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Guidelines on Countering Bullying Behaviour
in Primary and Post-Primary Schools
September 1993
Contents
Since 1990 the Minister for Education has issued a = number of=20 Circular Letters to the Managerial Authorities and Principal Teachers of = Primary=20 and Post-Primary Schools on:
(a) Guidelines Towards a Positive Policy for = School=20 Behaviour and Discipline,
(b) A Suggested Code of Behaviour and Discipline, = and
(c) Procedures for Dealing with Allegations or = Suspicions of=20 Child Abuse.
Those Circulars comprehended the issue of bullying = within=20 the general context of School Behaviour, Discipline and Child Abuse. The = positive role played by school management, teachers and parents in = countering=20 bullying behaviour is acknowledged. However, the incidence and nature of = bullying is such that the Minister now considers that additional = measures are=20 required in order to deal specifically with the problem.
The aims of the =91Guidelines on Bullying=92 = presented here are=20 twofold, firstly to assist schools in devising school-based measures to = prevent=20 and deal with bullying behaviour and, secondly, to increase the = awareness of=20 bullying behaviour in the school community as a whole e.g., school = management,=20 teaching and non-teaching staff, pupils and parents/guardians as well as = those=20 from the local community who interface with the school. It is of = particular=20 importance that the issue of bullying behaviour be placed in a general = community=20 context to ensure the co-operation of all local agencies in dealing=20 appropriately with it.
The role of the school is to provide the highest = possible=20 standard of education for all its pupils. A stable, secure learning = environment=20 is an essential requirement to achieve this goal. Bullying behaviour, by = its=20 very nature, undermines and dilutes the quality of education and imposes = psychological damage. As such, it is an issue which must be positively = and=20 firmly addressed through a range of school-based measures and strategies = through=20 which all members of the school community are enabled to act effectively = in=20 dealing with this behaviour.
Bullying behaviour affects not only those = immediately=20 involved; it affects everyone in the classroom, in the school community = and,=20 ultimately, in the wider community. It is recognised internationally = that=20 bullying behaviour is not confined to pupils and schools alone; it is = prevalent=20 in society, in the workplace and in the home.
Bullying behaviour thrives in an atmosphere of = uncertainty=20 and secrecy in which the victim often feels a sense of hopelessness and = futility=20 against the power being exercised by the bully; a high degree of = collective=20 vigilance is needed throughout the local community, the school, and = other=20 agencies and by parents if bullying behaviour is to be identified and = dealt with=20 in a fair and equitable manner.
Definition of=20 Bullying
Bullying is repeated aggression, verbal, = psychological or=20 physical conducted by an individual or group against others.
Isolated incidents of aggressive behaviour, which = should not=20 be condoned, can scarcely be described as bullying. However, when the = behaviour=20 is systematic and ongoing it is bullying.
Pupil Behaviour
Physical Aggression:
This behaviour is more common among boys than = girls. It=20 includes pushing, shoving punching, kicking, poking and tripping people = up. It=20 may also take the form of severe physical assault. While boys commonly = engage in=20 =91mess fights=92, they can often be used as a disguise for physical = harassment or=20 inflicting pain.
Damage to Property:
Personal property can be the focus of attention = for the=20 bully; this may result in damage to clothing, school books and other = learning=20 material or interference with a pupil=92s locker or bicycle. The = contents of=20 school bags and pencil cases may be scattered on the floor. Items of = personal=20 property may be defaced, broken, stolen or hidden.
Extortion:
Demands for money may be made, often accompanied = by threats=20 (sometimes carried out) in the event of the victim not promptly "paying = up".=20 Victims=92 lunches, lunch vouchers or lunch money may be taken. Victims = may also=20 be forced into theft of property for delivery to the bully. Sometimes, = this=20 tactic is used with the sole purpose of incriminating the victim.
Intimidation:
Some bullying behaviour takes the from of = intimidation: it=20 is based on the use of very aggressive body language with the voice = being used=20 as a weapon. Particularly upsetting to victims can be the so-called = =91look=92 =96 a=20 facial expression which conveys aggression and/or dislike.
Abusive Telephone Calls:
The abusive anonymous telephone call is a form of = verbal=20 intimidation or bullying. The anonymous phone call is very prevalent = where=20 teachers are the victims of bullying.
