1. Introduction

Why a policy on bullying?

This policy is based on the Department of Education and Science, Guidelines on Countering Bullying Behaviour in Primary and Post-Primary Schools (Sept 1993), and takes account of the Education Act 1998.

This policy document is based on the premise that “the school environment in the sense of atmosphere is adversely affected by bullying behaviour. Such an atmosphere is not conducive to learning. A clear policy on countering bullying which emphasises preventative measures is a major factor in creating an environment, which is supportive of learning.” It is the responsibility of the school to see that all reasonable measures are taken to ensure that bullying behaviour does not occur and that if and when it does there are clearly stated and agreed procedures for monitoring, investigating and dealing with bullying behaviour.

Developing the policy/ the process

This policy was developed through a consultative process and informed by a comprehensive survey of some 320 members of the school community and supported by the input of an expert in the field of bullying.

The survey on bullying was carried out among teachers, students and parents/guardians by way of questionnaire. Representatives of the three groups met and reported on the information gathered and made their recommendations. The drawing up of the policy was undertaken following consultation with these groups of representatives and endorsed by the board of management.

The representative groups also met with Dr. Brendan Byrne, who was a member of the Government Working Party, which drew up the guidelines referred to above (Sept 1993).

Overall vision

St. Mary’s as a school community is committed to the holistic development and achievement of the fullest possible potential of each student conducted in an atmosphere of care, respect and joy. No form of bullying or intimidation fits in with this vision.

St. Mary’s, therefore, does not tolerate bullying in any form at any level of school life. It is viewed as unacceptable behaviour. This applies to every person who is in any way connected to the life of the school, for example; students, teachers, managerial and ancillary staff.

Aims of policy

This policy is designed to generate awareness of the school’s official approach to bullying and its prevention at every level of the school community.

Specifically, it outlines the measures which the school has decided to take both to prevent bullying taking place, and steps that will be taken if cases of bullying do occur.

The emphasis here is not on punishment but on creating an atmosphere where everyone can feel secure and comfortable. This is something that every teacher, student or other staff member has a right to expect.

To these ends the aims of the policy are as follows:

· To raise awareness of what bullying is and of the emotional stress that it can cause
· To identify effectively and quickly those who are being subjected to bullying and put them in touch with people who can help them
· To create an environment and set up structures that will make it less likely that bullying will take place
· To have structures and procedures in place so that cases of bullying can be dealt with effectively and with justice to all concerned
· To endeavour to remove the underlying causes which bring about bullying behaviour recognising that it is as serious a problem for the bully as it is for the one bullied
· To create an atmosphere which encourages students, teachers and parents to disclose bullying behaviour
· To encourage commitment to creating an environment which promotes the personal growth of each individual and a sense of self-acceptance
· To ensure that there is no ambivalence with regard to the rights of all members of the school community to a safe and secure environment
· To recognise the responsibility which falls on each member of the school community to protect those rights
· To foster a whole school approach through which students, teachers, non-teaching staff, and parents/guardians work together to prevent and effectively deal with this unacceptable behaviour

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2. Understanding bullying

What is ‘bullying’?

‘Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or a group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is bullying.’ (Department of Education Guidelines on Countering Bullying in Primary and Post Primary Schools. September 1993)

‘Workplace bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, at the place of work and/or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work.’ (2001 Task Force on the Prevention of Workplace Bullying)

‘Bullying is the persistent and unjust exercise of power of one individual (or individuals) over a person (or persons) by the use of means intended to humiliate, frighten, denigrate, or injure the victim (or victims).’ Fighting Back in the Workplace, David Graves, London: The McGraw Hill Companies, 2002

The Oxford Dictionary defines a bully as a person who uses strength or power to coerce others by fear.

Section 32 of the Employment Equality Act 1998 defines harassment as any act or conduct including spoken words, gestures or the production, display or circulation of written words, pictures or other material which is unwelcome and could reasonably be regarded, in relation to a person’s relevant characteristic, as offensive, humiliating or intimidating. (The harassment has to be based on the relevant characteristic of the employee whether it be the employee’s marital status, family status, sexual orientation, religious belief, age, disability, race, colour, nationality or ethnic or national origin or membership of the traveller community).

Harassment is a type of bullying. The term in the Irish context is now often used to describe the types of harassment legislated for under the Employment Equality Act 1998 and the Equal Status Act 2000, and to differentiate between these and other forms of bullying.

