Bunscoil chomhoideachais, il-sainchreidmheach, lonnaithe i dtuaisceart Cathair Chorcaí. Is í an Ghaelainn céad teanga na scoile.

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Beartas Frithbhulaíochta / Anti-Bullying Policy

Beartas Frithbhulaíochta / Anti-Bullying Policy

I gcomhréir le riachtanais an Acht Oideachais (Leas) 2000 agus na dtreoirlínte faoi chód iompair a d’eisigh an Bord Náisiúnta um Leas Oideachais, tá an beartas frithbhulaíochta seo a leanas glactha ag Bord Bainistíochta Ghaelscoil an Ghoirt Álainn mar chuid de chód iompair iomlán na scoile. Géilleann an beartas go huile agus go hiomlán do riachtanais Ghnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile a foilsíodh i Meán Fómhair 2013.

Éiteas na scoile

De réir airteagail 19 Coinbhinsiún na Náisiún Aontaithe Um Chearta Leanaí, tá dualgas ar scoileanna na leanaí faoina gcúram a chosaint ó fhoréigean fisiceach agus meabhrach.

  • Admhaíonn Gaelscoil an Ghoirt Álainn cearta gach ball den phobal scoile taitneamh a bhaint as an scoil i dtimpeallacht shábháilte.
  • Cuireann Gaelscoil an Ghoirt Álainn nósanna intinne féinmheas, féin-araíonacht, agus freagracht chun cinn i measc a b(h)aill.
  • Tá Gaelscoil an Ghoirt Álainn glan i gcoinne iompar atá drochbhéasach, colúil, seicteach, gnéasaíoch, nó iompar ionsaitheach de chineál eile.
  • Tá Gaelscoil an Ghoirt Álainn tiomanta go soiléir do chothromas a chur chun cinn go ginearálta araon le cothromas inscne a chur chun cinn go háirithe i ngach gné dá feidhmiú.

Aithníonn an Bord Bainistíochta a thromchúisí atá iompar bulaíochta agus a dhiúltaí a d’fhéadfadh a thionchar a bheith ar dhaltaí, agus geallann an scoil dá réir, cloí leis na príomhphrionsabail dea-chleachtais seo a leanas agus iompar bulaíochta á chosc agus á chomhrac:

  • cultúr dearfach a bheith i réim sa scoil ina nglactar go fonnmhar le difríocht agus le héagsúlacht agus ina léirítear meas ar chuimsitheacht;
  • ina spreagtar daltaí chun iompar bulaíochta a nochtadh agus a phlé i dtimpeallacht neamhbhagrach agus ina gcuirtear caidreamh bunaithe ar mheas chun cinn ar fud phobal na scoile
  • ceannaireacht éifeachtach;
  • cur chuige scoile uile;
  • tuiscint i bpáirt faoin rud is bulaíocht ann agus faoin tionchar is féidir a bheith aige;
  • feidhmiú straitéisí oideachais agus coiscthe (lena n-áirítear bearta chun feasacht a mhúscailt) a chothaíonn ionbhá, meas agus athléimneacht sna daltaí agus ina dtéitear i ngleic go sainráite le cibearbhulaíocht agus le bulaíocht bunaithe ar aitheantas, lena n-áirítear bulaíocht homafóbach agus trasfóbach;
  • maoirseacht agus monatóireacht éifeachtach ar dhalta;
  • tacaíochtaí don fhoireann;
  • teagmhais bhulaíochta a thaifeadadh agus a imscrúdú ar shlí chomhsheasmhach agus obair leantach a dhéanamh ina dtaobh (lena n-áirítear); straitéisí aitheanta idirghabhála a úsáid); agus meastóireacht leanúnach ar a éifeachtaí atá an beartas frithbhulaíochta.

Aithnímid agus ceiliúraimid ilchineálacht agus difríochtaí aonar i measc phobal na scoile. Táimid bródúil as na hiarrachtaí atá á ndéanamh againn chun an Brat Buí a bhaint amach dár scoil.

