Bí Cineálta

St Oliver Plunkett’s NS Bí Cineálta Policy to Prevent and Address Bullying Behaviour.

The Board of Management of St Oliver Plunkett’s NS 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.

Ireland ratified the United Nations (UN) Convention on the Rights of the Child in September 1992. In doing this we committed to promote, protect and fulfil the rights of children.

Bullying is a children’s rights issue. Bullying interferes with the following rights of the child:

• The right to freedom of expression (Article 13)
• The right to freedom of thought, conscience and religion (Article 14)
• The right to freedom of association and freedom of peaceful assembly (Article 15)
• The right to privacy (Article 16)
• The right to be protected from all forms of abuse and neglect (Article 19)
• The right to enjoy the highest attainable standard of health (Article 24)
• The right to education (Article 28)
• The right to enjoy their own culture, religion or language (Article 30)

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. Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God’s image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that each person in our school is treated with respect and care, in accordance with the Catholic Schedule. As a Catholic school, we are committed to respecting the dignity of every individual. No human person is to be devalued, and all have an indispensable part to play in the school community, regardless of difference.

Definition of bullying:

• Bullying is targeted behaviour, online or offline, that causes harm.

• The harm caused can be physical, social and/or emotional in nature and can have lasting effects on the child experiencing the behaviour.

• Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.

• It is behaviour which is deliberate in nature and is unwanted. It is not accidental or reckless behaviour.

The harm can be:

• Physical: (eg: personal injury, damage to or loss of property)

• Social: (eg: withdrawal, loneliness, exclusion)

• Emotional: (eg: low self-esteem, depression, anxiety)

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.
• 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 our school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within our school’s Code of Behaviour.

Types of Bullying:

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.

Forms of Bullying: Direct

• Physical: pushing, shoving, punching, kicking, poking and tripping students. Physical assault. Destruction of personal property.

• Verbal: continual name calling which insults, humiliates the student – this may refer to physical appearance, clothes, gender, accent, academic ability, race or ethnic origin.

• Written: Writing insulting remarks in public places, passing notes or drawings about the student.

• Extortion: where something is obtained through force or threats.

Bullying can be: Indirect

• Exclusion: where a student is deliberately and repeatedly isolated, excluded or ignored by a student or group of students.

• Relational: Where a student’s attempts to form friendships with peers are repeatedly rejected or undermined, threats, non-verbal gesturing, malicious gossip, spreading rumours, silent treatment and manipulation of friend groups etc can all form relational bullying for a student.

Online bullying behaviour:

Cyber bullying is carried out via text, direct messaging/instant messaging, social media platforms, email, apps, digital gaming sites, gaming consoles, chatrooms and other online technologies.

This can include:

• Sending or sharing of insulting and offensive or intimidating messages or images via online means as mentioned above.

• Posting information which is personal, private or sensitive without consent.

• Making and/or participating in fake profiles on a social network to impersonate and/or humiliate other students.

• Exclude/disrupt access to a student on purpose on online chat groups/access to accounts/from an online game.

“We confirm that we will take all steps that are reasonably practicable to prevent all bullying or harassment of our students in whatever form and however motivated. Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God's image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that everybody in our school is treated with respect and care, in accordance with the Catholic Schedule. As a Catholic school, we are committed to respecting the dignity of every individual. No human person is to be devalued and everybody has a part to play in the school community, regardless of difference.”

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.

Section B: Preventing Bullying Behaviour.

This section sets out the prevention strategies that will be used by this school to address all forms of bullying behaviour, in whatever form and however motivated, including online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment.

Culture and Environment:

We strive to

• Create a school culture where bullying behaviour is unacceptable and a consistent approach to addressing bullying behaviour.

• Involve parents as active partners in fostering an environment where bullying behaviour is not tolerated.

• Support the idea that our school is a telling environment.

• Promote the concept of a trusted adult – stay safe linkage – who to tell.

• Create safe spaces in our school building and yards – visibility.

• Incorporate artwork and signs to promote our school values – incorporating the Student Council in promoting rights – equality, inclusion and respect.

• Encourage a sense of belonging with ownership over their own space through art and creativity.

• Create a positive school culture and climate which is welcoming of difference and diversity and is based on inclusivity;

• encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;

and

• promote respectful relationships across the school community;

This school takes positive steps to ensure that the culture of the school is one which welcomes a respectful dialogue and encounter with diversity and difference by ensuring that prevention and inclusivity strategies are given priority and discussed regularly at our board of management and staff meetings.

Staff are briefed on the uniform approach we must take to handle all reports of bullying –

· Friendship (February, Friday)Mindful Monday, Thoughtful Tuesday etc as promoted by our Wellbeing committee) celebrated to encourage kindness and promote friendship and inclusion- make friendship bracelets, posters.

