Section A Bí Cineálta Policy to Prevent and Address Bullying Behaviour

The Board of Management of Dalkey School Project (DSP) 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.

1. Rationale

The policy as outlined was put in place to;

• Identify DSP’s commitment to the prevention of bullying behaviour
• Identify the positive strategies that we have in place in every class in order to prevent any incident of targeted and repeated behaviour.
• To outline the support we have in place for children who experience hurtful behaviour
• To outline the support we have in place for children who engage in bullying behaviour

2. Aims of this policy

The aims and objectives of the policy can be summarized as follows:

• To prevent any bullying behaviour.

• To heighten the community awareness of our practice and rationale

• To define bullying behaviour as:

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.

Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the DSP Positive Behaviour Policy

Examples of Forms of Bullying Behaviour

1. Participation of all members of the community in Developing this Policy.

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

Section B: Preventing Bullying Behaviour

1. Where can bullying occur?

Inside school

• In the school yard or in Sallyglen (any obscure parts of the outside area)
• In the classroom (including bathrooms and wet area)
• Other areas (hall, corridors, toilets, on the way in/from yard etc.)

Outside school:

• A school is not expected to deal with bullying behaviours that occur when children are not in the responsibility of the school. However, if this behaviour has an impact in-school, the school is required to support the students involved.

Coming to and from school

• Walking/cycling/scooting/public transport/car to or from school

In DSP we understand that the most effective strategy is to prevent bullying behaviour. We aim to prevent:

• online bullying behaviour
• general mean and offensive behaviour that is targeted and repeated
• disablist bullying behaviour
• physical appearance bullying
• gender identity bullying behaviour
• homophobic and transphobic bullying behaviour
• racist bullying behaviour
• poverty bullying behaviour
• sexist bullying behaviour  
• sexual harassment

2. General Dalkey School Project Strategies to Prevent Bullying behaviour

School culture:

A positive and inclusive school culture is essential to prevent and address bullying behaviour.

The school leadership team influences the school culture and set the standards and expectations of for the school (inside the school) and the school community.

Relationships between all members of the school community are based on respect, care, integrity and trust. Communications between all members of the school community are empathetic and compassionate.

Every member of the DSP community is responsible for developing and maintaining a school culture where bullying behaviour is unacceptable.

A consistent approach is taken to addressing bullying behaviour. We celebrate acts of kindness and explicitly ‘notice’ and reference them, both individually and in groups.

We use the following tools to support us in our prevention of bullying behaviour.

Our School Policies:

• DSP Acceptable Technology use policy
• DSP Wellbeing policy is the heart of the DSP school culture; acts of kindness are actively promoted.
• DSP Bí Cineálta Policy
• DSP Bí Cineálta for children
• DSP Communication Policy
• DSP Positive Behaviour plan Policy
• DSP Code of Behaviour policy
• WhatsApp/Email/Meeting Guidelines