Céard is bulaíocht ann?

I gcomhréir le Gnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile seo é an sainmhíniú ar bhulaíocht:

An rud a thuigtear le bulaíocht ná iompar diúltach neamhiarrtha, bíodh sé i bhfoirm iompar briathartha, síceolaíoch nó fisiciúil, a dhéanann duine aonair nó grúpa in aghaidh duine nó daoine eile, agus a dhéantar arís agus arís eile.

Áirítear na cineálacha iompair bhulaíochta seo a leanas ar an sainmhíniú ar bhulaíocht:

  • duine a fhágáil as an áireamh d’aon ghnó, gabháil do chúlchaint mhailíseach agus do chineálacha eile caidrimh bhulaíochta idir dhaoine;
  • cibearbhulaíocht;
  • bulaíocht bunaithe ar aitheantas, ar nós bulaíocht homafóbach, bulaíocht chiníoch, bulaíocht bunaithe ar bhallraíocht den Lucht Siúil agus bulaíocht ar dhuine faoi mhíchumas nó ar dhuine a bhfuil riachtanais speisialta oideachais aici/aige;
  • fáisceadh;
  • imeaglú;
  • Leasainmeacha;
  • ag cleithmhagadh;
  • bulaíocht a dhéanamh do phearsanra scoile;
  • damáiste a dhéanamh do mhaoin.

Ní chuimsíonn an sainmhíniú seo ar bhulaíocht teagmhais aonraithe nó teagmhais aon uaire d’iompar diúltach d’aon turas, lena n-áirítear téacsteachtaireacht mhaslach nó goilliúnach aon uaire nó teachtaireachtaí príobháideacha eile agus ba cheart déileáil leo, mar is cuí, de réir chód iompair na scoile.

I bhfianaise an bheartais seo áfach féachfar ar theachtaireacht, íomhá nó ráiteas poiblí goilliúnach aon uaire ar shuíomh Gréasáin líonra poiblí nó ar fhóram poiblí eile ar féidir an teachtaireacht, an íomhá nó an ráiteas sin a fheiceáil air agus/ nó a bheith athráite ag daoine eile mar iompar bulaíochta.

Gheofar eolas breise ar na cineálacha éagsúla bulaíochta i Roinn 2 de na Gnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile.

Is iad an (na) múinteoir(í) cuí chun déileáil agus fiosrucháin a dheánamh ar bhulaíocht ná:

Is iad na múinteoirí ranga an fhoireann oideachais speisialta agus na múinteoirí cuí eile a dhéanfaidh bulaíocht a imscrúdú agus a dhéileálfaidh léi i nGaelscoil an Ghoirt Álainn. Cuirfear an príomhoide ar an eolas faoi gach eachtra bulaíochta i gcónaí

Is iad a leanas na straitéisí oideachais agus coiscthe (lena n-áirítear straitéisí a bheidh dírithe go sonrach ar an gcibearbhulaíocht agus ar bhulaíocht bunaithe ar aitheantas, go háirithe bulaíocht homafóbach agus trasfóbach) a bheidh in úsáid sa scoil (déan tagairt do Roinn 6.5 do Ghnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile).

Na straitéisí oideachais agus coiscthe

Cur chuige na scoile ina hiomláine

  • Cur chuige na scoile ina hiomláine chun meas ar gach ball de phobal na scoile a chothú.
  • Luach na héagsúlachta agus ilchineálachta a chur chun cinn chun aghaidh a thabhairt ar dhearcaí claonta agus chun aird a tharraingt ar a dho-ghlactha is atá iompraíocht bhulaíochta.
  • Féinmheas a chothú agus a fheabhsú i measc na ndaltaí uile trí ghníomhaíochtaí curaclaim agus seach-churaclaim araon. Tabharfar deiseanna do dhaltaí féinmheas dearfach a fhorbairt trí idirghníomhaíochtaí foirmiúla agus neamhfhoirmiúla.