· Anti- Bullying week activities such as Random acts of Kindness homework, Poster making, slogan making, etc

· The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.

· Child Friendly Anti- Bullying Policy formed with pupil and parent input and is distributed to parents, children and staff to discuss. This policy outlines various ways to tell.

· The implementation of regular per term whole school awareness measures e.g. a dedicated notice board in the school and classrooms on the promotion of friendship, and bullying prevention.

· Parents receive information at times regarding useful information on Anti Bullying.

· Stay safe and SPHE lessons focusing on positive behaviour form part of curricular content in all classes. Incredible Years Programs used in Junior Classes. Anti bullying and Online Safety taught in conjunction with Stay Safe and Walk Tall.

· Effective supervision and monitoring of pupils. Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.

· Class and School Charter development as well as notice board to promote kindness and build responsibility amongst pupils.

· Regular circle time during the teaching of SPHE and other lessons.

Curriculum (teaching and learning)

We strive to :

• Provide teaching and promote learning which is collaborative and respectful, fostering inclusion and respect for diversity.

• Display a shared understanding of what bullying is and its impact.

Ways in which we work to achieve this:

• Teach SPHE and RSE content which fosters student’s well-being and self-confidence as well as promoting personal responsibility for their own behaviour and actions.

• Model respectful behaviour towards colleagues, pupils and visitors in our school environment.

• Curricular and extra-curricular activities can help to develop a sense of self-worth, working together, inclusion and respect.

• Students are given regular opportunities to work in small groups with peers, which can help build a sense of connection, belonging and empathy.

• Acknowledgment of our diverse school population – celebrating diversity and culture .

• Implementation of education and prevention strategies (including awareness raising measures) that

builds empathy, respect and resilience in pupils; and

explicitly addresses the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

• Supports for staff;

• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

• On-going evaluation of the effectiveness of the Bí Cinealta policy.

Policy and planning

The aim of St Oliver Plunkett’s NS policy is:

• To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians.

• To promote a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.

• To ensure appropriate supervision and monitoring measures through which all areas of school activity are kept under observation.

• To develop procedures for noting, investigating and dealing with incidents of bullying behaviour.

• To implement a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.

• To work with appropriate agencies in countering all forms of bullying and promoting anti- bullying behaviour

• The Code of Behaviour supports the implementation of the Bí Cineálta policy, Code of Behaviour, Child Protection/ Safeguarding Statement and Risk Assessment, Supervision of pupils and Acceptable Use policy.

• Effective leadership is a key component with Principal, Deputy Principal, DLP, DDLP, and all middle management focused on supporting the implementation of this policy.

“The dignity and the wellbeing of the individual person is of paramount concern in our Christian response. This school will listen closely to and dialogue with parents, thereby building a relationship of mutual understanding, respect, trust and confidence.

In continuing to develop prevention strategies, this school will listen to young people and parents, to help establish their particular context and needs. Frequent periods of reflection and further engagement by the school, young people and parents, will be used to discern appropriate supports for young people in this school and to help inform future prevention strategies”.

Relationships and Partnerships

• Interpersonal connections are supported through a range of formal and informal structures such as our parents’ association and student council representatives.

• Age and stage appropriate awareness initiatives that engage the student body in looking at their own behaviour – promoting acts of kindness and friendship, being an active help to others and looking at the causes of and impact of bullying during SPHE lessons.

• Conducting workshops and seminars for students, staff and parents to raise awareness of the impact of bullying. Encouraging Continuous Professional Development for Staff.

• Encouraging peer mentoring and peer support

• Supporting active participation of students in school life and active participation of parents in school life also through Grandparent’s Day, Arts, Incredible Years, Multicultural Day, World Book Day, Annual Bake Sale and Maths for Fun.

• Targeted children will also visit the Multi sensory Room, to provide a safe, supportive, and engaging space where children can build positive relationships and develop social and emotional skills.

• Community Gardai visit the school to cover issues around personal safety and cyber-bullying with whole classes and small groups.

• The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

• Engaging parents and students in actively contributing to the formation of a Child Friendly Anti-Bullying Policy to make them active participants in promotion of and discussion of useful ways to identify and reduce bullying behaviour and highlight procedure and how to deal with it if it does occur.

“In developing the preventative strategies which this school will use to prevent all forms of bullying behaviour, we come from the context of our Catholic ethos, where inclusivity permeates our school in a real way.”

