School Name Anti-Bullying Campaign Research carried out in 2008 by the Anti-Bullying Research and Resource Centre, Trinity College, Dublin, found that: 30.2% of pupils (30.3% girls, 30.1% boys) reported that they had been bullied in the previous couple of months. 24.9% of pupils (11.5% girls and 30.9% boys) reported that they had taken part in the bullying of others at school. (Anti-Bullying Centre, 2008). 55% of first year college students claim to have been bullied at some stage either in primary or second level schools. (UNICEF Report: Changing the Future, 2012) To fulfil our “Duty of Care” towards our pupils a solution must be found to the problem of bullying! 1

What is bullying? It is any behaviour that is (a) deliberate, (b) hurtful and (c) repeated over time, e.g. Unwelcome glances, sniggering, name calling . . . Slagging/teasing about characteristics, background, family . . . Spreading rumours about someone Abusive telephone calls or text messages Putting unwelcome messages/pictures on Internet sites Isolation/exclusion from group activity Intimidation, verbal or through body language Physical aggression - pushing, tripping, hitting, punching . . . Damage to property or taking property Extortion of money or property If any of these happens repeatedly to a pupil, whatever else you might call it, s/he is being bullied!

Things that may indicate bullying: Anxiety about travelling to and from school, unwillingness to go to school, refusal to attend, mitching. Deterioration in motivation, concentration, workrate, educational performance or all of these. Changes in mood - loss of confidence, growing shyness, withdrawal. Unexplained changes in behaviour - stammering, displays of anger, aggressive behaviour, out of character comments. Pattern of physical illnesses, stomach/bowel disorders, loss of appetite, vomiting, loss of sleep, nightmares (reported by parents). Possessions missing or damaged, requests for (lunch) money. Unexplained bruising, cuts or other injury or damaged clothing. Reluctance/refusal to say what is troubling her/him. Anyone who thinks any of these apply to a pupil should not presume it is just “hormones.” It may be more than that.

Psychological impact of bullying: Feelings of insecurity, nervousness Damage to self-confidence, withdrawal Lowering of self-esteem, unhappiness with self Unexplained mood changes, mood swings Behaviour changes, uncharacteristic aggression Stress/distress, inability to cope, mitching Extreme anxiety/panic attacks, mitching Nervous breakdown, inability to function Depression requiring psychiatric intervention Self-Harm by various means including cutting Death by Suicide Bullied pupils feel hurt, humiliated and isolated and don’t understand what is really happening to them or why!

Finding a Solution To bring a bullying situation to an end two things are needed: (a) Teachers need to know about the specific bullying situation (and about the nature and impact of bullying in general) (b) Teachers need to know what to do about the specific situation (to change the behaviour of the bullying child so the bullying stops) Implementing a new anti-bullying policy that is in line with the Anti-Bullying Procedures for Primary and Post Primary Schools” 2013, (which must be developed this year and will be mandatory from next year) can empower you, your staff and your school fulfil both these needs! 5

To a teacher this scene does not look like bullying . . . Practical Problem 1 To a teacher this scene does not look like bullying . . . But if you knew that these three pupils target the girl repeatedly and isolate her with hurtful behaviour in every class every day . . . you would realise that they are bullying her . . . Since you are not there all day how can you know this?

Bullying is (a) Deliberate (b) Repeated (c) Hurtful Behaviour Practical Problem 2 Pupils do not know that Bullying is (a) Deliberate (b) Repeated (c) Hurtful Behaviour If all three aspects are not present together the behaviour may be unfair or mean - but it is not bullying If all three aspects are present together, whatever else the behaviour might be called it is bullying and must be dealt with as such pupils who see bullying do not know how hurtful it is for targeted pupils who often deliberately conceal the hurt pupils who see it do not understand the psychological damage bullying does - psychologists are only coming to realise this now pupils often cannot distinguish between bullying and either horseplay or what they consider to be relatively harmless “messing” Pupils are there all day. If they could identify bullying by its three characteristics and understand how serious and damaging it is they could report it to teachers who could then deal with it.