 

  • Croí na scoile
  • Am Ciorcail
  • an clár Misneach, OSPS
  • an clár Bí Sábháilte
  • Zippy’s Friends
  • Fun Friends
  • FRIENDS for Life
  • Éirigh! Seas Suas!
  • OCG
  • Aireachas
  • Taispeáin an cárta dearg don chiníochas

Is féidir aon chláir chuí nó pleananna ceachta chun déileáil le bulaíocht bunaithe ar aitheantas a íoslodáil ó na suíomhanna gréasáin Ag Foghlaim le Chéile agus An Foras Pátrúnachta. Chomh fada agus is féidir díreoidh Gaelscoil an Ghoirt Álainn ar oideachas a thabhairt do leanaí ar conas iad féin a choimeád slán ar an idirlíon. Déanfar é seo trí na dainséirí do ghníomhaíochtaí ar an idirlíon a mhúineadh do dhaltaí trí iompar freagrach a spreagadh agus iad ar an idirlíon.

Tugann Gaelscoil an Ghoirt Álainn aire faoi leith do dhaltaí “ag riosca” agus úsáideann sí a córas monatóireachta chun idirghabháil luath a thabhairt nuair/má bhíonn gá agus freagraíonn sí dos na riachtanais, údair imní, imní baill indibhidiúla ar mhodh mothálach. San áireamh sna córais mhonatóireachta seo tá forbairt leanúnach do chlár tacaíochta dóibh siúd a bhfuil iompar bulaíochta imithe i bhfeidhm orthu agus dóibh siúd atá páirteach san iompar bulaíochta. Beidh cruinnithe foirne faoi chásanna áirithe agus comhráite faoi chásanna áirithe ar siúl go rialta chomh maith le comhráite le tuismitheoirí.

Iniata tá gnásanna d’fhiosrúcháin, taifead agus imscrúdú d’iompar bulaíochta na scoile agus na straitéisí idirghabhála bunaithe úsáidte ag an scoil chun déileáil le cásanna bulaíochta (féach ar Roinn 6.8 do Ghnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile).

Gnásanna d’fhiosrúchán agus déileáil le bulaíocht

Is í an phríomhaidhm a bheas ag an múinteoir agus é/í i mbun fiosrúcháin agus ag déileáil le bulaíocht ná teacht ar réiteach chomh tapaidh agus is féidir agus cinntiú gur féidir leis na dreamanna a bhí bainteach leis an tromaíocht réiteach le chéile ina dhiadh (seachas milleán a leagadh).

A fhad is a bheidh an múinteoir ranga ag déanamh fiosrúcháin, cinnteoidh sé/sí má tá nó mura bhfuil tromaíocht ar siúl agus conas gur féidir an fhadhb seo a réiteach. Déanfaidh na múinteoirí ábhartha fiosrúcháin agus taifead ar gach tuairisc gur gá de réir an Chód iompair, tuairiscí gan ainm san áireamh. Spreagtar na páistí insint faoi bhulaíocht agus mínítear dóibhh freisin an tábhacht a bhaineann le daoine a bhíonn ag faire. Mínítear an tábhacht a bhaineann le insint dóibh agus nuair a insítear faoi bhulaíocht nach bhfuilid ag insint scéalta ach ag déanamh an rud freagrach.

Spreagfar an fhoireann neamh-mhúinteoireachta (rúnaithe, cúntóirí riachtanais speisialta (CRS) tiománaithe bus, feighlithe agus glantóirí) aon eachtraí bulaíochta a chífidís nó a déarfaí leo a thuairisiciú go dtí an múinteoir cuí. Éileofar ar thuismitheoirí agus leanaí comhoibriú l’aon fhiosrúcháin agus cabhrú leis an scoil, teacht ar réiteach idir na dreamanna a bhí bainteach leis an tromaíocht, réiteach le chéile ina dhiadh.

