘fun’ activity such as games, art 

etc. 

Friendship Day – Children explore ‘what makes a good friend’ and ideas are given on how they can be a good friend. 

Intercultural Week – St. Mary’s N.S. has students from 55 different cultures. These cultures are celebrated during Intercultural Week where children get the opportunity to invite their parents in to speak to the various classes, bring in items from their culture for a ‘show and tell’ experience and dress up in the traditional clothing. This makes every child feel welcome and safe in their school environment and develops a brilliant sense of community in St. Mary’s N.S. Group work such as circle time – Children are given regular opportunities to explore their feelings in a safe environment where everyone has a voice and is respected and listened to without judgement. 

Buddy system including Buddy Bench – There is a ‘Buddy Bench’ visible and labelled on yard where children can sit if they feel they have no one to play with. Other children can then approach them and ask them to join in with a game. The 6th class students ‘buddy up’ with the infant asses daily while they’re eating lunch and on the yard. This creates a relationship where the infants have someone to speak to in an ‘informal manner’ if they are experiencing bullying behaviour, witnessing bullying behaviour or displaying bullying behaviour. 

Weekly Check-In system in class – Children are encouraged to share how they are feeling anonymously and results are charted on the board in an attempt to build empathy amongst their peers. Children are also provided with an opportunity to speak to a teacher in private if they need someone to talk to. 

If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise some. 

External Agencies/Supports: 

➤ National Educational Psychological Service (NEPS) – NEPS provides a comprehensive, school-based psychological service to all primary and post-primary schools to support the wellbeing, academic, social and emotional development of all students. 

➤ National Parents Council – The NPC delivers online and in-person courses to support parents of 

primary school students to prevent and address bullying behaviour. 

➤ Dublin City University (DCU) Anti-Bullying Centre – The Anti-Bullying Centre offers a range of modules as part of its FUSE programme for the entire school community that can be used to help to promote a positive school culture and assist in preventing and addressing bullying behaviours. 

Tusla – St. Mary’s N.S. will contact Tusla directly for advice in cases where it is considered that bullying behaviour is a child protection concern. 

Oide – The work of Oide contributes to school improvement by providing high quality professional learning experiences, supports and resources relating to curricular developments, broader educational goals and national priorities, such as wellbeing which includes preventing and addressing bullying. 

Webwise – Webwise is the online safety initiative of the Department of Education and is co- funded by the European Commission. Webwise promotes safer, better internet use through awareness raising and education initiatives targeting teachers, students and parents. 

Section D: Oversight 

The principal Ailish McManus 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. 

This policy is available to our school community on the school’s website and in hard copy on request. 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: 

(Chairperson of board of management) 

Signed: 

(Principal) 

мела 

Date: 

2015/25 

Date: 

2015125 

Appendix C 

Guide to Addressing Bullying Behaviour 

The whole school community has a responsibility to prevent and address bullying behaviour. Schools should work in partnership with their patron, board of management, staff, students and their parents to develop and implement their Bí Cineálta policy. 

This appendix is intended as a guide to addressing bullying behaviour. It is based on the information contained in Chapter 6 of the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools. 

Approach 

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. 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? 

The steps that will be taken by St. Mary’s N.S. to determine if bullying behaviour has occurred 

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 

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 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 

Appendix F 

Notification regarding the board of management’s annual review of St. Mary’s N.S. Bí Cineálta Policy 

The Board of Management of 

confirms that the board of management’s annual review of the school’s Bi Cineálta Policy to Prevent and Address Bullying Behaviour and its implementation was completed at the board of management meeting of [date]. 

This review was conducted in accordance with the requirements of the Department of Education’s Bi Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools. 

Signed: P Gillen (Chairperson of board of management) 

Signed: A McManus (Principal) 

Date: 20/5/25 

Date of next review: May 2026