Preventing Cyber Bullying, Homophobic/Transphobic bullying, Racist bullying, Preventing sexual harassment. In addition to above mentioned strategies, the school has the following in place to prevent and address bullying:

• Staff at all times endeavour to encourage pupils to show respect for each other.

• Implementation of the SPHE curriculum.

• Community Gardai visit the school to cover issues around personal safety and cyber-bullying with whole classes and small groups.

• Positive self-esteem is fostered among the pupils by celebrating individual differences, by acknowledging good behaviour and by providing opportunities for success.

• The school's Bí Cineálta policy is discussed regularly with the pupils.

• Staff are particularly vigilant in monitoring pupils who are considered at risk of being harmed/doing the harm.

• All disclosed incidents of bullying are investigated thoroughly and consistently by following the correct procedure as outlined to staff and recorded using the template for this.

• School wide awareness raising on all aspects of bullying, supervision and monitoring of classrooms, corridors, school grounds, school tours and extracurricular activities.

• Involvement of pupils in contributing to a safe school environment e.g. Friendship February and days/anti-bullying week, The Student Council and other activities that can help to pupils and encourage a culture of peer respect and support.

• Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly. Promote the mantra

‘See Something, Say Something’.

•Ensuring that pupils know who to tell and how to tell, e.g.

• Direct approach to teacher at an appropriate time, for example after class.
• Hand note up with homework
• Make a phone call to school or to a trusted adult in the school
• Get parent(s)/guardian(s) or a friend to tell on your behalf

• Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place. Promote the mantra ‘See Something, Say Something’

• Refer to appropriate online behaviour when using devices and in SPHE lessons. Reinforce ‘What Goes Online, Stays online forever’.

• Promote online safety events or material for parents.

• The listing of supports currently being used in the school and the identification of other supports available to the school e.g. www.tacklebullying.ie, www.antibullyingcentre.ie>fuse, www.webwise.ie

• Shared folder of resources for teaching of bullying including lessons from above websites – general share for all teachers to access.

• Challenge gender- stereotypes – equal participation of all. Equal recognition.

• Raise awareness of the impact of homophobic bullying behaviour and encourage students to speak up when they witness homophobic behaviour.

• Foster a culture where diversity is celebrated and students “see themselves” in the school environment.

• Ensuring the library has material with reflects our diverse school population from different national, ethnic and cultural backgrounds.

• When teaching RSE, use toys that celebrates diversity with realistic details and anatomically correct design, it helps children develop empathy and creativity while enjoying inclusive play, inclusive of the backgrounds and skin colour of the children.

• Modelling of respectful behaviour by staff of all irrespective of gender.

• Ensuring all students have the same opportunities to engage in school activities irrespective of gender.

• Making clear that our school has a zero-tolerance approach to sexual harassment of any kind with enforceable policy - See Code of Behaviour.

Section C: Addressing Bullying Behaviour

The teacher(s) with responsibility for addressing bullying/harmful behaviour is (are) as follows:

• Any teacher may act as a relevant teacher if circumstances warrant it.

• The class teacher will oversee recording of bullying reports for students in their class– this includes using the procedure guidelines to investigate reports of bullying and recording bullying behaviour on the school recording sheet.

• The DLP or Assistant Principal 2 Bí Cinealta Policy coordinator will follow up after twenty days to investigate if bullying has ceased.

• All staff will be vigilant to harmful behaviour.

• Principal will inform Board of Management of incidences of Bullying.

• Deputy principal /SENCO

• Assistant Principal 2 Anti- Bullying Policy co-ordinator is available to provide up to date information and supports if needed to assist class teacher in addressing concern.

The primary aim in addressing reports of bullying behaviour is to stop the bullying behaviour and, as a school, we strive to restore, as far as practicable, the relationships of the students involved.

All staff have a responsibility to report suspected incidences of bullying. At the outset, the class teacher must notify the Principal that the Bí Cineálta Procedures have been activated. The class teacher will initially handle reports of bullying behaviour. If these interventions do not succeed in stopping the negative behaviour, the issue will then be escalated to the Principal. The Assistant Principal with responsibility for coordinating the Bí Cineálta Policy is available to provide up to date information and supports to assist the class teacher in addressing concerns.

When bullying behaviour occurs, the school will:

After investigation, if bullying behaviour has occurred, the following are the approaches that will be taken to address the bullying behaviour.

The Bullying Incident Form (Appendix 2) will be completed.

• 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 school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

A. While all reports, including anonymous reports of bullying must be investigated and dealt with by the ‘Relevant Teacher(s)’, the ‘Relevant Teacher(s)’ will use his/her/their professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same.

B. If it is established by the ‘Relevant Teacher(s)’ that bullying has occurred, the ‘Relevant Teacher(s)’ must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as practicable, the relationships of the parties involved.

