Bí Cineálta Policy to Address & Prevent Bullying Behaviour
INTRODUCTION
The Board of Management of St. Matthew’s National School has adopted the following policy to prevent and address bullying behaviour.
This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.
The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.
We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.
We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
DEFINITION OF BULLYING
Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as
“Targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. “
The detailed definition as provided in Chapter 2 of the Bí Cineálta procedures includes:
Targeted behaviour:
bullying behaviour is deliberate, unwanted behaviour that causes harm to others. It is not accidental or reckless behaviour.
Harm caused by bullying behaviour can be:
Physical (eg: personal injury, damage to or loss of property)
Verbal
Written (including pictures)
Social: (eg: withdrawal, loneliness, exclusion, relational)
Emotional: (eg: low self esteem, depression, anxiety)
Extortion (e.g. where something is obtained through force or threats)
Online
There are many different types of bullying behaviour. These can include directing bullying at someone focused on the following: disability, exceptional ability, gender identity, LGBTQ+ , physical appearance, racism, poverty status, religious identity, sexism and sexual harassment. This is not an exhaustive list.
A one-off instance of negative behaviour towards a student is not bullying behaviour. However, a single hurtful message posted on social media can be considered bullying behaviour as it may be visible to a wide audience and has a high likelihood of being shared multiple times and so becomes a repeated behaviour.
Behaviour that is not bullying behaviour:
If the repeated harm is real for the student experiencing the behaviour, but unintended by the other student, this is not bullying, but, importantly, must be addressed under the school ‘s Code of Behaviour Policy.
Some students with special educational needs may have social communication difficulties which may make them communicate their needs through behaviours that can hurt themselves or others. It is important to note that these behaviours are not deliberate or planned, but in certain situations, they are an automatic response which they cannot control.
Disagreement between students is not considered bullying unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others.
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 school’s Code of Behaviour.
Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour
All members of our school community were provided with the opportunity to input into the development/review of this policy.
3rd Jan 2025: School Staff: Staff meeting and Bí Cineálta half day closure. Staff were provided with information and discussion about different areas such as prevention, supports and investigating.
April 2025: School Staff: Staff given draft policy to review/discuss/give feedback
March 2025: Students: 2nd – 6th were consulted over a 2 week period with a paper survey which views were taken into consideration
March 2025: Parents: Feedback was sought from parents when surveyed via google form. 58 responses.
June 2025: Parents: Parents sent link to the new policy, useful resources and information of how to contact the school
May 2025: Board of Management: Review of policy, final consultation and amendments before ratification
March 2025: Wider school community as appropriate: Oral conversation with our 2 lollipop ladies and school secretary
Date policy was approved: 28th May 2025
Section B: Preventing Bullying Behaviour
This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures):
St. Matthew’s has a wide range of prevention strategies used to prevent bullying behaviour. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures).
The school has used the four areas from the Wellbeing Policy and Framework in Practice to develop these strategies
Culture and Environment
St. Matthew’s strives to create an inclusive and positive environment which is deemed essential to prevent and address bullying behaviour.
Relationships between members of the school community should be based on respect, care, integrity and trust. We promote the idea of a ‘trusted adult’ through our stay safe program.
The school supports a ‘telling’ environment where reporting of bullying behaviour is encouraged.
The school is a safe environment. Pupils are supervised at all times by a teacher.
The physical environment in our school is bright, colourful and promotes our school values. We create a sense of ownership through art and creativity.
Our Code of Behaviour outlines ‘Golden rules’ as well as examples of unacceptable behaviour.
The school has a child friendly ‘Bí Cineálta’ policy to teach about bullying behaviour
Wellbeing is ingrained across the school, our wellbeing initiatives are outlined in the next section, aim to build empathy, respect and resilience in pupils.
St. Matthew’s fosters a strong sense of community to build connection and belonging. We have weekly assemblies, special events throughout the school, parental involvement initiatives and events, activities promoting teamwork and collaboration in class, a culture of celebrating successes among those in our community.
Teachers strive to create a classroom environment with strong rapports with their pupils. They use strategies such as worry boxes, daily check ins, circle time, conferencing, bullying behaviour surveys, teaching of playground games etc.
2. Curriculum
The school’s SPHE policy outlines a 2 year plan for the teaching of the SPHE curriculum. Teacher’s sign off the completion of the Stay Safe Program
Each class teacher facilitates a daily check in and daily check out
The school explores a character strength in depth each month, promoting areas such as kindness, curiosity and humour
Well being programs are taught in class, such as Lust for Life
The school holds yearly Cyber Safe workshops for senior classes.