Isolation:
This form of bullying behaviour seems to be more = prevalent=20 among girls. A certain person is deliberately isolated, excluded or = ignored by=20 some or all of the class group. This practice is usually initiated by = the person=20 engaged in bullying behaviour. It may be accompanied by writing = insulting=20 remarks about the victim on blackboards or in public places, by passing = around=20 notes about or drawings of the victim or by whispering insults about = them loud=20 enough to be heard.
Name Calling:
Persistent name-calling directed at the same = individual(s),=20 which hurts, insults or humiliates should be regarded as a form of = bullying=20 behaviour; most name-calling of this type refers to physical appearance, = e.g.=20 =91big ears=92, size or clothes worn.
Accent or distinctive voice characteristics may = attract=20 negative attention. Academic ability can also provoke name calling. This = tends=20 to operate at two extremes; first, there are those who are singled out = for=20 attention because they are perceived to be slow, or weak, academically. = These=20 pupils are often referred to as =91dummies=92, =91dopes=92 or = donkeys=92. At the other=20 extreme are those who, because they are perceived as high achievers, are = labelled =91swots=92, =91brain-boxes=92, licks=92, =91teachers=92 = pets=92, etc.
Slagging:
This behaviour usually refers to the good-natured = banter=20 which goes on as part of the normal social interchange between people. = However,=20 when this slagging extends to very personal remarks aimed again and = again at the=20 one individual about appearance, clothing, personal hygiene or involves=20 references of an uncomplimentary nature to members of one=92s family, = particularly=20 if couched in sexual innuendo, then it assumes the form of bullying. It = may take=20 the form of suggestive remarks about a pupil=92s sexual orientation.
Bullying of School Personnel
Bullying of school personnel by means of physical = assault,=20 damage to property, verbal abuse, threats to people=92s families=92 = etc.
Teacher Behaviour:-
A teacher may, unwittingly or otherwise, engage = in,=20 instigate or reinforce bullying behaviour in a number of ways:-
Using sarcasm or other insulting or demeaning form = of=20 language when addressing pupils; making negative comments about a = pupil=92s=20 appearance or background;
Humiliating directly or indirectly, a pupil who is = particularly academically weak or outstanding, or vulnerable in other = ways;
Using any gesture or expression of a threatening = or=20 intimidatory nature, or any form of degrading physical contact or = exercise;
Effects = of=20 Bullying
Pupils who are being bullied may develop feelings = of=20 insecurity and extreme anxiety and thus may become more vulnerable.=20 Self-confidence may be damaged with a consequent lowering of their = self-esteem.=20 While they may not talk about what is happening to them, their suffering = is=20 indicated through changes in mood and behaviour. Bullying may = occasionally=20 result in suicide. It is, therefore, important to be alert to changes in = behaviour as early intervention is desirable.
Indications of = Bullying/Behaviour =96=20 Signs and Symptoms
The following signs/symptoms may suggest that a = pupil is=20 being bullied:-
Those signs do not necessarily mean that a pupil = is being=20 bullied. If repeated or occurring in combination those signs do warrant=20 investigation in order to establish what is affecting the pupil.
Characteristics in Bullying = Behaviour
Schools need to recognise that any pupil can be a = victim of,=20 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=20 tease or taunt each other. However, at a certain point, teasing and = taunting may=20 become forms of bullying behaviour. As pupils are particularly quick to = notice=20 differences in others, pupils who are perceived as different are those = more=20 prone to encounter such behaviour. However, the pupils who are most at = risk of=20 becoming victims are those who react in a vulnerable and distressed = manner. The=20 seriousness and duration of the bullying behaviour is directly related = to the=20 pupil=92s continuing response to the verbal, physical or psychological=20 aggression.
It is of note that some pupils can unwittingly = behave in a=20 very provocative manner which attracts bullying behaviour.
The Bully
It is generally accepted that bullying is a = learned=20 behaviour.
Pupils who bully tend to display aggressive = attitudes=20 combined with a low level of self-discipline. They can lack any sense of = remorse; often they convince themselves that the victim deserves the = treatment=20 meted out.