Bullying tends to be an accumulation of many small incidents over a long period of time. Harassment, on the other hand, can often be a once-off incident or be confined to a small number of incidents.

The school considers bullying to be offensive, abusive, intimidating, malicious or insulting language or behaviour that undermines a person’s self-confidence, makes them feel upset, threatened, humiliated or vulnerable and which may cause them to suffer stress. It is any form of aggression that causes unacceptable embarrassment, discomfort or pain to another person. It is generally persistent, systematic and ongoing and therefore incidents such as once-off slagging, teasing or name-calling do not come into this category.

Bullying can take a number of forms, which at first sight, might not even be regarded as bullying. It aims to make a person feel upset, intimidated or afraid. It may sometimes involve apparently doing nothing at all but where nothing causes severe pain and distress. Sometimes bullying is not consciously intended and one of the purposes of the school’s policy is to help school members be more aware and sensitive to the kinds of activities which actually create a bullying situation.

The following are examples of some types of bullying:

Physical aggression/bullying
This behaviour includes pushing, shoving, punching, kicking, poking, tripping people up or inflicting pain of any type. This also includes using games as a cover up for intimidating behaviour.

Intimidation
Aggressive body language, insulting or contemptuous gestures, the voice being used as a weapon. Particularly upsetting to victims can be the so-called ‘look’ – a facial expression which conveys aggression and/or dislike.

Name calling/put downs
Persistent name-calling that hurts or humiliates is bullying. This is an area where people can claim they did not realise how hurtful the name-calling was. Persistent use of put-downs whereby the abilities or the achievements of others are belittled.

Slagging/verbal bullying
It is unacceptable when slagging aimed repeatedly at one individual extends to very personal remarks about appearance, clothing or personal hygiene. Also, where remarks involve ridicule, hurtful teasing, uncomplimentary references to members of one’s family, friends (boy-friends), culture, race or religion, or suggestive innuendos about sexual orientation. Spreading rumours and false information are forms of bullying.
Difference of any type may attract negative attention.

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

E-Bullying/writing
Using web pages, e-mails and text messages to abuse, intimidate, attack others or spread rumours. Also, the writing of abusive notes or putting up graffiti.

Exclusion/isolation
Hurtfully excluding another or a group of others. This is a particularly common form of bullying among junior students. It includes suggestion /rumour to purposefully isolate one girl from the group.

Damage to property
Bullying can take the form of interfering with the property of others, by damaging, stealing, hiding or destroying another’s’ belongings, e.g. clothes, schoolbooks, learning material, locker, bicycle, personal items.

Extortion
Demands for money may be made, often accompanied by threats. Victims’ lunches or lunch money may be taken.

Effects of bullying

People who are being bullied are likely to develop strong feelings of insecurity and even extreme anxiety. Bullying can result in a real loss of self-confidence and a lowering of self-esteem and self-acceptance. Going to school each day can become a very unpleasant experience which can lead to a resistance to attending. It can seriously affect one’s work or studies, for example, reduced ability to concentrate or lack of motivation or energy. Health may be seriously affected and result in symptoms such as stress, anxiety, panic attacks, depression, headaches, stomach aches etc., disturbance of appetite and sleep. There could be unexplained mood swings, a turning to alcohol or substance abuse or even attempted suicide.

Very often, victims will not be ready to talk about their inner turmoil, might feel ashamed or think that no one will understand what they are going through. They may believe that the fault is within themselves. It could be that they feel frightened, angry or be confused and not know what to do about the problem.

Symptoms of bullying

Some symptoms or tell tale signs to watch out for which may indicate a case of bullying include:
· Unexplained bruising, cuts or damaged clothing
· Visible signs of anxiety, fearfulness or distress – refusal to say what is wrong
· Unexplained changes in mood or behaviour e.g. becoming withdrawn, clinging, attention-seeking, aggressive behaviour, deterioration in relationships in the family and with friends
· Out of character behaviour in class e.g. disruptive, attention-seeking due to a dare or threat
· Deterioration in educational attainment, loss of concentration, interest and enthusiasm in school
· Pattern of physical illnesses e.g. headaches, stomach aches, sleep disturbance, recurring nightmares, loss of appetite
· Erratic attendance due to reluctance to go to school
· Lingering behind in school after classes are over, requesting to be accompanied to and from school
· Increased request for pocket money, or stealing money (to pay off sources of intimidation)
· Loss of or damage to personal possessions or equipment
· Artwork expressing inner turmoil

Who gets bullied and who bullies?