The Principal runs wellbeing morning groups for each class level throughout the year, to support children in a smaller group setting
Teachers use a range of other resources including Walk Tall, RSE and webwise
3. Policy and planning
Multiple other school policies are used to prevent bullying behaviour and in conjunction with this policy. These include; The Code of Behaviour, The SPHE School Plan, The Acceptable Usage Policy, Supervision Policy,
Teacher CPD is encouraged for all staff
Policies are published on the school website. Newly enrolled pupils sign up to the Code of the Behaviour.
Key policies are evaluated and updated regularly
Supports for staff are outlined within this policy.
The ISM Team are a key component in supporting and implementing the Bí Cineálta Policy
4. Relationships and partnerships
Relationships and partnerships within a school are crucial in preventing bullying behaviour because they create a supportive and inclusive environment where students feel valued and connected. Strong relationships between students, teachers, staff, and families foster open communication, trust, and empathy. When students feel a sense of belonging, they are more likely to exhibit kindness and respect toward others. Additionally, partnerships between schools and families ensure consistent messages about acceptable behaviour and emotional support, which helps in preventing bullying behaviours
There are a wide range of different relationships and partnerships within our school. These include children working with an SET teacher, student committees, staff committees, parents association, parent volunteers, lollipop ladies, class band activities, buddy reading initiatives, extra curricular activities, sports events etc.
Parents are encouraged to engage with the child friendly Bí Cineálta policy to support their child in recognising and reducing bullying behaviour
Further prevention strategies for different types of bullying behaviour
Preventing cyberbullying behaviour:
Sandymount Phone Pact
Cyber safe workshops and curriculum taught by teachers
Acceptable usage policy
Conversations about conduct online
Websites such as website and cybersafe
Preventing homophobic /transphobic bullying behaviour:
Maintaining an inclusive physical environment
Toilets not gender assigned
No assigned uniform
Preventing racist bullying behaviour
Preventing sexist bullying behaviour
Preventing racist bullying behaviour
Celebrating diversity in school and within classes
Reading material to reflect a diverse population
Preventing sexist bullying behaviour
Modelling respectful behaviour
Children having to participate in all activities regardless of gender
Celebrating successes of pupils
The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures):
Supervision: Pupils are under the care of their class teacher. Specific arrangements are made for break times etc. These include:
Class teacher awaits until yard duty teacher is present to handover class at break times
Yard supervising teacher waits until class teacher have collected their class after yard
Wet break time supervision roster in the classrooms
Pupils wait with their class teacher to be collected at home time (unless permission is given to walk home)
SET collect and drop off off pupils with Special Educational Needs
A roster is made to allow for supervision for extra-curricular activities when gathering at home time
A roster is made for supervision in our weekly assembly
Supervision rosters are made for school tours or sporting events
Section C: Addressing Bullying Behaviour
The class teacher holds responsibility for addressing bullying behaviour.
When bullying behaviour occurs, the school will:
ensure that the student experiencing bullying behaviour is heard and reassured
seek to ensure the privacy of those involved
conduct all conversations with sensitivity
consider the age and ability of those involved
listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
take action in a timely manner
inform parents of those involved
The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows (see Chapter 6 of the Bí Cineálta procedures):
The aim of these procedures is to investigate bullying behaviour, look at approaches to resolve this behaviour (linking in with the code of behaviour where appropriate) with the aim to resolve any issues and as much as possible restore relationships of the parties involved.
Step 1: Identifying if bullying behaviour has occurred:
When identifying if bullying behaviour has occurred, the teacher should consider the following: what, where, when and why?
Engaging with pupils at an individual and in a group setting: If a group of students is involved, each student should be engaged individually at first. After this students should meet as a group where each student can give an account, it may be helpful for the student to write this down. Students should be supported as appropriate following this group meeting. The definition of bullying should support schools in identifying if bullying behaviour has occurred. To determine whether the behaviour reported is bullying behaviour you should consider the following questions:
Is the behaviour targeted at a specific student or group of students?
Is the behaviour intended to cause physical, social or emotional harm?
Is the behaviour repeated?
If the answer to each of the questions above is Yes, then the behaviour is bullying behaviour and the behaviour should be addressed using the Bí Cineálta Procedures.
If the answer to any of these questions is No, then the behaviour is not bullying behaviour.
Strategies to deal with inappropriate behaviour are provided for within the school’s Code of Behaviour.
St. Matthew’s does not deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. If the bullying behaviour has an impact in school, the school will play a supportive role to the child experiencing bullying behaviour as appropriate.
Step 2: Where bullying behaviour has occurred:
If it is established that bullying behaviour has occurred, the Principal is informed and will liaise in the process. Parents of those involved will be informed early in the process to inform them of the matter and to consult with them on the actions to be taken to address the behaviour.*
Written records will be made to assist the teacher in resolving and restoring the issues.This record should include engagement with all those involved. The teacher will use the bullying behaviour template. (see appendix 1). This template records the details and establishes a plan of action and plan for support. It. is important to listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation.