Pupils who bully can also be attention seeking; = often they=20 set out to impress bystanders and enjoy the reaction their behaviour = provokes.=20 They tend to lack the ability to empathise. They are unaware or = indifferent to=20 the victim=92s feelings. Others seem to enjoy inflicting pain. It is of = note that=20 many bullies suffer from a lack of confidence and have low = self-esteem.
It is not uncommon to find that pupils who engage = in=20 bullying behaviour are also bullied. They tend to be easily provoked and = frequently provoke others.
(a) Pupil Behaviour
Bullying in schools frequently takes place in the=20 playground. School playgrounds with hidden or obscured parts may provide = an=20 environment conducive to bullying. Many of the games which pupils play = present=20 possibilities for bullying because of their physical nature. It is = relatively=20 easy to single out and harass another pupil. The noise level masks much = of what=20 is going on. The playground provides the opportunity for older pupils to = pick on=20 younger pupils. The playground is also the ideal setting for the = =91bully gang=92.=20 Continuing provocation may eventually lead to a physical fight, and = ironically=20 in some cases the victim may appear to be the aggressor because he/she = finally=20 gives vent to his/her frustration.
Toilets, cloakrooms, locker areas, changing rooms = and=20 showers may be the scene of verbal, psychological and physical = harassment. The=20 behaviour of pupils in those areas needs careful monitoring.
Bullying may also take place in class. It may = occur subtly=20 through glances, looks and sniggers but may take the more overt form of = physical=20 intimidation. It may also be exacerbated if a classroom atmosphere = prevails=20 whereby pupils are allowed to make derogatory comments about their = classmates or=20 other teachers. However, teachers need to be alert to the underlying = reasons for=20 such comments in case pupils are trying to disclose something which is=20 disturbing them and thus needs further investigation.
Bullying may also, occur between classes = irrespective of=20 whether the class or the teacher moves. In the former situation the = bullying=20 goes on in the corridors and corners, while in the latter case the = classroom is=20 the arena for various forms of hurtful behaviour.
The area immediately outside the school, the local = shops and=20 local neighbourhood are often the scenes of bullying. Bullying also = takes place=20 on the journey to and from school, whether the individuals are walking, = on=20 bicycles or on school buses.
Teacher Behaviour
The teacher behaviour of a bullying nature as = referred to in=20 Section 3(b) is most likely to take place in a classroom situation but = not=20 exclusively so. Such behaviour may, for example, also take place in the = school=20 playground, gymnasium or the sportsfield.
Prevention of=20 Bullying
The Circular Letters issued by the Minister for = Education to=20 the Managerial Authorities and Principal Teachers of primary and = post-primary=20 schools referred to in the Introduction comprehended the issue of = bullying=20 behaviour in schools within the general context of School Behaviour, = Discipline=20 and Child Abuse. The prevention of bullying should be an integral part = of a=20 written Code of Behaviour and Discipline in all primary and post-primary = schools. These Circular Letters stated, inter alia, that "Codes of = Behaviour in=20 schools should be considered in the context of the school being a = community of=20 which mutual respect, co-operation and natural justice are integral=20 features".
International research clearly indicates the = crucial=20 importance of the existence of a School Policy, which includes = specific=20 measures to deal with bullying behaviour within the framework of an = overall=20 school Code of Behaviour and Discipline. It is considered that such a = code,=20 properly devised and implemented, can be the most influential measure in = countering bullying behaviour in schools.
While it is recognised that home factors play a = substantial=20 role in the prevention of bullying, the role of the school in = preventative work=20 is crucial and should not be underestimated. School-based initiatives = will=20 either reinforce positive efforts or help counteract unsuccessful = attempts of=20 parents or guardians to control unacceptable behaviour.
Managerial authorities of primary and post-primary = schools=20 recognised by the Minister for Education are responsible for the = management,=20 organisation and administration of the schools and are, therefore, = responsible=20 for ensuring the adequate and reasonable measures approved by them to = counter=20 bullying are in operation in their schools. The managerial authority of = each=20 school in developing its policy to counter bullying behaviour must = formulate the=20 policy in co-operation with the school staff, both teaching and = non-teaching=20 under the leadership of the Principal, and in consultation with parents = and=20 pupils. In this way, the exercise of agreeing what is meant by bullying = and the=20 resultant development of school-based strategies for dealing with it are = shared=20 by all concerned. It is essential that all parties concerned have a = clear=20 understanding of the policy aims and content if the policy is to form = the basis=20 for developing effective school-based strategies for dealing with the=20 problem.
