Bí Cineálta Policy
St Patrick’s BNS Ringsend 03917V
School Bí Cineálta Policy to Prevent and
Address Bullying Behaviour
Bí Cineálta Policy to Prevent and Address Bullying Behaviour
To be introduced at the start of the 2025-26 school year.
The Board of Management of ST PATRICK’S BNS RINGSEND 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.
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.
Definition of bullying
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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 is
provided in Chapter 2 of the Bí Cineálta procedures.
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.
Bullying can be : 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, sixe, 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.
Targeted behaviour:
Bullying is deliberate, unwanted behaviour that causes harm to others and where the student
displaying bullying behaviour knows that their behaviour is or will be perceived as harmful by
the child experiencing this behaviour. Bullying is not accidental or reckless behaviour. The
harm can be physical, social (exclusion/loneliness/withdrawal) and/or emotional (anxiety etc).
If the repeated behaviour is real for the student experiencing the behaviour but unintended by
the other student, this is not bullying but must still be addressed under the school’s Code of
Behaviour.
Repeated Behaviour:
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Bullying behaviour takes the form of a systematic pattern of behaviour which is repeated over
time. Single offline incidents of intentional negative behaviour is not considered bullying and
should be addressed under the Code of Behaviour. Posting a single harmful
message/image/video online which is highly likely to be shared/reposted can be seen as
bullying behaviour.
Imbalance of power:
In bullying incidents, the pupil experiencing the bullying behaviour finds it hard to defend
themselves as a result of the abuse of a real or perceived imbalance of power. This can
manifest itself through differences in size, strength, age, ability, peer group power, economic
status, social status, religion, race, ethnic origin including membership of Traveller and/or
Roma communities, sexual orientation, family circumstances, gender, gender identity, gender
expression, experience of the care system, disability or receipt of special education, online
technical proficiency/anonymity/possession of information etc.
Behaviour that is NOT bullying:
A one-off instance of negative behaviour towards another pupil is not bullying behaviour.
However, posting a single harmful message/image/video online which is highly likely to be
shared/reposted can be seen as bullying behaviour.
Disagreements between friends or instances where pupils don’t want to be/remain friends 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.
Bullying is not accidental or reckless behaviour or unintended behaviour even if the repeated
harm is real for the pupil receiving the behaviour. They can still be distressing but it is not
bullying. Inappropriate behaviour is dealt with under the school’s Code of Behaviour.
Students with Special Educational Needs may have social communication difficulties which
makes them communicate their needs through behaviours which can hurt others but it is
important to note that these behaviours are not deliberate or planned but are automatic
responses which do not fit the definition of bullying.
Criminal Behaviour: Please see section 2.3 of the Bi Cinealta procedures.
Where bullying can occur:
Inside school, the school yard, in the classroom and other areas such as toilets and cloakrooms.
Outside school.
Note: Schools are not expected to deal with bullying behaviour which occurs when
students are not under the care or responsibility of the school. However, where this
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behaviour has an impact on school, schools are required to support the pupils concerned. If the
bullying continues in school then schools deal with it as per the Bi Cinealta policy.
The types of bullying are listed in section 2.7 of the procedures and include disablist,
exceptionally able, gender identity, homophobic/transphobic (LGBTQ+), physical appearance,
racist, poverty, religious identity, sexist bullying as well as sexual harassment.
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.
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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.
Date consulted Method of consultation
School Staff DEC. 2024 and March 2025 Staff Meeting and Anonymous Online
Survey
Students DEC. 2024 Online form
Parents
DEC. 2024
Online form
Board of Management 14/2/25 Meeting
Wider school community
as appropriate, for
example, bus drivers
DEC. 2024 Meeting with ancillary staff
Date policy was approved: 23 rd May 2025
Date policy was last reviewed:
Section B: Preventing Bullying Behaviour
This section sets out the prevention strategies that are/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):
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.
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):
We will talk to students about the new policy and explain the procedures to them so they
know what to expect in order to tackle the reasons why pupils tend not to report bullying.