Tá sé ríthábhachtach go dtuigfeadh gach duine atá bainteach leis an eachtra an plean seo ón tús (na tuismitheoirí agus na páistí san áireamh).                                                                                               Úsáidfidh na múinteoirí cur chuige socair, fadhbréitigh agus iad ag déileáil le heachtraí go bhfuil poitéinseal bulaíochta acu, atá curtha os a gcomhair ag daltaí/ baill foirne/ tuistí/caomhnóirí.

  • De ghnáth is fearr eachtraí a fhiosrú taobh amuigh den seomra ranga chun príobháideachas gach duine atá bainteach leis an gcás a chosaint
  • Ba chóir a bheith íogair agus meas a léiriú ar chearta na ndaltaí go léir atá bainteach leis an gcás agus na hagallaimh go léir ar siúl.

Coinneofar taifead scríofa den eachtra i gcuntais bhulaíochta an mhúinteora. Is féidir le leanaí nach bhfuil baint dhíreach acu leis eolas úsáideach a thabhairt sa bhealach seo.

Nuair atá an múinteoir cuí ag déanamh anailíse ar iompar bulaíochta ba chóir dó/di freagraí a fháil ar na ceisteanna cad, cén áit, cathain, cé a bhí páirteach agus canathaobh. Ba chóir é seo a dhéanamh ar mhodh suaimhneach, chun dea-shampla a thabhairt i ndéileáil go héifeachtach le coimhlint ar bhealach neamh-ionsaithe.

Má bhíonn grúpa páirteach, caithfear gach ball don ghrúpa a chuir faoi agallamh go hindibhidiúil ar dtús. Ina dhiaidh, buailfear le gach duine atá páirteach mar ghrúpa. Ag an gcruinniú grúpa, ceisteofar gach ball do a c(h)untas do cad a thit amach chun deimhniú de go bhfuil gach duine soiléir faoi ráitis a chéile.

Ba chóir tacaíocht a thabhairt do gach ball den ghrúpa trí na brúnna a d’fhéadfaí a bhrath ó baill eile den ghrúpa tar éis agallamh an mhúinteora.

D’fhéadfadh sé a bheith oiriúnach iarraidh orthu san atá páirteach cuntas scríofa a thabhairt don iompar bulaíochta.

I gcásanna a dheimhníonn an múinteoir cuí go bhfuil bulaíocht tar éis titim amach, ba chóir teagmháil a dhéanamh leis na tuismitheoirí agus na dreamanna cuí go luath chun insint dóibh faoin eachtra agus chun cur síos a dhéanamh ar na gníomhaíochtaí atá á gcur i bhfeidhm (ag  tagairt do pholasaí na scoile). Ba chóir don scoil deis labhartha a thabhairt dos na tuismitheoirí chun slite ina bhféadfaí treisiú nó tacú leis na gníomhaíochtaí atá curtha i bhfeidhm ag an scoil a phlé.

Sa chás go gcinneann an múinteoir ábhartha go raibh iompraíocht bhulaíochta ar bun ag an dalta, ba chóir a chur in iúl go soiléir dó/di gur bhris sé/sí a g(h)eallúint iompair. Déanfar gach iarracht ionas go dtuigfidh an páiste an cás trí shúile an pháiste eile.

Beidh sé seo pléite go soiléir (le tuismitheoirí na beirte agus daltaí) in aon suíomh go mbeidh smachtbannaí úsáidte gur rud príobháideach é idir an dalta agus an scoil. Ba cheart cruinnithe leantacha a eagrú ina dhiaidh seo leis na páirtithe cuí chun féachaint an mbeidh siad in ann teacht le chéile amach anseo má bhíonn sé ceart go leor leis an duine a ndearnadh bulaíocht air. Is féidir éifeacht theiripeach a bheith aige seo.

Agus an múinteoir ag déanamh cinnidh faoi an bhfuil cás bulaíochta déileáilte leis i gceart agus réitithe/tugtha faoi go cuí ag suirbhéanna ranga, tógfaidh sé/sí na rudaí seo a leanas san áireamh:

  1. An bhfuil an bhulaíocht stoptha?
  2. An bhfuil an easaontas nó mí thuiscint a bhí idir na páirtithe ceart go leor anois?
  3. An bhfuil an gaol idir na páirtithe chomh maith arís agus is féidir?
  4. Aon aiseolas ó na tuistí, ón bpríomhoide nó ón bpríomhoide tánaisteach.

