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Derryquay N.S. Position on Bullying


The Derryquay school community believes that each pupil has a right to an education free from fear and intimidation. 


The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s).  Therefore it does not tolerate bullying of any kind. 


Every report of bullying is treated seriously and dealt with, having due regard for the well being of the targeted pupil(s) and the perpetrator(s).


An 'Anti-Bullying Team,' made up of staff members, exists to cultivate an environment free from bullying.


The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a “Reform, not Blame” approach.


All pupils are expected to contribute to the creation and maintenance of a safe environment in the school.  On becoming aware of any bullying situation, in or outside the school, involving members of the school community they should notify a trusted responsible adult.  Bullying behaviour is too serious not to report.


Pupils’ participation in school life in general is encouraged through existing school structures.  Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.


Anti-Bullying Policy

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Derryquay N.S. has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour.  This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

2. The Board of Management recognizes the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

  • 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
    - promotes respectful relationships across the school community;

  • Effective leadership;

  • A school-wide approach;

  • A shared understanding of what bullying is and its impact;

  • Implementation of education and prevention strategies (including awareness raising measures) that – 
    - Build empathy, respect and resilience in pupils;
    - Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic                 bullying;

  • Effective supervision and monitoring of pupils;

  • Supports for staff;

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

  • On-going evaluation of the effectiveness of the anti-bullying policy

 3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

       Bullying is unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against                     another person (or persons) and which is repeated over time.

  The following types of behaviour are included in the definition of bullying:

  • deliberate exclusion, malicious gossip and other forms of relational bullying,

  • cyber-bullying 

  • Identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

   Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private         messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of       behaviour.

   However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site     or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as               bullying behaviour.

   Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

   This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or           property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine         her/his self-esteem or self-confidence.  

   Appendix 1 gives a list of specific examples of bullying behaviour.  This list is not exhaustive.

   Additional information on different types of bullying is set out in Section 2 of the AntiBullying Procedures for Primary and Post-Primary       Schools.

 4. The “Relevant Teacher(s)” for investigating and dealing with bullying in this school is/are as follows:

  • Siobhán Uí Dhónaill for 3rd 4th 5th and 6th Class,

  • Ms. Bríd Fitzgerald for Infants, 1st Class and 2nd Class

      (“At primary level, the relevant teacher will normally be the class teacher.” Procedures 6.8.3). 

 5. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying) used            by the school are as follows:

  • The anti-bullying module of the SPHE programme as it applies during each school year,

  • At least five awareness-raising exercises per school year for each class group (e.g. from the “Awareness-Raising” strand of the Anti-Bullying Campaign, via its website), pro-actively explaining the nature and variety, causes, consequences and unacceptability of bullying.

    • Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents.  In the process they are made more aware of the nature of bullying and the various forms that it can take.

    • Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.

    • Pupils are encouraged to recognise, reject and report bullying behaviour, either spontaneously or through questionnaires that are regularly used in the school. 

    Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the              signs that might indicate that a pupil is being bullied.  They are encouraged to be vigilant in watching out for signs of bullying and to              report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case      of parents/guardians).


  • An annual anti-bullying/friendship day/week 

6. 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, (e.g. the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:

  • The ‘Relevant Teacher’ investigates all instances of reported or suspected bullying behaviour, whether these take place within the school or outside it, with a view to establishing the facts and bringing any such behaviour to an end.  An ongoing record will be kept.  

  • The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation.  This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.

  • Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it.  In the event that bullying has occurred, the parents are informed. The pupil(s) are asked to promise that they will treat all pupils fairly, equally and respectfully including the targeted pupil(s).

  • The 'Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a "mistake" that can and must be remedied.  S/he emphasises 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.  Pupils who report bullying therefore are not getting others "in trouble" but are enabling them to avoid the sanctions which would ensue should the bullying continue.

  • 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 has signed such a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a "mistake."  In this event parent(s)/guardian(s) will be informed again and requested to countersign their daughter/son’s promise.  Breach of this additional promise by further bullying behaviour is regarded as a very grave matter and a serious sanction may be imposed by the school authorities (See sanctions below).

  • All documentation regarding bullying incidents and their resolution is retained securely in the school.