The policy must be promoted by the school = Managerial=20 Authorities within the school to all pupils, parents, and staff on a = repeated=20 basis with particular attention being given to incoming pupils and their = parents.
Elements of Policy:
Policy Aims:
(1) To create a school ethos which encourages = children to=20 disclose and discuss incidents of bullying behaviour.
(2) To raise awareness of bullying as a form of = unacceptable=20 behaviour with school management, teachers, pupils, = parents/guardians.
(3) To ensure comprehensive supervision and = monitoring=20 measures through which all areas of school activity are kept under=20 observation.
(4) To develop procedures for noting and reporting = incidents=20 of bullying behaviour.
(5) To develop procedures for investigating and = dealing with=20 incidents of bullying behaviour.
(6) To develop a programme of support for those = affected by=20 bullying behaviour and for those involved in bullying behaviour.
(7) To work with and through the various local = agencies in=20 countering all forms of bullying and anti-social behaviour.
(8) To evaluate the effectiveness of school policy = on=20 anti-bullying behaviour.
An active school policy on Bulling is most = effective when=20 integrated in a school climate, which encourages respect, trust, caring, = consideration and support for others. As pupils model their behaviour on = the=20 behaviour of adults, Principals and teachers have to be careful to act = as good=20 role-models and not misuse their authority. Moreover, they should be = firm, clear=20 and consistent in their disciplinary measures. Techniques based on = positive=20 motivation and recognition have been shown to be more effective in = promoting=20 desired behaviour than methods that are based on threat and fear.
As self-esteem is the single most influential = factor in=20 determining behaviour and indeed a greater predictor of success than=20 intelligence, teachers should provide pupils with opportunities to = develop a=20 positive sense of worth.
Research has shown that pupils can achieve = significantly=20 more in classroom situations where they are rewarded for effort and = improvement=20 and where expectations of their performance are positive. An integral = part of=20 this approach is the development of co-operative learning. A pastoral = care=20 system should operate in schools whereby designated teachers would seek = to build=20 up a relationship of trust and confidence with their pupils with a view = to=20 preventing cases of bullying behaviour.
Note: Factors having their origins in = difference of=20 conflicts between parties outside the school may contribute to increased = incidents of bullying within the school.
Drawing up a School Policy = for Dealing=20 with Bullying Behaviour
Elements of School Policy
School Ethos
At the centre of a whole school response to = bullying is the=20 creation of a positive school climate which focuses on respect for the=20 individual, the key elements of which are outlined in Figure 1. The = prevalent=20 misconception among adults and many pupils that bullying is a normal = phase of=20 development, that it teaches pupils to toughen up needs to be = challenged. It is=20 important that pupils are encouraged to report incidents of bullying. = This may=20 require a change in attitudes so that pupils realise that they have a=20 responsibility for the safety and welfare of fellow pupils.
The school behaviour policy should underwrite the=20 non-bullying school ethos. The school Board of Management must approve = and=20 endorse this policy. The Principal has a key role in dealing with = bullying=20 behaviour in school because he/she is in a strong position to influence=20 attitudes to, and to set standards in dealing with such behaviour in = school. If=20 staff, pupils and parents/guardians are involved in the development of = the=20 policy, they are more likely to actively support it. The policy should = stress=20 the need to prevent and not just control bullying. It is not sufficient = to=20 discipline the bully and to give support to the victim. Following an = incident of=20 bullying the issues relating to the prevention of bullying need to be = examined.=20 Aspects may need to be altered which may make bullying less likely in = the=20 future. It is desirable that there be a consensus within the school = community on=20 how bullying in the school should be treated and the creation of a = proper school=20 atmosphere is, therefore, beneficial towards this objective.