Nuair nach bhfuil tuismitheoir sásta go bhfuil an scoil tar éis deileáil leis an mbulaíocht de réir cur chuige na modhanna imeachta seo, moltar dóibh modhanna imeachta gearánta na scoile a leanúint.

Sa chás nach bhfuil an tuismitheoir fós sásta tar éís dul trí mhodhanna imeachta gearánta na scoile, cuirfidh an scoil iad ar an eolas faoina gcearta gearán a dhéanamh tríd an Ombudsman do Leanaí.

I gcásanna ina measann an múinteoir cuí nach raibh an iompraíocht bhulaíochta deileáilte leis i gceart agus réitithe laistigh do 20 lá scoile tar éis dó/di cinntiú go raibh tromaíocht ar siúl, caithfidh an múinteoir cuí é a thaifeadadh sa teimpléad taifeadta ag Aguisín 3 (féach ar Roinn 6.8.10).

Gnásanna bulaíochta chun iompar bulaíochta a thaifeadadh

Fad is a chaithfidh gach tuairisc a bheith fiosraithe ag an múinteoir cuí, tuairiscí gan ainm san áireamh, úsáidfidh an múinteoir cuí a t(h)uairim phroifisiúnta i dtaca le cén taifid ba chóir a choimeád araon leis na gníomhaíochtaí a tógadh agus na comhráite idir na daoine a bhí páirteach maidir leis.

Má fhaigheann an múinteoir cuí amach gur tharla eachtra bhulaíochta, ní mór dó/di taifead scríofa oiriúnach a choimeád a chabhróidh leis/léi teacht ar réiteach agus cinntiú gur féidir leis na dreamanna a bhí bainteach leis an tromaíocht réiteach le chéile ina dhiadh.

Caithfidh an múinteoir cuí an teimpléad taifeadta ag augisín 3 de chiorclán 0045/2013 don Roinn Oideachais a úsáid chun an iompraíocht bhulaíochta a thaifeadadh in sna staideanna seo:

  • I gcásanna ina measann an múinteoir cuí nach raibh an iompraíocht bulaíochta déileáilte leis i gceart agus réitithe laistigh do 20 lá scoile tar éis dó/di cinntiú go bhfuil tromaíocht ar siúl; agus
  • I gcásanna ina chinneann an scoil mar chuid dá beartas frithbhulaíochta go gcaithfear iompraíocht bhulaíochta a thaifeadadh agus a thuairisciú ar an bpointe i gcúinsí áirithe, don Phríomhoide nó leas-phríomhoide na scoile mar is cuí.

Clár tacaíochta do dhaltaí gur ghoill bulaíocht orthu

Tá clár tacaíochta do dhaltaí gur ghoill bulaíocht orthu iniata (féach ar Roinn 6.8 do Ghnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile).

Tá clár tacaíochta do pháistí a rinneadh bulaíocht orthu i bhfeidhm. D’fhéadfadh comhairleoireacht a bheith de dhíth ar na leanaí san agus nó/deiseanna chun a bheith gníomhach i ngíomhaíochtaí a chabhróidh le forbairt a bhféin-mhuinín, a gcairdeas agus a scileanna sóisialta a fhorbairt ag deimhniú de go bhforbróidh a athléimneacht nuair is gá. Is cuid do chlár idirghabhála na scoile iad na tacaíochtaí seo, a rinneadh tagairt dóibh sa doiciméad seo cheana féin. Is cuid do phróiseas idirghabhála na scoile é clár tacaíochta a chur i bhfeidhm dóibh siúd a bhfuil iompar bulaíochta imithe i bhfeidhm orthu agus dóibh siúd atá páirteach in iompar bulaíochta. Tá cúnamh de dhíth orthu siúd a bhfuil iompar bulaíochta imithe i bhfeidhm orthu agus orthu siúd atá páirteach in iompar bulaíochta ar bhonn leanúnach. Dóibh siúd le féin-mheas íseal, bhí agus tá deiseanna forbartha/á bhfobairt chun mothúcháin d’fhéin-luach a mhéadú. D’fhéadfadh comhairleoireacht a bheith de dhíth ar leanaí a ghlacann páirt san iompraíocht bhulaíochta chun cabhrú leo freastal ar a riachtanais i mbealaí eile gan cearta na leanaí eile a shárú.