This school has the following prevention strategies in place in order to prevent bullying
generally but also under the following categories:
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
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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 – creation of a school
charter 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;
o encourages pupils to disclose and discuss incidents of bullying behaviour
in a non-threatening environment; and
o promotes respectful relationships across the school community;
Ways in which we work to achieve these goals are as follows: - Staff are briefed on the uniform approach we must take to handle all reports of
bullying. - Child Friendly Anti- Bullying Policy was formed with pupil and parent input and is
distributed to parents, children and staff to discuss. This policy outlines various
ways to tell. - 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. - Effective supervision and monitoring of pupils.
Supervision is provided in class, at breaks and during yard time and children are never left
alone. The toilets were identified as a risk area in our surveys and toilet monitors may be
appointed to help in this area. We aim to create safe physical spaces to play with a variety of
play options at yard time. - Class and School Assemblies – to promote kindness and build responsibility amongst pupils
using the 4 pillars of the Changemaker Schools network
We will promote our values using posters and displays.
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 students’ well-being and self
confidence as well as promoting personal responsibility for their own behaviours
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.
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- 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 in our school through art, displays, photographs, international events. - Implementation of education and prevention strategies (including awareness
raising measures) that:
o build empathy, respect and resilience in pupils; and
o explicitly address 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 anti-bullying policy
Policy and Planning:
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 Acceptable Use Policy, Supervision policy, Special Education Policy and
Code of Behaviour all support the implementation of the Bi Cinealta 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.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.
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
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strategies
Relationships and Partnerships:
Interpersonal connections are supported through a range of formal and informal
structures such as our parents’ association and multiple student committees and groups.
- 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 peer mentoring and peer support
- Supporting active participation of students in school life and active participation of
parents in school life also. - 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.
Here are some of the strategies and programmes we will use to prevent bullying:
SPHE including STAY SAFE
Think Equal
Incredible Years (NEPS)
Peace Circles
Weaving Wellbeing
Promotion of a positive culture where respect is key
DCU Changemaker school
Fair and transparent Code of Behaviour
Support for EAL and SEN students
Inclusion and Diversity is celebrated
Anti-Bullying programmes and workshops
Effective supervision and monitoring of pupils
Consistent recording, investigation and follow-up of bullying behaviour
Ongoing evaluation and reflection on success of policies and programmes
FUSE
Online Bullying Behaviour:
Be Internet Legends Programme
Kinia Training
Barnardos Workshops
Homophobic and Transphobic Bullying Behaviour:
Piloting the Belong To programme
Racist Bullying Behaviour:
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Show Racism the Red Card
Lust for Life
Sexist Bullying Behaviour:
Stay Safe
FUSE
Celebrate diversity in school
Organise awareness campaigns
Encourage parents to reinforce these values at home
Sexual Harassment:
School Policy
Promote positive role models within the school
Challenge gender stereotypes
Think Equal programme
Section C: Addressing Bullying Behaviour
The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:
Class teacher, Support Teachers & Principal
The Class Teacher will oversee recording of the bullying reports for students in their class
(including investigation) and record the bullying behaviour on Aladdin/Drive.
The DLP/DDLP will follow up after 20 days to investigate if the bullying has ceased.
Principal informs BOM of incidences of bullying.
AP2 post-holder will be assigned the role of assisting class teachers with any concern
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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):
Identifying if bullying behaviour has occurred:
The teacher will meet each student individually and consider the following: what, where,
when and why.
Then the teacher meets the pupils as a group and each pupil is asked for an account of what
happened to ensure everyone is clear on each other’s views. Each student is supported as
appropriate. It may be helpful to ask the pupils for a written account.
For bullying behaviour to have occurred the school/teacher must answer yes to ALL 3 of the
following questions regarding the behaviour in question:
- Is it targeted? (aimed at a specific student/group of students)
- Harm? (Is the behaviour intended to cause physical/social/emotional harm?
- Repeated? (Did it occur more than once?)
If the answer is Yes to all 3 then bullying has occurred. If not, then the behaviour is dealt with
under the school’s Code of 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
Requests to take no action:
A student reporting bullying behaviour may ask that a member of staff does nothing about
the behaviour other than “look out” for them. The student may not want to be identified as
having told someone about the bullying behaviour. They may feel that telling someone might
make things more difficult for them. Where this occurs, it is important that the member of
staff shows empathy to the student, deals with the matter sensitively and speaks with the
student to work out together what steps can be taken to address the matter and how their
parents will be informed of the situation. It is important that the student who has
experienced bullying behaviour feels safe.
