Anti-Bullying Policy for Ovens N.S.

 Introductory Statement

The staff of Ovens NS formulated this school plan for Anti-Bullying in consultation with the BOM and parents as it is a shared responsibility and their contributions and involvement are essential to the effective implementation of the anti-bullying programme in the school.

Rationale

It is necessary to have an anti-bullying policy in the school as it is a priority area for the well being of staff and pupils. It makes for a harmonious environment and nurtures the potential of all involved. It creates a positive school climate which focuses on respect for the individual.

Relationship to the characteristic spirit of the school

Our policy on bullying is in agreement with the general ethos of our school which is child centered and parent friendly. Our motto is Treat others as you would like them to treat you.

Aims

• Ovens National School aims to: Create a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.

• Raise awareness of bullying as a form of unacceptable behaviour with school management, teaching and non-teaching staff, pupils and parents/guardians.

• To develop procedures for noting and reporting incidents of bullying behaviour.

• To develop procedures for investigating and dealing with incidents of bullying behaviour.

• To identify ways the school can support those affected by bullying behaviour and for those involved in bullying behaviour.

Definition of bullying

Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is bullying.

Types of Bullying

Pupil Behaviour

Physical aggression:
This behaviour is more common among boys than girls. It includes pushing, shoving, punching, kicking, poking and tripping people up.  It may also take the form of severe physical assault.  While boys commonly engage in “mess fights”, they can often be used as a disguise for physical harassment or inflicting pain.

Damage to property:
Personal property can be the focus of attention for the bully. This may result in damage to clothing, school books and other learning material or interference with a pupil’s locker or bicycle.  The contents of school bags and pencil cases may be scattered on the floor.  Items of personal property may be defaced, broken, stolen or hidden.

Extortion:
Demands for money may be made, often accompanied by threats (sometimes carried out) in the event of the victim not promptly “paying up”. Victims’ lunches, lunch vouchers or lunch money may be taken. Victims may also be forced into theft of property for delivery to the bully.  Sometimes, this tactic is used with the sole purpose of incriminating the victim.

Intimidation:
Some bullying behaviour takes the form of intimidation: it is based on the use of very aggressive body language with the voice being used as a weapon. Particularly upsetting to victims can be the so-called “look” – a facial expression which conveys aggression and/or dislike.

Abusive telephone calls:
The abusive anonymous telephone call is a form of verbal intimidation or bullying. The anonymous phone call is very prevalent where teachers are the victims of bullying.

Isolation:
This form of bullying behaviour seems to be more prevalent among girls. A certain person is deliberately isolated, excluded or ignored by some or all of the class group. This practice is usually initiated by the person engaged in bullying behaviour.  It may be accompanied by writing insulting remarks about the victim on blackboards or in public places, by passing around notes about or drawings of the victim or by whispering insults about them loud enough to be heard.

Name calling:
Persistent name-calling directed at the same individual(s), which hurts, insults or humiliates should be regarded as a form of bullying behaviour. Most name-calling of this type refers to physical appearance, e.g. “big ears”, size of clothes worn.

Accent or distinctive voice characteristics may attract negative attention.  Academic ability can also provoke name-calling. This tends to operate at two extremes; first, there are those who are singled out for attention because they are perceived to be slow, or weak academically. These pupils are often referred to as “dummies”, “dopes” or “donkeys”. At the other extreme are those who, because they are perceived as high achievers, are labelled “swots”, “brain-boxes”, “licks”, “teachers pets” etc.

Slagging:
This behaviour usually refers to the good-natured banter which goes on as part of the normal social interchange between people.  However, when this slagging extends to very personal remarks aimed again and again at the one individual about appearance, clothing, personal hygiene or involves references of an uncomplimentary nature to member of one’s family, particularly if couched in sexual innuendo, then it assumes the form of bullying. It may take the form of suggestive remarks about a pupil’s sexual orientation.

Bullying of school personnel
Bullying of school personnel by means of physical assault, damage to property, verbal abuse, threats to people’s families’ etc.

Teacher behaviour:

A teacher may, unwittingly or otherwise, engage in, instigate or reinforce bullying behaviour in a number of ways:-

Using sarcasm or other insulting or demeaning form of language when addressing pupils, making negative comments about a pupil’s appearance or background.

Humiliating directly or indirectly, a pupil who is particularly academically weak or outstanding, or vulnerable in other ways.

Using a gesture or expression of threatening or intimidatory nature or any form of degrading physical contact or exercise.

Effect of bullying

Pupils who are being bullied may develop feelings of insecurity and extreme anxiety and thus may become more vulnerable. Self-confidence may be damaged with a consequent lowering of their self-esteem. While they may not talk about what is happening to them, their suffering is indicted through changes in mood and behaviour. Bullying may occasionally result in suicide. It is, therefore, important to be alert to c in behaviour as early intervention is desirable.