Our School strategies

• Celebrate individuality and diversity
• Student Council to encourage student voice and advocacy for ourselves and others
• Green and Sustainability Committee to encourage kindness to our school environment and the greater world
• Members of the school community advocate to politicians and representatives for equal access to education for every child
• Staff create a positive and respectful relationship with the children to ensure they have a ‘trusted adult’ to which they can report problematic behaviour and seek help for themselves and others.
• Foster a ‘telling’ environment; ensuring the children understand the positive impact of reporting unkind actions has for themselves and their peers
• Provide alternative confidential ways to report bullying behaviour e.g. post box in the classroom or at the office
• Encourage and reward positive upstander behaviour
• Encourage and reward positive and kind behaviour
• Foster a sense of belonging through inclusive and equality based classroom practices
• Build a positive classroom and school climate and foster positive relationships by
  • Establishing clear behaviour expectations for respect and inclusion
  • Co-create class rules with children to promote ownership and accountability
  • Modelling respectful behaviour
  • Use inclusive language and practices that celebrate diversity
  • Encourage collaboration through group work and peer learning
  • Rotate group work partners to help students build relationships across the class
  • Rotate seating places to help students build relationships across the class
  • Use icebreakers and team-building activities regularly to build trust and empathy
  • Use of circle time to discuss issues or concerns
  • Use of circle time to share stories
  • Use of role play scenarios
• Use of Restorative Practice techniques and language to resolve conflict
• Use of Peer Mediation to encourage children to independently engage with Restorative Practice
• Provide Play Therapy
• Provide regulation breaks
• Provide sensory spaces
• Create student leadership roles such as Kindness Ambassadors
• Forest School – emotional regulation, wellbeing and kindness to ourselves and nature
• Use of the Buddies system to establish and grow relationships between the Junior and Senior end of the school
• Involvement of parents in Kindness Projects
• Staff training in recognising and responding to bullying
• Yard supervision
• Regular child protection updates at staff meetings and through staff communication on Aladdin
• In-school security net and security platforms (PDST netnanny)
• Annual workshops for children by professional outside agencies (e.g. Webwise, Paula O’ Connor, Zeeko etc.).
• Engagement with parents in the Smartphone initiative (Volunteering to keep our primary school Smartphone-free).
• Ensuring parents know the importance of their presence in their children’s use of social media (phones, devices, gaming consoles).
• Encouraging parents to work with other parents to keep their children away from social media and to support each other when bullying behaviour is reported.
• No use of personal digital devices during school hours

The curriculum:

• Curricular areas such as SPHE and Learn Together Ethical Education (Patron curriculum) are a very useful tool to promote a message of kindness.
• The anti-bullying module of the SPHE curriculum (communication, conflict, friendship, personal safety and relationships)
• Our Learn Together Ethical Education curriculum (Human rights, The United Nations Sustainable Goals, and many more topics).
• Cross curricular (English: literature to stimulate discussion, Geography/History: exploitation and dictatorships to illustrate the negative aspects of power, PE: Cooperation and channelling energies in a positive manner, Drama)
• Our Stay Safe programme (personal protection skills).
• Our RSE programme (human sexuality and relationships have particular relevance for identity-based bullying).
• Various programmes such as – Zones of Regulation, Weaving Wellbeing, Friends for life, Roots of Empathy, Restorative practices, Peer Mediation

Our Special Events

• The Buddies system in the school between Junior and Senior Infant students and 5^th and 6^th class students.
• Ethical education celebration day that ‘normalises’ every possible type of diversity and encourages respect for all.
• Wellbeing days that encourages kindness and respect i.e. Yellow Mondays, Pride
• PTA events; bringing community together
• September Class Information Meetings
• Parental awareness (PTA arrange anti-bullying talks for the parent community)
• Staff Awareness (Continuous Professional Development, CPD)
• Restorative practice (The ‘No-Blame Approach’) and Circle Time with classes.
• Specific awareness raising exercises that are age appropriate each year. (e.g. Poster competitions, Questionnaires, Student council-led initiatives).
• Weekly assemblies to celebrate inclusion and kindness and reward those children who have engaged in positive, inclusive and kind behaviour.
• ‘Be a Good Sports Day’ –  culture of fairness and focus on effort.
• Sports teams – culture of collaboration, kindness and peer support.
• Beach School – emotional regulation, wellbeing and kindness to ourselves and nature
• Forest School – emotional regulation, wellbeing and kindness to ourselves and nature
• Forest School Green Agreements – keep ourselves safe and happy, keep nature safe and happy and keep others safe and happy.
• Gardening club – for emotional regulation & wellbeing and sustainability
• Reading dog – helps develop empathy and caring for others
• Passport Day – encourages inclusion and diversity
• Buddies – encourages empathy and co-operation and helping others
• Age appropriate awareness initiatives that look at the causes of bullying including behaviour; dealing with friendships, identity-based bullying, racist, homophobic, transphobic, sexist or sexual harassment.