Any person can be a victim of, or perpetrator of bullying behaviour.
People most at risk of becoming victims are those who react in a vulnerable and distressed manner. The reaction to negative behaviour will be crucial in determining whether it will be repeated.

Bullying is a learned behaviour. Some bullies are victims themselves in other situations. People who are comfortable with themselves do not need to bully, to make others feel smaller than they do. Some people who engage in bullying behaviour may not be fully aware of the effect of their actions.

Where does bullying happen?

From the results of the random survey carried out in the school, it seems that when bullying does happen it is most likely to take place in classrooms at lunchtime.

It can, however, take place anywhere on or off the school premises, on the way to and from school, on school buses or between classes. Typical at risk areas are toilets, cloakrooms, locker areas and changing rooms.

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3. Preventing bullying

In order to minimise the occurrence of bullying in St. Mary’s College awareness about this policy will be promoted within the school to all pupils, parents, and staff on an annual basis.

· It will form part of the induction programme for first years.
· It will be made clear that bullying in any form is not acceptable to the teaching staff, the student body, the parents and the school management.
· The school is committed to creating an atmosphere in which students, teachers and parents can more quickly become aware that a person is the subject of bullying and are prepared to take action to put an end to it. The purpose of disclosing such a situation is to put an end to it by helping both sides. Silence only increases the pain of the victims and does not do any good to the perpetrators either.
· The school will facilitate the implementation of this policy through education, awareness raising and school activities.

What is expected from Teachers, Students and Parents/Guardians?

Teachers
They need to be role models both with the students and among themselves. Teachers should be on the look out for any sign of stress in a student arising from bullying and be on the alert for any bullying activity taking place and follow the agreed procedures of referral.

Students
Students should not take an active part in any behaviour that could be seen as bullying or intimidation. If they do become aware of a bullying situation, they should do something about it. They may be able to put an end to cases of minor teasing themselves, but in more serious cases the situation should be reported to those who will be able to deal with it more effectively. This should not be seen as ‘ratting’ but be understood as responsible action, which will help bring about the healing of a situation that is causing hurt both to the individuals concerned and the school as a whole.

Someone who is being bullied as well as someone who is aware of a bullying situation should have the courage to mention it to those who can help put an end to it. They should talk to someone they can trust who could be any of the following: another student, friend, meitheal leader, member of the student council, tutor, guidance counsellor, teacher, member of non-teaching staff, brother/sister, parent/guardian or member of the school management.

Parents/Guardians
They have an active role to play in both reporting and helping to resolve a bullying problem. This applies both to the parents/guardian of the victim and the student involved in bullying.

If a student complains of being bullied, parents/guardians should immediately bring the matter to the attention of a staff member (e.g. year head, principal, deputy principal, guidance counsellor). Even where their own daughter is not involved, parents should be willing to report cases of bullying which come to their attention. The best way to make contact with the school about bullying is by telephone or letter. No action will be taken without consulting the student involved and getting her approval.

The student should be encouraged not to retaliate, as this will not solve anything. When students themselves take appropriate steps to deal with the problem this will enhance their confidence and self-esteem. This could be the use of assertive communication, keeping the head and shoulders up, looking directly at the person etc. Some guidance counselling or coaching may be needed in such situations. Parents are expected to support school policy and help bring about positive results for all concerned.

4. Procedures in cases of complaint, disclosures, suspicions of bullying

A pupil who is upset, worried or afraid is encouraged to approach a Meitheal Leader, Member of the Student Council, her Tutor, Counsellor, Year Head, Teacher or the Principal at any time.

Any student who feels she is a victim of ongoing bullying should report the matter to any member of the school staff.

She will be spoken to by her Tutor and/or Counsellor.

The Tutor and/or Counsellor after consultation and with the approval of the victim will speak to the alleged bully.

Further to this the pupils may be brought together in order that they may empathise with each other’s point of view.

All incidents should be formally noted and recorded.

All incidents should be investigated and dealt with.
If the incident is serious, the case will be referred to the Principal. The Principal will then proceed in accordance with the Code of Behaviour.