Indications of bullying/behaviour – signs and symptoms

The following signs/symptoms may suggest that a pupil is being bullied:

·         Anxiety about travelling to and from school – requesting parents to drive or collect them, changing route of travel, avoiding regular times for travelling to and from school.

·         Unwillingness to go to school, refusal to attend, mitching.

·         Deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school.

·         Pattern of physical illnesses (eg headaches, stomach aches)

·         Unexplained changes either in mood or behaviour, it may be particularly noticeable before returning to school after weekends or more especially after longer school holidays.

·         Visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in sleeping, crying, not eating, vomiting, bedwetting.

·         Spontaneous out-of-character comments about either pupils or teachers.

·         Possessions missing or damaged.

·         Increased requests for money or stealing money.

·         Unexplained bruising or cuts or damaged clothing.

·         Reluctance and/or refusal to say what is troubling him/her.

Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in combination those signs do warrant investigation in order to establish what is affecting the pupil.

Characteristics of bullying behaviour

Schools need to recognise that any pupils can be a victim of or perpetrator of bullying behaviour.

The Victim

Any pupil, through no fault of their own, may be bullied.

It is common in the course of normal play for pupils to tease or taunt each other. However, at a certain point, teasing and taunting may become forms of bullying behaviour. As pupils are particularly quick to notice differences in others, pupils who are perceived as different are those more prone to encounter such behaviour. However, the pupils who are most at rise of becoming victims are those who react in a vulnerable and distressed manner. The seriousness and duration of the bullying behaviour is directly related to the pupil’s continuing response to the verbal, physical or psychological aggression.

It is of note that some pupils can unwittingly behave in a very provocative manner which attracts bullying behaviour.

The bully

It is generally accepted that bullying is a learned behaviour.

Pupils who bully tend to display aggressive attitudes combine with a low level of self-discipline. They can lack any sense of remorse, often they convince themselves that the victim deserves the treatment meted out.

Pupils who bully can also be attention seeking, often they set out to impress bystanders and enjoy the reaction their behaviour provokes. They tend to lack the ability to empathise. They are unaware or indifferent to the victim’s feeling. Others seem to enjoy inflicting pain. It is of note that bullies may suffer from a lack of confidence and have low self-esteem.

It is not uncommon to find that pupils who engage in bullying behaviour are also bullied. They tend to be easily provoked and frequently provoke others.

Where does bullying happen?

(a) Pupil behaviour

Bullying in schools frequently takes place in the playground. School playgrounds with hidden or obscured parts may provide an environment conducive to bullying. Many of the games which pupils play present possibilities for bullying because of their physical nature. It is relatively easy to single out and harass another pupil. The noise level masks much of what is going on. The playground provides the opportunity for older pupils to pick on younger pupils. The playground is also the ideal setting for the “bully gang”. Continuing provocation may eventually lead to a physical fight and ironically in some cases the victim may appear to be the aggressor because he/she finally gives vent to his/her frustration.

Toilets, cloakroom, locker areas, changing rooms and showers may be the scene of verbal, psychological and physical harassment. The behaviour of pupils in those areas needs careful monitoring.

Bulling may also take place in class. It may occur subtly through glances, looks and sniggers but may take the more overt form of physical intimidation. It may be also exacerbated if a classroom atmosphere prevails where by pupils are allowed to make derogatory comments about their classmates or other teachers. However, teachers need to be alert to the underlying reasons for such comments in case pupils are trying to disclose something which is disturbing them and thus needs further investigation.

Bullying may also occur between classes irrespective of whether the class or the teacher moves. In the former situation the bullying goes on in the corridors and corners, while in the latter case the classroom is the arena for various forms of hurtful behaviour.

The area immediately outside the school, the local shops and local neighbourhood are often the scenes of bullying. Bullying also takes place on the journey to and from school, whether the individuals are walking, on bicycles or on school buses

Raising awareness of bullying/strategies for the prevention of bullying

At the centre of a whole school response to bullying is the creation of a positive school climate which focuses on respect for the individual. There is a strong sense of community and cooperation between BOM, staff, pupils and parents and each has a clear role in the prevention of bullying. The school promotes an atmosphere of friendship, respect and tolerance. Positive self-esteem is fostered among the pupils by celebrating individual differences/achievements, by acknowledging and rewarding good behaviour and by providing opportunities for success. We aim to enable staff, pupils and parents to come to a common understanding of what bullying behaviour is. This can be facilitated through staff meetings, parent – teacher contact and through formal school bullying lessons.

Teachers influence attitudes to bullying behaviour in a positive manner through a range of curriculum activities.