Raising the awareness of bullying as a form =
of=20
unacceptable behaviour with school management, teachers, pupils and=20
parents/guardians
Each school must raise the awareness of bullying = in its=20 school community so that they are more alert to it and its harmful = effects.=20 Schools may choose to have a staff day on the subject of bullying = complemented=20 by an awareness day for pupils and parents/guardians. This may help the=20 development and adoption of an anti-bullying code. Such a code will give = the=20 parents/guardians of a pupil who is a victim the confidence to approach = the=20 school and will also send a clear message to the parents/guardians of a = pupil=20 who is engaged in bullying behaviour that they have a major = responsibility in=20 changing their child=92s behaviour. The anti-bullying code should be = included as=20 part of the School Plan/Policy Statement and should be available to all = by way=20 of a written Code of Behaviour and Discipline for the school.
It is of note that teachers can influence = attitudes to=20 bullying behaviour in a positive manner through a range of circular = initiatives.=20 In English, there is a wide range of literature available which could be = used to=20 stimulate discussion. In Social Studies the interdependence of people in = communities at local, national and international levels is stressed. In=20 Geography and History references to colonisation and exploitation and = the long=20 line of dictators could be used to illustrate the negative aspect of = power. The=20 work could be extended into Art, Drama, Religious Education, Physical = Education,=20 etc. Co-operation and group enterprise can be promoted through team = sports,=20 clubs and societies in schools as well as through practical subjects. = Sporting=20 activities in particular can provide excellent opportunities for = channelling and=20 learning how to control aggression. Programmes such as the Stay Safe = Programme=20 in primary schools, Health Promotion in schools and various other = social, health=20 and media education programmes can further help to address the problem = of=20 bullying behaviour. In addition, schools might organise an awareness day = on=20 discipline in general and on countering bullying behaviour in = particular.
Published material on bullying from various = sources mentions=20 the use of anonymous questionnaires to ascertain pupils=92 perceptions = of bullying=20 behaviour. Schools should be aware of the possible abuses that can arise = from=20 use of such questionnaires and should exercise extreme caution should = they=20 choose to use them. If used, questionnaires should not be used to = identify the=20 pupils involved but only to ascertain the extent and type of bullying, = where it=20 happens and the level of reporting, etc.
Comprehensive supervision and monitoring =
measures=20
through which all areas of school activity are kept under=20
observation
It is important and, indeed, it is the = responsibility of the=20 school authority in conjunction with staff and pupils to develop a = system under=20 which proper supervisory and monitoring measures are in place to deal = with=20 incidents of bullying behaviour. Such measures might include control of = school=20 activities on a rota basis. All pupils but, in particular, senior pupils = can be=20 seen as a resource to assist in countering bullying. School councils, = where=20 applicable, and other school clubs and societies may also be of = assistance. It=20 would, of course, be most desirable that non-teaching staff be part of = the=20 process in measures to counter bullying behaviour in schools. Also = schemes need=20 to be developed to involve all parents/guardians.
Procedures for Noting and Reporting an =
incident of=20
Bullying Behaviour
School authorities should ensure that there is a = procedure=20 for the formal noting and reporting an incident of bullying behaviour = and that=20 such a procedure should be seen to be an integral part of the Code of = Behaviour=20 and Discipline in the school. This system should, also, provide for = early=20 detection of signs of indiscipline and/or significant change in mood or=20 behaviour of pupils.
All reports of bullying, no matter how trivial, = should be=20 noted, investigated and dealt with by teachers. In that way pupils will = gain=20 confidence in =91telling=92. This confidence factor is of vital = importance.
Serious cases of bullying behaviour by pupils = should be=20 referred immediately to the Principal or Vice-Principal.
Parents or guardians of victims and bullies should = be=20 informed by the Principal or Vice-Principal earlier rather than later of = incidents so that they are given the opportunity of discussion the = matter. They=20 are then in a position to help and support their children before a = crisis=20 occurs.
Parents or guardians must be informed of the = appropriate=20 person to whom they can make their enquiries regarding incidents of = bullying=20 behaviour which they might suspect or that have come to their attention = through=20 their children or other parents/guardians.
It should be made clear to all pupils that when = they report=20 incidents of bullying they are not telling tales but are behaving=20 responsibly.