Towards solving Practical Problems 1 and 2 “Anti-Bullying Procedures for Primary and Post Primary Schools” 2013, under the heading “Key Principles of Best Practice,” states: 5.2.2 The main aims of an anti-bullying policy are as follows: (iii) To raise awareness amongst the entire school community (including school management, teachers, pupils, parents, volunteers etc.) that bullying is unacceptable behaviour; 6.5.1 Every school must document in its anti-bullying policy the specific education and prevention strategies that the school will implement. 6.5.2. Effective practice includes prevention and awareness-raising measures across all aspects of bullying . . . In particular, such strategies need to build empathy, respect and resilience in pupils. Our Anti-Bullying Campaign gives effect to this key principle, enabling schools to fully satisfy their “Duty of Care” in relation to awareness-raising about bullying among pupils.

To Solve Problem 1 We Need To Solve Problem 2 Strand 1: Sample Awareness Raising exercises: In addition to SPHE, CSPE etc. - at least one event per half-term from: First Year (Age 12-13): Worksheets - “Types of Bullying” & “Recognising Bullying” First Year (Age 12-13): “Cyber-Bullying” YouTube video from “Childnet International” with questions. View at: http://www.youtube.com/watch?v=fNumIY9D7uY

To Solve Problem 1 We Need To Solve Problem 2 Strand 1: Sample Awareness Raising exercises: In addition to SPHE, CSPE etc. - at least one event per half-term from: First Year (Age 12-13): Worksheets - “Types of Bullying” & “Recognising Bullying” First Year (Age 12-13): “Cyber-Bullying” YouTube video from “Childnet International” with questions. View at: http://www.youtube.com/watch?v=fNumIY9D7uY Third Year (Age 14-15): “Caught in the Crowd” YouTube music video from Kate Miller-Heidke with questions. View at: http://www.youtube.com/watch?v=GIDarYJHCpA

To Solve Problem 1 We Need To Solve Problem 2 Strand 1: Sample Awareness Raising exercises: In addition to SPHE, CSPE etc. - at least one event per half-term from: First Year (Age 12-13): Worksheets - “Types of Bullying” & “Recognising Bullying” First Year (Age 12-13): “Cyber-Bullying” YouTube video from “Childnet International” with questions. View at: http://www.youtube.com/watch?v=fNumIY9D7uY Third Year (Age 14-15): “Caught in the Crowd” YouTube music video from Kate Miller-Heidke with questions. View at: http://www.youtube.com/watch?v=GIDarYJHCpA All Years: Anti-Bullying Slogan & Drawing Competitions with a lot of intercom publicity before, during and after, using bordered sheets suitable for lamination Surveys: From Tools/Incidents section of the website (Strand 2), (ideally at least one per half term), with “Reform, Not Blame” approach explained each time All worksheets and question sheets available to teachers registered at www.antibullyingcampaign.ie These exercises empower pupils to Recognise, Reject and Report bullying. This is crucial if the bullying is to be effectively dealt with.

. . . bullying is unfair and that’s a fact! All these exercises empower pupils to Recognise, Reject and Report bullying. This is crucial if the bullying is to be effectively dealt with. 12

Solving problems 1 & 2 by changing the school culture There are many different types of Bullying Behaviour including: Physical Verbal Written Social Racist Homophobic Extortion Cyber-bullying Intimidation Isolation A person who has decided not to bully others at all, will not get involved in racist bullying, cyber-bullying etc. and our awareness-raising programme encourages this decision! Our awareness raising exercises develop a culture where pupils have a more respectful disposition. This lessens the need to develop specific strategies for specific bullying behaviours though we still can and do.

Practical Problem 3 - Punishment While pupils can now identify and report bullying behaviour, punishment is an obstacle to their reporting it Pupils tend to take the side of pupils against any teacher who threatens or resorts to punishment, even for bullying, so punishment makes reporting of bullying by observers less likely Punishment is the foundation/justification for the “no ratting” culture Punishment can lead to a further negative backlash for the targeted pupil, either from the original bullying pupils or from peers Punishment can simply lead to a change in (a) the kind of bullying, (b) the location of bullying, (c) the pupil targeted so the bullying continues and efforts to bring it to an end fail. A way must be found to avoid punishment and so end the “no ratting” culture - so pupils will report bullying behaviour. There is an alternative that facilitates reporting and also empowers teachers to deal effectively with bullying situations that arise.