Strategies to prevent and address poor and offensive behaviour online

• Staff, students, parents and Board of Management are made aware of issues surrounding online and social media bullying behaviour.
• In-school security nets and security platforms (PDST Net nanny, iCloud security)
• Annual CPD for children by professional outside agencies
• Staff CPD is organised as required to support learning about current technologies
• Having regular conversations with students about developing respectful and kind relationships online.
• Parents are provided with information and advice and evening workshops on how to inform themselves about their child(ren)’s activity online.
• Students, parents and staff continue to be involved in reviewing and revising the Acceptable use of Technology policy and school procedures.
• Engagement with parents in the Smartphone initiative (Volunteering to keep our primary school Smartphone-free).
• Ensuring that parents know the importance of their presence in their children’s use of social media (phones, devices, gaming consoles).
• Encouraging parents to work with other parents in keeping their children away from social media and in supporting each other when bullying behaviour is reported
• A school is not expected to deal with bullying behaviour that occurs when students are not in the care or responsibility of the school’ Bí Cineálta pg. 43. However, when the external behaviour has an impact, in school, DSP will work to support the child involved. The school will seek to ensure that parents are working together to help resolve the difficulties.

Strategies to prevent and address homophobic/transphobic (LGBTQ+) bullying behaviour

All students including LGBTQ+ students, have a right to feel safe and supported at school. Strategies to prevent homophobic and transphobic bullying behaviour include the following, which is not an exhaustive list:

• maintaining an inclusive physical environment such as by displaying relevant posters
• encouraging peer support such as peer mentoring and empathy building activities
• challenging gender­ stereotypes
• education for students, school staff and parents to raise awareness of the impact of homophobic bullying behaviour  
• encouraging students to speak up when they witness homophobic behaviour

Strategies to prevent racist bullying behaviour

Schools have become much more culturally diverse over the last number of decades. Students attending schools come from many different cultures and backgrounds. Students from diverse backgrounds may face discrimination and prejudice and may be subject to racist bullying behaviour. 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
• educate students, school staff and parents to raise awareness of racism
• encouraging peer support such as peer mentoring and empathy building activities
• encouraging bystanders to report when they witness racist 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, to encourage communication with their parents
•  inviting speakers from diverse ethnic backgrounds

Strategies to prevent sexist bullying behaviour

Schools should focus on gender equality as part of the school’s measures to create a supportive and respectful environment. 23 https://circulars.gov.ie/pdf/circular/education/2018/43.pdf

Procedures to Prevent and Address Bullying Behaviour for Primary and Post ­Primary Schools 41  

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
• celebrating diversity at school and acknowledging the contributions of all students 
• educate the school community on gender equality and respect encouraging parents to reinforce these values of respect at home

Strategies to prevent sexual harassment

Preventing sexual harassment requires an approach that focuses on education, awareness and clear enforceable policies. There is a zero ­tolerance approach to sexual harassment in DSP. Sexual harassment should never be dismissed as teasing or banter. Strategies to prevent sexual harassment include the following, which is not an exhaustive list: 

• promoting positive role models within the school community 
• challenging gender stereotypes that can contribute to sexual harassment.
• Teach children about body autonomy, safe and unsafe touch, and the importance of speaking up.
• Help children identify safe adults they can talk to if they feel uncomfortable.
• Introduce the concept of personal space, respect for others’ boundaries, and the importance of saying and hearing “no.”
• Many of the preventative strategies listed above can be implemented by schools to prevent all types of bullying behaviour. Resources to support schools to prevent bullying behaviour are contained in the Resources Guide which accompanies these procedures.

Strategies to prevent Religious identity bullying

Our school is multi-denominational and has a diverse range of learners from different faith backgrounds. All learners deserve to feel celebrated and valued. We celebrate this difference from the day a child enters our school. 