Individual teachers in consultation with the = appropriate=20 staff member should record and take appropriate measures regarding = reports of=20 bullying behaviour in accordance with the school=92s policy and Code of = Behaviour=20 and Discipline.
Non-teaching staff such as secretaries, = caretakers, cleaners=20 should be encouraged to report any incidents of bullying behaviour = witnessed by=20 them, or mentioned to them, to the appropriate teaching member of = staff.
In the case of a complaint regarding a staff = member, this=20 should normally in the first instance be raised with the staff member in = question and if necessary, with the Principal.
Where cases, relating to either a pupil or a = teacher=20 unresolved at school level, the matter should be referred to the = School=92s Board=20 of Management.
If not solved at Board level, refer to local=20 Inspectorate.
Procedures for Investigating and Dealing =
with=20
Bullying
Teachers are best advised to take a calm, = unemotional=20 problem-solving approach when dealing with incidents of bullying = behaviour=20 reported by either pupils, staff or parents/guardians. Such incidents = are best=20 investigated outside the classroom situation to avoid the public = humiliation of=20 the victim or the pupil engaged in bullying involved, in an attempt to = get both=20 sides of the story. All interviews should be conducted with sensitivity = and with=20 due regard to the rights of all pupils concerned. Pupils who are not = directly=20 involved can also provide very useful information in this way.
When analysing incidents of bullying behaviour = seek answers=20 to questions of what, where, when , who and why. This should be done in = a calm=20 manner, setting an example in dealing effectively with a conflict in a=20 non-aggressive manner.
If a gang is involved, each member should be = interviewed=20 individually and then the gang should be met as a group. Each member = should be=20 asked for his/her account of what happened to ensure that everyone is = clear=20 about what everyone else has said.
If it is concluded that a pupil has been engaged = in bullying=20 behaviour, it should be made clear to him/her how he/she is in breach of = the=20 Code of Behaviour and Discipline and try to get him/her to see the = situation=20 from the victim=92s point of view.
Each member of the gang should be helped to handle = the=20 possible pressures that often face them from the other members after = interview=20 by the teacher.
Teachers who are investigating cases of bullying = behaviour=20 should keep a written record of their discussions with those involved. = It may=20 also be appropriate or helpful to ask those involved to write down their = account=20 of the incident.
In cases where it has been determined that = bullying=20 behaviour has occurred, meet with the parents or guardians of the two = parties=20 involved as appropriate. Explain the actions being taken and the reasons = for=20 them, referring them to the school policy. Discuss ways in which they = can=20 reinforce or support the actions taken by the school.
Arrange follow-up meetings with the two parties = involved=20 separately with a view to possibly bringing then together at a later = date if the=20 victim is ready and agreeable.
This can have a therapeutic effect.
Programme for work with victims, bullies and =
their=20
peers
Pupils involved in bullying behaviour need = assistance on an=20 ongoing basis. For those low in self-esteem opportunities should be = developed to=20 increase feelings of self-worth. Pupils who engage in bullying behaviour = may=20 need counselling to help them learn other ways of meeting their needs = without=20 violating the rights of others. Victims may need counselling and = opportunities=20 to participate in activities designed to raise their self-esteem and to = develop=20 their friendship and social skills whenever this is needed.
Research indicates that pupils identified as low = achievers=20 academically tend to be more frequently involved in bullying behaviour. = It is,=20 therefore, important that the learning strategies applied within the = school=20 allow for the enhancement of the pupil=92s self-worth. Pupils who = observe=20 incidents of bullying behaviour should be encouraged to discuss them = with=20 teachers.
School working with and through the various = local=20 agencies in countering all forms of bullying as an anti-social=20 behaviour
As previously stated, there should be a whole = community=20 approach to the problem of bullying behaviour. The school as a community = is made=20 up of management, teachers, non-teaching staff, pupils and = parents/guardians.=20 However, incidents of bullying behaviour extend beyond the school. It is = known=20 that they can occur on the journey to the from school. It is necessary,=20 therefore, for an anti-bullying school policy to embrace, as = appropriate, those=20 members of the wider school community who come directly in daily contact = with=20 school pupils. For example, school bus drivers, school traffic wardens = and local=20 shopkeepers could be encouraged to play a positive role in assisting = schools to=20 counter bullying behaviour by reporting such behaviour to parents and/or = schools=20 as appropriate. Through such approaches, a network is formed.