Parents may also make schools aware of bullying behaviour that has occurred and
specifically request that the school take no action. Parents should put this request in writing
to the school or be facilitated to do so where there are literacy, digital literacy or language
barriers. However, while acknowledging the parent’s request, schools may decide that, based
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on the circumstances, it is appropriate to address the bullying behaviour.
Determining if bullying behaviour has ceased:
The teacher/DLP/DDLP must engage with the students and parents involved no more than
20 school days after the initial discussion to review progress following the initial
intervention. Important factors to consider as part of the review 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.
Even though the bullying behaviour may have ceased, ongoing supervision and support may
be required for both the student who has experienced the bullying behaviour as well as the
student who has displayed the behaviour. It can take time for relationships to settle and for
supports to take effect. In some cases, relationships may never be restored to how they were
before the bullying behaviour occurred.
If the bullying behaviour has not ceased, the teacher should review the strategies used in
consultation with the students and parents and agree to meet again over an agreed
timeframe until the bullying behaviour has ceased.
Where it becomes clear that the student who is displaying the bullying behaviour is
continuing to display the behaviour, then the school should consider 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.
Recording of bullying behaviour:
All incidents of bullying behaviour should be recorded. The record should document the form
(Section 2.5) and type (See Section 2.7) of bullying behaviour, if known, where and when it
took place and the date of the initial engagement with the students and their parents.
The record should include the views of the students and their parents regarding the actions
to be taken to address the bullying behaviour. It 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. It is important to document the date of each of these
engagements and the date that it has been determined that the bullying behaviour has
ceased. Any engagement with external services/supports should also be noted.
These records should be retained in accordance with the school’s record keeping policy and
in line with data protection regulations.
Where a Student Support File exists for a student, schools are encouraged to place a copy of
the record on the student’s support file. This will assist the school’s student support team,
where they exist, in providing a consistent and holistic response to support the wellbeing of
the students involved. Where a Student Support Plan exists, the plan should be updated to
incorporate response strategies and associated supports.
Reports will be stored online securely on the school’s drive and/or Aladdin system.
Follow-Up Where Bullying Behaviour has Occurred:
✓ the teacher/DLP/DDLP 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
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✓ 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 the school consideration should be given to using the
strategies to deal with inappropriate behaviour as provided for within the school’s Code of
Positive Behaviour. If disciplinary sanctions are considered, this is a matter between the
relevant student, their parents and the school
Complaint Process:
✓ 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
The Office of the Ombudsman for Children can be contacted at ococomplaint@oco.ie.
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):
Supports the school may consider using include
-NEPS (psychologist)
-OIDE (CPD for staff)
-WEBWISE (online safety)
-NPC (Parents)
-TUSLA (Child Protection)
-DCU ANTI_BULLYING CENTRE (advice and programmes)
-The school also has access to a SCP Support Worker and a Play Therapist.
-The SETs can work with the pupil to build self-esteem and social skills.
-Cooperation with parents
-Peace circles and restorative practice to rebuild damaged relationships
Record Keeping:
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. 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,
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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.
Signed: Date:
(Chairperson of board of management)
Signed: Date:
(Principal)
Appendix 1: Bullying Incident Report Form
- Name of student being bullied: ______________________________ 2.
Class: ____ - Name(s) and class(es) of students allegedly engaged in bullying behaviour:
- Source of bullying concern/report (tick as relevant):
Student concerned
Other student(s)
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Teacher
Parent
Other
- Location of incident(s) (tick as relevant)
School Yard Classroom
School Hall Toilets
Out-of-school Changing Rooms
Corridor Other - Name of person(s) who reported the alleged bullying concern:
- Type of bullying behaviour (tick as relevant):
Physical Gender-identity bullying
Verbal Extortion
Damage to personal
property
Written bullying
Exculsion/isolation Relational bullying
Cyber-bullying Other
Intimidation
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- Brief description of bullying behaviour:
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- Impact of bullying behaviour:
- Details of action taken:
Date submitted to Principal/Deputy Principal: __________________________
Signed: ____________________________ Date: ______