Strategies to prevent faith-based discriminatory behaviour include the following, which is not an exhaustive list: 

• Our Learn Together Curriculum which explores and celebrates different faiths, including Atheism, Agnosticism and Humanism 
• Celebration of Faith-based holidays
• Class plays and songs to celebrate multiple religions 
• Passport days where the children learn about the religions celebrated in their chosen countries

Preventing other forms of bullying:

Acknowledging that bullying can take place for other reasons makes the staff in DSP conscious of, and alert to:

Disablist bullying behaviour: behaviour or language that intends to harm a child because of a perceived or actual disability or additional need.

Exceptionally able bullying: behaviour or language that intends to harm a child because of their high academic ability or outstanding talents.

Perceived ‘less able’ bullying: Behaviour or language that intends to mock, tease or harm a child because of their weakness in a certain area of development (academic, sports, art, music, social, language and articulation etc.) or another child’s perception that this is the case.

Physical appearance bullying: behaviour or language that intends to harm a child because of their physical appearance. Students who “look different” can be mocked or criticised about the shape, size or appearance of their body.

Poverty bullying: behaviour and language that intends to humiliate a child because of a lack of resources.

These reasons for bullying behaviour are often the most commonly identified among the population in a primary school. Our Learn Together curriculum, ethos and pro-active strategies identified above help us to see and actively work with the children to prevent these forms of bullying behaviour.

Section C Addressing Bullying Behaviour

The staff with responsibility for addressing bullying behaviour is (are) as follows:

• All DSP staff are responsible for the safety of children
• All staff that witness bulling behaviour will report incidents to relevant teachers
• The class teacher will take responsibility for addressing the behaviour
• This may be in association with the relevant SET
• If necessary, the Principal will be involved
• The Principal will inform the BoM

The steps that will be taken by DSP to determine if bullying behaviour has occurred and the approaches taken to address the bullying behaviour if it did occur.

Identifying if bullying behaviour has occurred

To determine whether the behaviour reported is bullying behaviour staff will 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 the questions above is Yes, then the behaviour is bullying behaviour and the behaviour will be addressed using the Bí Cineálta Procedures.

(Note: 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.

Where the answer is no but those who reported the behaviour insist it is bullying the following steps may be taken:

Staff may observe the actions and behaviours of those involved to ascertain the validity of the report. Staff will actively seek evidence of the actions and behaviours which have been reported.

After this period of observation, staff will again consider the 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?

When identifying if bullying behaviour has occurred staff will consider what, where, when and why?

> if one individual is involved, staff will speak to them in the first place

>if a group of students is involved, each student will be engaged with individually at first

> each student involved will be given a Restorative Practice sheet and asked to record in writing their account of what happened

> thereafter, all students will be met as a group and the DSP Restorative Practice questions will be asked to ensure that everyone in the group is clear about each other’s views

> each student will be supported as appropriate, following the group meeting

When bullying behaviour occurs, DSP will:

