Bí Cineálta Policy

Ballyshannon National School

Bí Cineálta Policy: Preventing and Addressing Bullying Behaviour

Policy Statement

The Board of Management of Ballyshannon National School has adopted this policy in line with Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

Bullying undermines children’s rights, as outlined in the UN Convention on the Rights of the Child. Our school community is united in its responsibility to prevent and respond to bullying behaviour and to minimise its negative impact.

We are committed to providing a safe and supportive learning environment. The wellbeing of every student is at the heart of our practice. We recognise the serious harm that bullying behaviour can cause and will take all reasonable steps to prevent and address it.

In line with equality legislation, we are committed to preventing harassment on any of the nine protected grounds: gender, civil status, family status, sexual orientation, religion, age, disability, race, and membership of the Traveller community.

This policy must be read in conjunction with the Bí Cineálta Procedures, which schools are required to follow in full.

Definition of Bullying

Bullying is defined as targeted, harmful behaviour—whether online or offline—that is repeated over time and involves an imbalance of power. The harm may be physical, emotional, or social.

Full definitions and examples are available in Chapter 2 of the Bí Cineálta Procedures.

The school’s Code of Behaviour provides strategies for managing inappropriate behaviour that does not meet the definition of bullying.

Behaviour That Is Not Bullying

• A one-off negative act is not considered bullying, unless it involves harmful online content likely to be shared repeatedly (e.g. a hurtful social media post).

• Disagreements, or changes in friendship dynamics, are not bullying unless they are deliberate and repeated actions to cause harm or exclusion.

• Students with special educational needs may engage in behaviours due to social communication difficulties. These behaviours are not deliberate and must be understood in context.

Bullying Outside of School

While schools are not responsible for behaviour that occurs outside of their care, support must be offered to students where out-of-school bullying has an impact during the school day.

Examples include:

• Incidents near school or in the local community

• Bullying on school journeys

• Harmful behaviour in clubs or sports groups

• Online bullying, which can happen at any time and have lasting impact

Requests to Take No Action

A student may ask that no action be taken beyond “keeping an eye” on the situation. Staff must handle such requests sensitively and work with the student to decide on appropriate steps and how to involve parents.

If parents request that no action be taken, the school will consider the request but may still act where necessary. Written requests are preferred; however, the school will accommodate parents where needed (e.g. literacy or language support).

Section A: Policy Development & Review

Group

Date

Consultation Method

Staff  Training Day -   Feb 2025

StudentsStudent Council, Questionnaires (2nd–6th), Class Discussions   - Mar 2025

Parents Questionnaire, Parents’ Association Meeting - Mar/April 2025

Board of Management Meeting & Ratification - Apr 2025

Section B: Prevention of Bullying Behaviour

Prevention strategies align with the four key areas of the Wellbeing Framework: Culture & Environment, Curriculum, Policy & Planning, and Relationships & Partnerships.

1. Culture & Environment

• Model respect for all.

• Promote school-wide values: Respect Myself, Respect Others, Respect Our School.

• Reinforce our core school rules:

  • We use kind hands and feet.

  • We speak in the right way, at the right time.

  • We sit while working, walk while moving.

  • We are honest and always tell the truth.

  • We are fair, friendly and let others join in.

• Address discriminatory or harmful language immediately.

• Celebrate Kindness Fortnight annually.

• Use rewards and positive reinforcement.

• Monitor for signs of bullying behaviour through regular check-ins and active supervision.

2. Curriculum

• Explicit teaching of respectful behaviour.

• Implement SPHE, RSE, Stay Safe, and Weaving Wellbeing.

• Use anti-bullying programmes (e.g. FUSE, Webwise, CyberSafeKids).

• Teach responsible and ethical social media use.

• Host online safety seminars for older students and parents.

• Use inclusive storybooks and programmes like Friends for Life and Gender Equality Matters.

• Tailor support and teaching to meet the needs of students with additional learning or social needs.

3. Policy & Planning

• Display a child-friendly version of this policy throughout the school.

• Enforce mobile phone and device policies (devices off or in school mode only).

• Ensure adequate supervision per our Supervision Policy.

• Identify “hot spots” and “hot times” in the school day where bullying is more likely to occur and implement targeted supervision.

4. Relationships & Partnerships

• Acknowledge respectful behaviour during class, assemblies, and through whole-school rewards.

• Reinforce anti-bullying messages regularly through displays, activities, and special events.

• Provide timely and constructive feedback to students.

• Encourage voluntary deferral of smartphone ownership.

• Support active student and parent involvement in school life and decision-making.

Key Supporting Documents:

• Supervision Policy

• Code of Behaviour

• Acceptable Use Policy

• Child Safeguarding Statement

Section C: Addressing Bullying Behaviour

Responsibility

All teachers, particularly class teachers and SETs, are responsible for addressing bullying. The Principal and Deputy Principal will support as needed.

Three-Stage Response

Stage 1: Identifying Bullying Behaviour

When a concern is raised, teachers will consider:

1. Is the behaviour targeted?

2. Is it intended to cause harm?

3. Is it repeated?

If the answer to all three is “yes,” bullying has occurred and must be addressed under the Bí Cineálta Procedures.

Steps:

• Speak to each student involved individually first.

• Then meet students together.

• If a group is involved, follow the same structure.

• Allow students to provide written accounts where appropriate.

• Inform parents of all students involved.

• Consider age, ability, and specific contexts.

• Prioritise student voice and safety at all times.

Stage 2: Taking Action

• Engage with parents early and involve them in the response.

• Record all incidents in line with Sections 2.5 & 2.7 of the Bí Cineálta Procedures.

• If a child protection concern is identified, follow the school’s Child Protection Procedures immediately.

• Share bullying records with the Principal.

Stage 3: Follow-Up

• Review the situation within 20 school days.

• Assess if the bullying has ceased.

• Gather and record student and parent feedback.

• Note any outside support used (e.g. NEPS, counsellors).

• Provide continued support even if the bullying has stopped.

• If bullying persists, adjust strategies and take further action as needed.

• Apply appropriate disciplinary actions where necessary.

If a parent remains dissatisfied:

• Refer them to the school’s complaints procedure.

• If unresolved, they may contact the Ombudsman for Children.

Support for All Involved

Support strategies may include:

• Regular student and parent check-ins.

• Behaviour monitoring and goal setting.

• Use of supports such as NEPS, Oide, Webwise, and restorative practices.

• Professional development or training for staff where necessary.

Section D: Oversight

The Principal will report to the Board of Management at each meeting on:

• Number of bullying incidents reported

• Number of cases currently being addressed

• Total number of cases to date

• Emerging patterns and strategies used

This report will be non-identifying and focus on school-wide learning and response.

Availability and Review

• This policy is available on the school website and in hard copy.

• A student-friendly version is also available.

• The policy will be reviewed annually or after any significant development.