1. 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

2. 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!

3. 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.

4. 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!

5. 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

6. 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?

7. 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.

8. 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.
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.

9. 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:

10. 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:
Third Year (Age 14-15): “Caught in the Crowd” YouTube music video from Kate Miller-Heidke with questions. View at:

11. 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:
Third Year (Age 14-15): “Caught in the Crowd” YouTube music video from Kate
Miller-Heidke with questions. View at:
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
These exercises empower pupils to Recognise, Reject and Report bullying. This is crucial if the bullying is to be effectively dealt with.

12. . . . 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

13. 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.

14. 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.

15. 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.
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.

16. 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.

17. 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

18. 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

19. 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

20. 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!