• First and foremost, adopt a solution focused approach with a view to exploring the best way forward for all.
• Ensure that the child experiencing bullying behaviour is heard and reassured.
• Provide a nurturing and safe space for the student who has experienced the bullying behaviour.
• Acknowledge the feelings of the student who as experienced the bullying behaviour.
• Each student will be supported as appropriate.
• Seek to ensure the privacy of those involved.
• Conduct all conversations with sensitivity.
• Apply Restorative Practice Reflective questions orally.
• Each student involved (both parties) will be asked to record in writing their account of what happened on the DSP Restorative Practice Reflective sheets (infant children may be asked to draw their account).
• Consider the age and ability of those involved, and widen the consideration to all possible challenges that either child or children may have.
• Think holistically and explore the reasons behind the student’s behaviour and seek to understand the underlying causes of the behaviour.
• Focus on the behaviour and the reasons behind it rather than seeking to label the child as a ‘bully’.
• Not apportion blame but rather treat bullying behaviour as unacceptable behaviour; explain explicitly to those involved that it can and must be changed.
• Encourage those involved to be truthful; dispelling any fear they may have of admitting their behaviour by clarifying the process.
• Explain how harmful and hurtful bullying is and seek a promise that it will immediately stop. If that promise if forthcoming and is honoured there will be no reactive strategy other than expressions of regret that it happened.
• Explain to the student’s involved that ‘sorry’ only counts if future behaviours are changed.
• Listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation.
• Incorporate the ideas of the student who has experienced the bullying behaviour into any possible way forward.
• Inform parents* of those involved.
• Encourage parents to focus on positive strategies to end the bullying behaviour rather than seeking to label a child as ‘bully’.
• Encourage parents to understand that bullying behaviour is largely the result of feelings of insecurity and a lack of self-esteem; a need to assert control so as to mask feelings of insecurity.
• Help everyone involved to understand that while this is an explanation, it is not an excuse.
• Provide regular check-ins and ongoing support for the student who has experienced the bullying behaviour.
• Help parents come to terms with the fact that the student who used these bullying behaviours will also receive support in an effort to ensure these behaviours do not occur again.
• Record the report of bullying behaviour, the actions taken to address the bullying behaviour and the views of those involved of the actions to be taken (Bí Cineálta Report Form).
• Present an update on the incident of bullying behaviour to the Board of Management.
• When deemed necessary, the Principal will take a redacted copy to the Board of Management for information and advice.
• Take action in a timely manner; the regulated period of response is 20 working/school days.

*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. In circumstances where a student expresses concern about their parents being informed, DSP will be endeavor to develop an appropriate plan tailored to support the student and for how their parents will be informed. DSP will consider communication barriers that may exist when communicating with parents, for example, literacy, digital literacy or language barriers.

Reviewing Progress

• When an investigation is completed and/or a bullying situation is resolved
• the staff member will complete a report, to include the findings of the
•  talks with the students, the reactive strategies adopted, the outcome of
•  the intervention, as well as any other relevant information. It is important
•  to remember that both parties (the student engaged in the bullying behaviour and the student(s) who has experienced the bullying behaviour) need support.
• The student(s) who have experienced bullying behaviour must be asked if they have felt heard and that they have been believed.
• The student who has used bullying behaviours will be asked to apologise sincerely to the student who experienced the bullying behaviour. They will acknowledge to them the hurt they have caused and will promise to not engage in these behaviours again.
• The promise will be recorded in writing and signed by the student who used the bullying behaviours and their parent/guardian.
• Following the apology and promise the steps outlined below will be taken:
  • Step 1: Promise for 20 working/school days. Support will be provided for all children involved with regular check ins. Supervision of all parties will be increased for this period of time.
  • Step 2: If the promise has been kept for 20 working/school days, a review will be undertaken with the students involved, staff and parents. At this time the matter will be deemed adequately addressed. All those involved will be reminded that a report of the bullying behaviour has and will be kept for future reference.
• If a student who engaged in the bullying behaviour has reflected on his/her behaviour, apologises sincerely to the student who has experienced the bullying and yet continues the bullying behaviour, this can then no longer just be considered as a single incident. In this case the principal will be involved formally with the parents of the all parties. At this stage reactive strategies will be used.
• Reactive strategies will be discussed with parents and children and an agreed way forward will be found.
• present an update on the incident of bullying behaviour to the Board of Management
• All documentation regarding bullying incidents and their resolution is
• retained securely and confidentially in the school in a filing cabinet in the principal’s office.
• When deemed necessary, the Principal will take a redacted copy to the Board of Management for information and advice.
• Staff will be made aware of the incident during Bí Cineálta reporting at staff meetings.
• On Aladdin, a colour code will be applied to the names of the children involved in the incident ensuring continuity of information from year to year.