Spreagfar leanaí a bhreathnaíonn iompar bulaíochta iad a nochtadh agus a phlé leis an múinteoir cuí.

Clár oibriú l’íospartaigh, bulaithe agus a p(h)iaraí:

Má tá duine ag déanamh bulaíochta ortsa:

Cad is féidir leatsa déanamh má tá bulaíocht á déanamh ortsa?

Smaoinigh is é do thost an t-arm is láidre atá ag do bhulaí!

  • Abair leat féin nach bhfuil an t-iompar bulaíochta tuillte agatsa, agus go bhfuil sé MÍCHEART!
  • Bíodh bród agat asat féin. Is rud dearfach é a bheith i d’indibhidiúil.
  • Déan iarracht gan léiriú go bhfuil tú suaite. Tá sé seo dúshlánach ach forbraíonn bulaí ar eagla daoine eile.
  • Fan le grúpa cairde/daoine. Tá slán le n-iomad.
  • Bí treallúsach: béic “No!” amach agus siúil uaidh/uaithi/uathu go muiníneach. Téir go dtí múinteoir nó ball don fhoireann scoile láithreach.
  • D’fhéadfadh troid ina gcoinne cúrsaí a dhéanamh níos measa. Má bheartaíonn tú troid ina gcoinne, labhair le múinteoir nó tuismitheoir/caomhnóir ar dtús.
  • De ghnáth, is fearr labhairt le duine fásta go bhfuil muinín agat as/aisti láithreach. Gheobhaidh tú tacaíocht ar an bpointe. Tuigfidh múinteoirí go bhfuil sé tromchúiseach agus déileálfaidh siad leis na bulaithe ar bhealach a chuirfidh deireadh leis an iompar bulaíochta agus nach ndéanfaí cúrsaí níos measa duit.

Má tá a fhios agatsa go bhfuil bulaíocht á déanamh ar dhuine eile:

  • BÍ GNÍOMHACH! Má bhíonn tú ag faire ar an iompar bulaíochta, gan faic a dhéanamh, bíonn an chuma ar an scéal go bhfuil tú ag tacú leis an mbulaí. Bíonn sé seo níos goilliúnaí ar an íospartach agus mothaíonn siad aonarach. Má bhraitheann tú nach féidir leat a bheith páirteach, abair le duine fásta LÁITHREACH!
  • Ná bí, nó ná lig ortsa go bhfuil tú cairdiúil leis an mbulaí.

Más tuismitheoir thú:

  • Bí ag faire amach d’iompar neamhghnách ó do leanbh. Mar shampla, seans nach mbeidh fonn orthu imeacht ar scoil go tobann, nó go mbraithfidh siad breoite go minic, nó seans nach mbeidh a n-obair curtha i gcrích ag an gcaighdeán céanna is a bhíonn sí de ghnáth.
  • Glac ról lárnach in oideachas do linbh i gcónaí. Fiafraigh díobh conas a d’éirigh leo ar scoil an lá san, cé leo a chaitheadar a gcuid ama, conas a bhí am lóin agus rl.
  • Má bhraitheann tú go bhfuil seans ann gur íospartach do leanbh d’iompar bulaíochta abair leis an scoil é LÁITHREACH BONN. Deileálfar le do ghearán ar bhealach dáiríre agus leanfaidh gníomhaíocht oiriúnach é. (Déan tagairt do shainmhíniú bulaíochta sa pholasaí seo led’thoil. )
  • Tá sé ríthábhachtach comhairle a thabhairt do’d leanbh nár chóir dóibh troid ina gcoinne. Is féidir leis cúrsaí a dhéanamh níos measa!
  • Abair le do mhac nó d’iníon nach bhfuil aon rud cearr leo. Níl an locht orthu san go bhfuil bulaíocht á déanamh orthu.
  • Déan deimhin de go bhfuil do leanbh go hiomlán aireach do pholasaí na scoile maidir le bulaíocht, agus nach bhfuil aon fhaitíos orthu cabhair ‘is cúnamh a lorg.