Our Anti-Bullying Campaign gives effect to these key principles, “Anti-Bullying Procedures for Primary and Post Primary Schools” 2013, under the heading “Key Principles of Best Practice,” states: 6.8.1 A consistent and clear approach to dealing with bullying when it occurs is essential to effective practice . . . [using] established intervention strategies and ensuring consistent recording, investigation and follow up of bullying behaviour. 6.8.9 School authorities must ensure that the school has clear procedures for investigating and dealing with bullying . . . . . . must be consistent with the following approach: (i) The primary aim for the relevant teacher 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). Our Anti-Bullying Campaign gives effect to these key principles, enabling schools to fully satisfy their “Duty of Care” in relation to bullying situations among pupils.

On this basis, the children tell us all we need to know. How to “resolve” and “restore” without punishment - 3 effective incentives We explain to pupils that children sometimes bully others without thinking or without realising the harm they are doing We tell them that if they know of any children, in their class or any other class, who are doing this we need to talk to them and ask them to stop We do a special survey across several classes asking the children to tell us who might be doing this - on the following basis: If they tell us, we will talk to anyone identified to find out if it is bullying . . . If it is, we will ask them to give us a promise that they will stop . . . If they give us this promise and keep this promise: they will not be punished (since it is over now) we will not give their name to the Principal (since it is over) c) we will not phone their parents “getting them in trouble” (since it is over) On this basis, for the first time, children tell us all we need to know to keep them safe The child is getting “one chance” (does every child not deserve this?) and if s/he breaks the promise the Principal and parents are notified at this very “early stage” On this basis, the children tell us all we need to know. Nearly all pupils keep their promise so it is over – a “win-win” outcome.

Anti-Bullying Campaign Solution to Problem 3 6 Steps to “Reform, not Blame” In most cases this promise is faithfully honoured If it is broken a similar promise is countersigned by parents A second promise is almost never broken - a “win-win-win” outcome

Anti-Bullying Campaign Strand 2: Dealing with Incidents - Summary The Anti-Bullying Campaign response offers a “win-win” resolution in almost all cases Code of Behaviour Ladder of Referral In a tiny number of cases second promise is broken - Return to Ladder of Referral Expulsion Suspension Phase 2: In return for honesty and keeping 2nd promise pupil gets no confidentiality but no blame or sanction Almost all keep first or second promise and so avoid blame or sanction through ladder of referral Meeting(s) with parents Contact parents If Promise is broken parents/staff told but still no return to ladder of referral Involve Year Head Involve Tutor Phase 1: In return for honesty and keeping 1st promise pupil gets confidentiality and no blame or sanction Most keep first promise so by agreement parents & year head & principal do not need to know or act Minor Sanctions(s) Warning(s) Correction Awareness Raising Strand Ongoing Throughout School

Anti-Bullying Campaign - Overall Summary Bullying is repeated targeted hurtful behaviour reflecting a power imbalance between those involved Secondary teachers change class every 40 minutes and cannot see the Repetition that indicates “Bullying” pupils see all this behaviour so we need them to report it SO Anti-Bullying Campaign - Strand 1 Raising Awareness /Understanding pupils Now Recognise Bullying pupils Now Reject Bullying BUT They don’t Recognise it they don’t Understand it so they don’t Report it SO Anti-Bullying Campaign - Strand 2 A “Reform, not Blame” Approach pupils see this as Fair and Just pupils Now Report the Bullying BUT Punishment is an Obstacle so they still don’t Report it AND There is No Resolution AND The bullying continues, leading to misery, low self-esteem, depression, self harm . . . even suicide AND Our “Reform, Not Blame” Response offers “win-win” resolution for everyone involved 19

Anti-Bullying Campaign - Costs What does it cost to implement this programme? “Awareness Raising” Strand: Exercises are self-explanatory for pupils - so teachers need no training to take them into class and ask pupils to do them - no cost Teachers can get class groups to do these exercises in their classes or on a class-swap basis so no time is added to their working week - no cost Resources are free. Photocopying can be done by secretarial staff at request of Coordinator overseeing the programme - photocopying cost “Dealing with Incidents” Strand: The school needs an Anti-Bullying Coordinator who Organises regular pupil surveys (quick & easy) - small time-cost Interviews a few alleged perpetrators of bullying behaviour per week (30 min standardised interviews) - this could be a big time-cost . . . but this is offset by time savings for Tutors, Year Heads, Deputy Principal and Principal whose involvement in dealing with bullying is reduced accordingly Co-ordinator could be a Pastoral Care Post-Holder - covering any time-costs Implementing This Whole Programme is Virtually Cost Free!