Parents/guardians will be notified if necessary and depending on the seriousness of the incident/incidents, the Principal may need to refer the problem to the Board of Management.

If the bullying requires the imposition of a sanction, the co-operation of parents/guardians is crucial. Agreements should be sought from parents/guardians and the pupil responsible in relation to future behaviour and both should sign this.

If a parent/guardian feels that the incident has not been dealt with satisfactorily, the following procedures are open to the parent/guardian:

· The parent may discuss the matter with the Principal again.

· If the matter is not resolved at school level, the parents may refer the case to the Board of Management by writing to the Chairperson.

· If the matter is not resolved at Board of Management level, the case will be referred to the Department of Education and Science.

Any other incidents of bullying within the school community shall be dealt with by existing procedures available to school management. Such incidents refer to Teacher/Pupil, Pupil/Teacher, Teacher/Teacher, Principal/Teacher, Teacher/Principal or ancillary school staff.

What should be done when a complaint or disclosure of bullying is made?

Telling is difficult. Victims of bullying may fear that telling will worsen the problem or that there might be retaliation if it is known that they told.
A person who is the subject of bullying behaviour may gain confidence by just talking to a trusted teacher/student leader/member of staff about what has happened to them.

Building confidence may be a vital factor in making progress. They may want to discuss, seek advice or express how they feel in relation to the perceived incidents of bullying. Any discussions will be treated with the utmost discretion and sensitivity. Be sure they know that they will be consulted at every stage of the process.

While listening sympathetically make it clear that talking about this is behaving responsibly. Reassure the person that being bullied does not mean that there is something wrong with them. Emphasise the fact that the problem lies with the offender. Every effort is made to affirm the victim. At the same time any behavioural change that might help deal with the unpleasant behaviour of others will be encouraged.

Encourage the person to talk about how they are feeling and do not interrogate in a detailed or persistent way as this usually makes them feel worse.

Reassure them that they have a right to be free from intimidation and that their disclosure is being taken seriously. Do not advise extremes of either ignoring or retaliating. Try to boost self-esteem through encouragement.

Suspicion of bullying

Where there is a suspicion that a person may be a subject of bullying behaviour they are requested to fill in a Bullying Alert Form - available from Meitheal Leaders, Members of Students Council, Tutors, Year Heads and Counsellors. When completed this will be passed on to the relevant Year Head/Tutor who will be in a position to verify if other staff members also have concerns relating to the same individual.

Reporting a complaint or disclosure of bullying

A teacher who receives a complaint/disclosure that a pupil is the subject of bullying behaviour should report the matter to the relevant Year Head/Tutor as soon as possible. They should fill in a bullying report card. In assessing the situation they will decide on a course of action.

Non-teaching staff members of the school community such as, secretaries, caretakers and cleaners should report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the appropriate teaching member of staff.

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5. Working on a solution to the bullying problem

Dealing with bullying behaviour is a delicate matter and the vulnerability of the subject must always be taken into account. A low key approach is the most effective way of investigating incidents of bullying behaviour:

· It is not advisable to question students publicly or, initially, as a group. Teachers who are investigating cases of bullying behaviour should keep a written record of their discussions with those involved. It may also be appropriate or helpful to ask those involved to write down their account of the incident.

· Once a case of bullying has been established, the victim will be provided with counselling and support and also be given coping skills to deal with any future experiences involving intimidation.

· The perpetrator(s) may need counselling and support in order to help them find other ways of meeting their needs without violating the basic rights of others. The School Guidance Service provide expertise in this regard.

· St. Mary’s will not tolerate any form of retaliation against a student or students found to be involved in a bullying incident, either as victims or perpetrators. All problems are to be dealt with non-violently through discussion and counselling with the end result of restoring peace and harmony.

· When retaliation occurs outside of school parents are encouraged to contact the school or other relevant authority so that the matter can be dealt with.

6. Ongoing evaluation

On the basis of practical experience and monitoring, this policy will be re-evaluated as the need arises.

7. Conclusion

It is the school’s greatest concern in co-operation with parents and staff to make sure that each student of St. Mary’s has every opportunity to become a mature and fully developed person in line with the Christian vision of the College. This concern extends to ensuring the rights of all members of the school community to enjoy a safe and secure environment.