Mar scoil:

  • Déanfar maoirseacht a mhéadú ag amanna corracha ar ‘phointí te’ chun deiseanna bulaíochta a laghdú (áiteanna ina bhfuil bulaíocht tar éis tarlúint chéana).
  • Úsáidimid gach deis gnéithe bulaíochta a phlé, agus an bealach oiriúnach chun déileáil lena chéile inár scoil a chur faoi chaibidil (féach ar na cláir a úsáidtear inár mbearta coiscthe).
  • Séard an aidhm atá againne ná déileáil le aon ghearáin ar bhealach tapaidh, cóir agus go diongbháilte, ina bhfuil tuismitheoirí páirteach nuair is gá.
  • Spreagaimid daltaí labhairt faoi conas a réitíonn siad le daoine eile ‘is conas a fhorbraíonn siad meonta dearfacha i leith daoine eile. Tá léirmheas ar cad is brí le cairdeas san áireamh (féach ar na cláir a úsáidtear inár mbearta coiscthe).
  • Spreagaimid go mbeadh meas ag ár ndaltaí ar gach duine.

Maoirseacht agus monatóireacht do leanaí

Dearbhaíonn bord bainistíochta na scoile go bhfuil maoirseacht oiriúnach agus go bhfuil na polasaithe agus cleachtais mhonatóireachta i bhfeidhm chun iompar bulaíochta a chosc agus deileáil leis agus idirghabháil luath a éascú nuair is féidir.

An Ciapadh a Chosc

Deimhníonn an Bord Bainistíochta go ndéanfaidh an scoil, de réir a freagrachtaí faoin reachtaíocht chomhionannais, gach beart is indéanta go praiticiúil chun daltaí agus baill foirne a chosaint ar chiapadh gnéasach agus ar chiapadh ar aon cheann de na naoi bhforas, mar atá inscne lena n-áirítear trasinscne, stádas sibhialta, stádas teaghlaigh, treoshuíomh gnéasach, reiligiún, aois, míchumas, cine nó ballraíocht den Lucht Siúil.

Ghlac an Bord Bainistíochta an beartas seo ar an 3/10/17.

Tá an beartas seo ar fáil do phearsanra na scoile, foilsíodh é ar shuíomh gréasáin na scoile agus do Chumann na dTuismitheoirí. Cuirfear cóip den bheartas seo ar fáil don Roinn agus do phátrún na scoile má iarrtar é.

Athbhreithneoidh an Bord Bainistíochta an beartas agus a fheidhmiú uair amháin i ngach scoilbhliain. Cuirfear fógra scríofa gur athbhreithníodh beartas frithbhulaíochta na scoile ar fáil do phearsanra na scoile, foilseofar é ar shuíomh gréasáin na scoile agus do Chumann na dTuismitheoirí. Cuirfear taifead den athbhreithniú agus a thoradh le baint amach ar fáil don phátrún agus don Roinn, leis, má iarrtar é.

Aguisín 1: Liosta do shuíomhanna gréasáin

Leabhair do leanaí

  • S.A.L.T. Programme – Conflict Resolution Training for Children
  • The Juice Box Bully
  • The Bully Blockers
  • The Hundred Dresses,
  • Bully For You

Cliceáil anseo chun PDF don chaipéis seo a íoslódáil.

 

Gaelscoil an Ghoirt Álainn 

Anti-Bullying Policy

(October 2017)

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 Gaelscoil an Ghoirt Álainn school 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.