Reactive Strategies

Where a student has been found to be engaged in bullying behaviour and does not stop or breaks the promise, any of the following sanctions may be imposed in line with our school’s code of behaviour:

• Parent(s)/guardian(s) will be contacted by the principal and informed of the nature and extent of the repeated bullying behaviour with a view to agreeing a strategy to ensure a promise to end of the bullying behaviour.
• Depending on the nature of the bullying behaviour and when and where it takes place, a sanction may be imposed to reduce contact between the student using the bullying behaviour and the student who is experiencing the bullying behaviour.
• Further sanction/s for the student may also be selected by staff as deemed appropriate to the situation. The sanction will come from the range of sanctions used in DSP Code of Behaviour to address all negative behaviour; both bullying and non-bullying behaviour. The sanctions will include (and this list is not exhaustive): withdrawal of privilege such as withdrawal from a class trip or activity, in-school detention, suspension and possible expulsion. 
• The student who used the bullying behaviour will be required to recommit to the promise. The promise will again be signed by the student and their parent/guardian.
• If the promise has been kept for 20 working/school days, a review will again be undertaken with the students involved, staff and parents. At this time the matter will be deemed adequately addressed. All those involved will be reminded that a report of the bullying behaviour has and will be kept for future reference.
• If after the 20 working/school days the promise is not kept, the case will be referred to the Board of Management and the student may be suspended or expelled from the school in line with the Code of Behaviour.
• During this time, extra support will be given to the student experiencing the bullying behaviour. Assurances will be made to them that the situation is in hand and is being dealt with by teaching staff and principal.

Child Protection

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.

Requests to take no action

Parents may 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 is 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.

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 on the school website.

Section D: Oversight

The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year.

Where incidents of bullying behaviour have been reported since the last meeting, the update will include a verbal report which will include the following information where relevant:

• > the trends and patterns identified such as the form of bullying behaviour, type of bullying behaviour if known, location of bullying behaviour, when it occurred
• > the strategies used to address the bullying behaviour
• > any wider strategies to prevent and address bullying behaviour
• > if any serious incidents of bullying behaviour have occurred which have had a serious adverse impact on a student
• > if a parent has informed the school that a student has left the school because of reported bullying behaviour
• > if any additional support is needed from the board of management > if the school’s Bí Cineálta policy requires urgent review in advance of the annual review

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.

The BoM will use the Bí Cineálta Appendix D,E and F as appropriate.

DSP Bí Cineálta Report

1. Date of Initial Engagement with Student(s) __________________

2. Date of Initial Engagement with Parent(s)    __________________

3. Name and Class of Student Experiencing Bullying Behaviour

Name: __________________________________         Class: __________________

4. Name(s) and Class(es) of Student(s) Engaged in Bullying Behaviour

5. Name(s) of Person(s) Who Reported the Bullying Concern

6. Location(s) of Incidents

7. Form of Bullying Behaviour*

8. Type of Bullying Behaviour (related to)

9. Description of Bullying Behaviour and Its Impact

10. Views of Student(s) Regarding Actions to be Taken to Address Bullying Behaviour

11. Views of Parents(s) Regarding Actions to be Taken to Address Bullying Behaviour

12. Details of Actions Taken (include reference to any external agencies involved, if appropriate)

13. Agreed Date/Timeframe for Review Meeting (within 20 working/school days) 

Signed: ______________________________     Date: ___________________________
(Relevant Teacher)

Date Submitted to Principal/Deputy Principal: ___________________________

The following section to be completed at Review Meeting(s)

14. Views of Student(s) Regarding Continuation/Cessation of Bullying Behaviour, Effectiveness of Strategies Used and Current Relationship Between Those Involved

15. Views of Parents(s) Regarding Continuation/Cessation of Bullying Behaviour, Effectiveness of Strategies Used and Current Relationship Between Those Involved

16. Details of Any Further Actions

17. Agreed Date/Timeframe for Review Meeting (if deemed appropriate)

18. Date it Has Been Determined That Bullying Behaviours Have Ceased 

Signed: ______________________________     Date: ___________________________
(Relevant Teacher)

Principal/ Deputy Principal ___________________________Date ________________