This record is added to the student support file on Aladdin
Outside agencies may be contacted for additional support
Reports of bullying behaviours are reported to the Board of Management
* If a parent wants no action to be taken regarding an incident of bullying behaviour towards their child, this request must be put in writing. The principal however has the final say on whether it is appropriate to address bullying behaviour.
Step 3: Follow up where bullying behaviour has occurred
The teacher must engage with the students involved and their parents again no more than 20 school days after the initial engagement
Important factors to consider as part of this engagement are the nature of the bullying behaviour, the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved
The teacher should document the review with students and their parents to determine if the bullying behaviour has ceased and the views of students and their parents in relation to this
The date that it has been determined that the bullying behaviour has ceased should also be recorded
Any engagement with external services/supports should also be noted
Ongoing supervision and support may be needed for the students involved even where bullying behaviour has ceased
If the bullying behaviour has not ceased the teacher should review the strategies used in consultation with the students involved and their parents. A timeframe should be agreed for further engagement until the bullying behaviour has ceased
If it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then consideration should be given to using the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school
If a parent(s) is not satisfied with how the bullying behaviour has been addressed by the school, in accordance with the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools, they should be referred to the school’s complaints procedures
If a parent is dissatisfied with how a complaint has been handled, they may make a complaint to the Ombudsman for Children if they believe that the school’s actions have had a negative effect on the student
Note: Relationships may take time to heal and in some cases relationships may never be restored to how they were before the bullying behaviour occurred.
Anonymous reports of bullying will also be investigated to support a ‘telling’ culture.
If other staff members witness any bullying behaviours, this should be reported to the class teacher.
The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):
When bullying behaviour occurs in school, both the student experiencing the bullying behaviour and the student displaying bullying behaviour will be supported as appropriate. Students who witness bullying behaviour may also be supported.
Supporting those who have experienced bullying behaviour
Ending the bullying behaviour
Listen to and validate feelings
Developing strategies to support feelings arising from bullying behaviour experiences such as mindful breathing, using a break space in the classroom, journaling etc
Regular checks in by a key person (such as class teacher, SET teacher, or Principal etc)
Self Esteem building - whole class/school wellbeing initiatives, classroom team building activities, sitting arranged to be close to a friend, short term SET withdrawal if appropriate
Teaching and praising kind behaviours in the classroom
Encouraging external support if needed
Supporting those who have displayed bullying behaviour
Conferencing with the child to understand any reasons why the bullying behaviour may have occurred. In an age-appropriate way, the child should be supported to recognise the impact of actions, the value of taking responsibility and support in building empathy.
Support the child in have a ‘clean slate’ after the bullying behaviour has been resolved
Giving praise when the ‘right’ thing has been done
Self Esteem building - whole class/school wellbeing initiatives, classroom team building activities
Whole class teaching to focus on friendship skills and kind behaviours
Teaching of conflict resolution skills if appropriate by an SET teacher or in a whole class setting
Teaching of strategies to support feelings, such as when you feel angry
Collaboration with outside agencies if deemed appropriate
Monitoring behaviour and keeping regular check ins with the child
Supporting those who have witnessed bullying behaviour
Whole class strategy to support a telling environment (worry box, pegs to signal you need to talk to an adult, questionnaires, circle times)
Whole class teaching to focus on friendship skills and kind behaviours
The following resources may be useful:
Curriculum programs e.g. Walk Tall and Stay Safe
Websites such as webswise or cybersafe
Bernardos Anti-bullying resources
CPD such as through Oide or education centres
Oide Online Course: Online Safety and Digital Citizenship course for Teachers and Cyberbulling in Primary Schools: understanding, preventing and responding.
Seeking advice from NEPS
HTML Heros Class program
Department of Education Circular ‘Keeping Childhood Smartphone Free’
Peer mediation training
Use of story books or social stories (e.g. The Recess Queen’ by Alexis O’Neill, ‘One’ by Katherine Otoshi and ‘Stand up, strand strong’ by Sue Fitzjohn
Mental Health Ireland School Resources
DCU anti-bullying - FUSE
tacklebullying.ie
sticksandstones.ie
Online Safety Review tool for Schools: onlinesafetyreview.webwise.ie/
Acceptable Useage Policy Review: aup.webwise.ie/
RESPECT Guidelines for Homophobic and transphobic bullying: https://www.pdst.ie/sites/default/files/RESPECT%20guidelines.pdf
The ‘All Together Now’ programme is focused on addressing anti-LGBTQ+ bullying in primary schools in Ireland.
Showing Racism the red card program
The Yellow Flag program
TUSLA
Helping Hands program
All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. 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.
Section D: Oversight
The principal will present an update on bullying behaviour at each board of management meeting (Appendix 2). This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures.
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. (See Appendix 3).