In certain cases, however, it may be necessary to = invite the=20 assistance of other local persons and formal agencies such as general = medical=20 practitioners, garda=ED, health boards with their social workers and = community=20 workers.
A positive community attitude and involvement can, = therefore, assist considerably in countering bullying behaviour in = schools. The=20 promotion of relevant home/school/community links is important for all = schools=20 in regard to countering bullying behaviour and should be encouraged as a = normal=20 part of the school=92s effective operation.
Evaluation of effectiveness of school policy =
on=20
bullying behaviour
As part of the evaluation of the effectiveness of = school=20 policy on preventing and dealing with bullying a programme of support = for those=20 pupils involved in bullying behaviour should be an integral part of the = school=92s=20 intervention process. It is advisable to monitor the effectiveness of = school=20 policy on this issue. Random surveys could be held to ascertain the = level and=20 type of bullying behaviour in school.
A school=92s anti-bullying code should be subject = to=20 continuous review in the light of incidents of bullying behaviour = encountered.=20 It could be included as an item on the agenda for school staff = meetings.
Fig. 1. School policy on countering bullying
CONSIDERATIONS IN OUTLINING A POSITIVE SCHOOL = POLICY ON=20 COUNTERING BULLYING
The school acknowledges the right of each member = of the=20 school community to enjoy school in a secure environment.The school = promotes=20 positive habits of self-respect, self-discipline and responsibility = among all=20 its members.
The school disapproves of vulgar, offensive, = sectanan or=20 other aggressive behaviour by any of its members.
The School has a clear commitment to promoting = equity in=20 general and gender equity in particular in all aspects of its = functioning.
The school has the capacity to change in response = to pupil=92s=20 needs.
The school identifies aspects of curriculum = through which=20 positive and lasting influences can be exerted towards forming pupil=92s = attitudes=20 and values.
The school takes particular care of "at risk" = pupils and=20 uses its monitoring system to provide early intervention when/if = necessary and=20 responds to the needs, fears or anxieties of individual members in a = sensitive=20 manner
The school recognises the need to co-operate with = and keep=20 parents informed on procedures to improve relationships within the = school=20 community.
The school recognises the right of parents to = share in the=20 task of equipping the pupil with a range of life-skills.
The school recognises the role of other community = agencies=20 in preventing and dealing with bullying.
The school promotes habits of mutual respect, = courtesy and=20 an awareness of the interdependence of people in group and = community.
The school acknowledges the uniqueness of each = individual=20 and his/her worth as a human being.
The school promotes qualities of social = responsibility,=20 tolerance and understanding among all its members both in school and out = of=20 school.
Staff members share a collegiate responsibility, = under the=20 direction of the principal teacher, to act in preventing = bullying/aggressive=20 behaviour by any member of the school.
It is evident that bullying is a matter of = increasing=20 concern in our schools. It poses very real difficulties, therefore, for = school=20 behaviour and discipline. Because of this, it is essential that primary = and=20 post-primary schools adopt a policy aimed at countering the problem. = This school=20 policy should be drawn up after consultation with all the interests = involved,=20 i.e., teaching and non-teaching staff, pupils and parents/guardians. It = is=20 necessary that the school policy should have general acceptance by the = partners=20 in the education of the pupils. In that way, it can be effective both = from the=20 point-of-view of preventing as well as dealing with bullying behaviour. = An=20 understanding of the factors that give rise to bullying is needed as = well as=20 sympathetic treatment of all those involved in the bullying behaviour.=20 Furthermore, having regard to the nature of the problem, it must, in = certain=20 circumstances, receive the attention of others directly outside of the = school=20 community.
In conclusion, the inclusion of a module on = bullying=20 behaviour in the pre-service training of teachers would be a positive = step in=20 alerting potential teachers to the problems caused by such behaviour in = schools.=20 Also, it is considered that the expansion of in-service courses to = teachers on=20 aspects of bullying behaviour would be of considerable benefit to the = teaching=20 profession in the process of raising awareness and developing techniques = to deal=20 with such behaviour.