  • Sanctions:

       Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any             of the following sanctions may be imposed:

  • S/he may be required to sign another promise, this time countersigned by a parent/guardian;

  • Parent(s)/guardian(s) may be contacted by the ‘Relevant Teacher’ and informed of the nature and extent of the bullying behaviour with a view to agreeing a strategy whereby a promise to end the bullying behaviour would be honoured; 

  • Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school.  

  • The case may be referred to the Board of Management and the pupil may be expelled from the school.

7. The school’s programme of support for working with pupils affected by bullying is as follows:

  • Bullied pupils:

    • Ending the bullying behaviour,

    • Improving the school culture to foster more respect for bullied pupils and all pupils, 

    • Changing the school culture to foster greater empathy  towards and support for bullied pupils,

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

    • 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,

    • After resolution, enabling bullied pupils to complete a victim-impact statement,

    • Making adequate counselling facilities available to pupils who need it in a timely manner,

    • 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),

    • Implementing a “buddy system” in the school, - Liaising with parents to monitor the child’s welfare.

  • Bullying pupils:

    • 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 honorable thing and giving them praise for this,

    • Making adequate counseling facilities available to help those who need to 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),

    • Liaising with parents,

    • Referring to outside agencies where necessary,

    • 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

8. Special Education Needs:
          While all pupils are expected to abide by the Code of Behaviour and the Anti-Bullying Policy, appropriate strategies and programmes             will be implemented for children with exceptional needs. 

9. Follow-up

  • Where bullying has occurred, relationships between those involved will be monitored. Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. 

  • Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.

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

10. Supervision and Monitoring of Pupils

       The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent              and deal with bullying behaviour and to facilitate early intervention where possible.

11. The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such           steps as are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any                 of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability,               race and membership of the Traveller community.

12. Bullying by Adults

      In the case of intra-staff bullying, Derryquay National School will adopt the procedures outlined in Section C (c2) of the INTO booklet:        ‘Working Together: Procedures and Policies Staff Relations’. A copy of this document is available in the office.

       In the case of Teacher –Child bullying, a complaint should in the first instance be raised with the teacher in question by the                           parent/guardian of the child if possible and then necessary referred to the Principal. Where it has not been possible to agree a                       framework for resolution, the matter should be referred in writing by both parties to the Board of Management for investigation.

       In the case of Parent-Teacher bullying, the Principal should be informed in the first instance, and if deemed necessary the Board of           Management should subsequently to the Principal if unresolved.

       In the case of Parent/Visitor to the school-Child bullying, the complaint should be referred in the first instance to the child’s class                 teacher and subsequently to the Principal if unresolved.

       In the case of Principal-Parent/child bullying, the matter should be raised with the Principal if possible, or referred to the                             chairperson of the Board of Management.



Appendix 1


Bullying can take a number of forms. These may include any of the following (this list is not exhaustive):

  • Repeated aggressive behaviour/attitude/body language, for example:

Shouting and uncontrolled anger,

Personal insults,

Verbal abuse,

Offensive language directed at an individual,

Continually shouting or dismissing others,

Public verbal attacks/criticism,

Domineering behaviour,

Open aggression,

Offensive gestures and unwanted physical contact.

  • Intimidation, either physical, psychological or emotional, for example:

Treating in a dictatorial manner,


Persistent slagging,

Deliberate staring with the intent to discomfort.

Persistent rudeness in behaviour and attitude toward a particular individual.

Asking inappropriate questions/making inappropriate comments re. Personal life/family

Asking inappropriate questions/making inappropriate comments re. Social life or schoolwork.

  • Interference with property, for example:

Stealing/damaging books or equipment

Stealing/damaging clothing or other property

Demanding money with menaces

Persistently moving, hiding or interfering with property Marking/defacing property 

  • Undermining/Public or Private Humiliation, for example:

Condescending tone,

Deliberately withholding significant information and resources,

Writing of anonymous notes,

Malicious, disparaging or demeaning comments,

Malicious tricks/derogatory jokes,

Knowingly spreading rumours,

Belittling others’ efforts, their enthusiasm or their new ideas,

Derogatory or offensive nicknames (name-calling),

Using electronic or other media for any of the above (cyber bullying),

Disrespectfully mimicking a particular individual in his/her absence, Deliberately refusing to address issues focusing instead on the person.

  • Ostracising or isolating, for example:

Deliberately marginalising an individual 

Deliberately preventing a person from joining a group,

Deliberately preventing from joining in an activity, schoolwork-related or recreational Blaming a pupil for things s/he did not do.

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