C. The ‘Relevant Teacher’ must inform the Principal.

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore as far as is practicable, the relationships of the parties involved (rather than to apportion blame). With this in mind the school's procedures are as follows: • In investigating and dealing with bullying the teacher(s) will exercise his/her/their judgement to determine whether bullying has occurred, what type if it has and how best the situation might be resolved.

• All reports, including anonymous reports of bullying must be investigated and dealt with by the ‘Relevant Teacher(s)’. In that way pupils will gain confidence in 'telling'. This confidence factor is of vital importance. It should be made clear to all pupils that when they report instances of bullying they are not considered to be telling tales but are behaving responsibly.

• Non-teaching staff such as secretaries, SNAs, caretakers and cleaners are encouraged to report any incidences of bullying behaviour witnessed by them or mentioned to them to the Class Teacher.

• Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents.

• On being informed of an alleged incident of bullying, the teacher dealing with the report will first interview the victim(s) and discuss the feelings which the victim(s) experienced because of the bullying behaviour.

• Initial investigations of bullying will be done in class where possible but some incidents might be best investigated outside the classroom situation to ensure the privacy of all involved

• When analyzing incidents of bullying behaviour the ‘Relevant Teacher(s)’ should seek answers to questions of what, where, who, when and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non- aggressive manner.

• If a group is involved each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about the other's statements.

• Each member of a group should be supported through the possible pressures that they may face from the other members of the group after interview by the teacher.

• Where the ‘Relevant Teacher(s)’ has/have determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school's Bí Cinealta policy and efforts should be made to try to get him/her to see the perspective of the pupil being bullied.

• The '‘Relevant Teacher’’ does not apportion blame but should try to get him/her to see the situation from the perspective of the pupil being bullied. S/he emphasizes that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop. If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter.

• When an investigation is completed and/or a bullying situation is resolved the '‘Relevant Teacher’' will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information.

• If a pupil chooses to continue the bullying behaviour, this can then no longer be considered a once off occurrence. In this event parent(s)/guardian(s) will be contacted. The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for the pupil.

• Follow-up meetings with the relevant parties involved may be arranged separately with a view to bringing them together at a later date if the pupil who has been bullied is ready and agreeable.

• Follow-up meetings with the relevant parties involved may be arranged separately with a view to bringing them together at a later date if the pupil who has been bullied is ready and agreeable.

• Depending on the seriousness of the bullying some or all Supportive Interventions will be utilized.

• Repeated incidents of bullying behaviour will result in the imposition of sanctions. Such sanctions will be proportionate to the seriousness of the bullying behaviour. It must be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required that this is a private matter between the pupil being disciplined, his or her parents and the school.

• Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent must be referred to the school's complaints procedure.

• In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their rights to make a complaint to the Ombudsman for Children.

• The School will maintain care for the victim over time. This will be done by speaking to the child a number of weeks after the incident to check on their continuing welfare. The child’s parents will also be consulted.

• If a child makes a report of bullying, but asks that nothing is to be done about it, the relevant teacher will support the child appropriately to explore how it will be handled sensitively and how parents may be notified. If a parent does so, they must submit in writing that they require no further action to be taken, but even so, the school may still deem it necessary to be investigated and handled appropriately.

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):

The school's programme of support for working with pupils affected by bullying involves a whole school approach. Given the complexity of bullying behaviour, no one intervention/support programme works in all situations.

This Policy will be subject to periodic review

Supporting Pupils who have been harmed:

• Ending the bullying behaviour

• Fostering respect for bullied pupils and all pupils,

• Fostering greater empathy towards and support for bullied pupils,

• Indicating clearly that the bullying is not the fault of the targeted pupil through annual awareness-raising programmes

• Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations

• Making adequate counselling facilities available to pupils who need it in a timely manner (subject to available funding) and consideration should be given to attending the school’s nurture room to give necessary supports needed.

• Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).

Supporting Pupils Doing the Harm:

• Making it clear that bullying pupils who reform are not blamed or punished and get a ‘clean sheet,’

• Making it clear that bullying pupils who reform are doing the right and honourable thing and giving them praise for this.

• Making adequate counselling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others.

• Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school)

• Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth.

• In dealing with negative behaviour in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child.

• In dealing with bullying behaviour seeking resolution and offering a fresh start with a ‘clean sheet’ and no blame in return for keeping a promise to reform.

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: 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 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.

Ratified by the Board Of Management of St. Oliver Plunkett’s N.S. on October 2nd 2026.

Signed.___________________________ Chairperson BOM 2nd October 2025.

Signed.__________________________ Principal.

For review June 2026.