·         Anti-bullying lesson once a month

·         Alive-O Programme

·         Physical Education and co-operative games

·         Art and drama – English

·         Stay Safe Programme

·         Making the Links

·         SPHE curriculum

Supervision and monitoring measures by teaching and non-teaching staff, through which areas of school activity are kept under observation

·         Yard duty

·         Supervision at games and activities

·         Corridor and classroom supervision

Teachers respond sensitively to pupils who disclose incidents of bullying. The staff is particularly vigilant in monitoring pupils who are considered at risk of bullying/being bullied. All disclosed incidents of bullying are investigated. Parents can contribute to and support the schools policy on bullying by encouraging positive behaviour both at home and at school, by being vigilant for signs and symptoms that their child is being bullied or is bullying others and by communicating concerns to the school.

Reporting & investigating incidents of bullying behaviour

• Reports of bullying should be noted and dealt with by teachers. In that way, pupils will gain confidence in “telling”. This confidence factor is of vital importance.

• Teachers investigating bullying should keep a written record of their discussions with those involved. Those involved may also be asked to write down their account of the incident.

• Serious cases of bullying should be referred to the Principal

• Parents/Guardians of victims and bullies should be informed by the Principal and given the opportunity to discuss the matter. They are then in a position to help and support their children before a crisis occurs.

• Non teaching staff should report any instance of bullying behaviour witnessed by them or reported to them to the teacher/principal.

• Any form of bullying is a serious issue. Where possible, children should be encouraged to write a personal account of what happened and parents of both parties should be informed.

In cases where bullying is suspected, the principal should be informed. Teachers are best advised to take a calm approach with incidents of bullying behaviour. Serious incidents of bullying are best investigated outside the classroom situation. Interviews should be conducted with sensitivity and with regards to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.

When analysing incidents of bullying behaviour 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 gang is involved, each member should be interviewed individually and then the gang should be met as a group. Each member should be asked for his/her account of what happened to ensure that everyone is clear about what everyone has said.

If it is concluded 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 Code of Behaviour and Discipline and try to get him/her to see the situation from the victim’s point of view.

Each member of the gang should be helped to handle the possible pressures that often face them from the other members after interview by the teacher.

Teachers who are investigating cases of bullying behaviour should keep a written record of their discussions with those involved. 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 that bullying behaviour has occurred, parents or guardians of the two parties involved will be met and the situation will be discussed. Actions taken may include involvement of parents, sanctions (refer to Code of Discipline), programmes with victims, bullies and their peers e.g. Circle Time and the Anti-Bullying Lessons, whole school/class lessons such as Walk Tall, that deal with respect, self-esteem and the issue of bullying. Children needing specific support may be referred to child psychology services.

Arrange follow-up meetings with the two parties involved separately with a view to possibly bringing them together at a later date if the victim is ready and agreeable. This can have a therapeutic effect.

The effectiveness of the school policy will be evaluated regularly and bullying shall be put on the agenda of staff meetings. This should ensure that the issue of bullying will be regularly discussed. The Board of Management has a role to play in the maintenance of desirable standards of behaviour in a school.

For cases of adult bullying the procedures as outlined in the INTO/Management Bodies publication “Working Together, Procedures and Policies for Positive Staff Relations” should be followed.

Other school policies that have a bearing on this anti-bullying policy include:

• SPHE Plan.

• Code of Behaviour

• Health & Safety

• Special Educational Needs

• Positive Staff Working Relations

• Substance Misuse

• Child Protection Policy

As already mentioned, programmes to be used include:

• Walk Tall

• Circle Time

• Self Esteem Builders

• Stay Safe

• Teacher designed Anti-Bullying Lessons

• Social Skills Class

Pupils involved in bullying behaviour need assistance on an ongoing basis. For those low in self-esteem opportunities should be developed to increase feelings of self-worth. Victims may be offered the opportunity to participate in the school’s social skills class designed to raise their self-esteem and to develop their friendship and social skills whenever this is needed.

Research indicates that pupils identified as low achievers academically tend to be more frequently involved in bullying behaviour. It is, therefore, important that the learning strategies applied within the school allow for the enhancement of the pupils self-worth. This may include pupils in receipt of SEN support. Pupils who observe incidents of bullying behaviour should be encouraged to discuss them with teachers.

It is advisable to monitor the effectiveness of this school policy. Practical indicators of success may include:

• Positive feedback from teachers, parents and pupils.

• Observation of behaviour in class rooms, corridors and yard.

Marian Donovan will coordinate the formulation of this policy, its ongoing review and its inclusion on the agenda of staff meetings.

The class teacher has the responsibility of familiarising themselves with this policy which will be available on the school network.

Denis Lynch will be responsible for monitoring the implementation of this policy.

Implementation

This policy replaces a former document which was formulated in 1995. This review is ongoing and began in September 2006.