School Ethos

Under Article 19 of the UN Convention on the Rights of the child, schools have a duty to protect the children in their charge from physical and mental violence.

  • Gaelscoil an Ghoirt Álainn acknowledges the right of each member of the school community to enjoy school in a safe environment.
  • Gaelscoil an Ghoirt Álainn promotes positive habits of self-respect, self-discipline and responsibility among all its members.
  • Gaelscoil an Ghoirt Álainn disapproves of vulgar, offensive, sectarian, racist, sexist or other aggressive behaviour by any of its members.
  • Gaelscoil an Ghoirt Álainn has a clear commitment to promoting equity in general and gender equity in particular in all aspects of its functioning.

The Board of Management of Gaelscoil an Ghoirt Álainn recognises 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 and which address the issues of cyber-bullying and identity-based bullying including 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); and
  • on-going evaluation of the effectiveness of the anti-bullying policy.
  • Aithnímid agus ceiliúraimid ilchineálacht agus difríochtaí aonar i measc phobal na scoile. Táimid bródúil as na hiarrachtaí atá á ndéanamh againn chun an Brat Buí a bhaint amach d’ár scoil.

We recognise and celebrate diversity and individual differences in our school community. We are proud of our efforts to earn a Yellow Flag for our school.

What is bullying?

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 bullying 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;
  • extortion, intimidation;
  • name calling, slagging;
  • bullying of school personnel;
  • damage to property.

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

In Gaelscoil an Ghoirt Álainn children’s mobile phones are not permitted to be switched on during school time. Social network sites such as Facebook are never to be used by children as the age limit of 13 years excludes them.

In the context of this policy however, where a child gains access to a social network site, the placing of a once-off offensive or hurtful public message, image or statement on such a 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.

The relevant teacher/s for investigating and dealing with bullying is(are) as follows:

  • Class Teacher, Special Educational team and other relevant teachers.

The Principal is kept aware of all incidents at all times.

Educational and preventative measures

School-wide approach

  • A school-wide approach to the fostering of respect for all members of the school community.
  • The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
  • The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.

The Gaelscoil strives to exert positive and lasting influences towards forming pupil’s attitudes and values through incorporating some off or all of the following programmes, along with relevant websites (see Appendix 1 Useful Links):

  • Croí na Scoile
  • Circle Time
  • the Walk Tall Programme
  • the Stay Safe programme
  • Zippy’s friends
  • Fun Friends
  • Friends for Life
  • RSE
  • Mindfulness
  • Get up! Stand up!
  • Show racism the red card.

Any relevant programmes or lesson plans to deal with identity based bullying may be downloaded from the Educate Together or An Foras Patrúnachta websites. In as far as is possible Gaelscoil an Ghoirt Álainn will focus on educating pupils on how to stay safe online. This shall be done by educating pupils on the dangers of online activities and by encouraging the use of responsible behaviour while on line.

Gaelscoil an Ghoirt Álainn takes particular care of “at risk” pupils and uses its monitoring system to provide early intervention when / if necessary and responds to the needs, fears or anxieties of individual members in a sensitive manner. These monitoring systems include the ongoing development of a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour. Regular inter-staff case conferences on specific cases and discussions at staff meetings as necessary along with discussions with parents will take place.

Procedures for investigating and dealing with bullying

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 (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools).

 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).

  • In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred 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. 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.
  • Non-teaching staff such as secretaries, special needs assistants (SNAs), bus drivers, caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
  • Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
  • It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset.
  • Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents.
  • Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved.
  • All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.

Procedure for Teachers

  • When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who 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 fir 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 each other’s statements.
  • Each member of a group should be supported through the possible pressures that may face them from the other members of the group after interview by the teacher.
  • It may also be appropriate or helpful to ask those involved to write down their account of the incident(s).
  • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school.
  • Where the relevant teacher has 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 anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied.
  • It must also 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.
  • 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.  This can have a therapeutic effect.

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

  • Whether the bullying behaviour has ceased;
  • Whether any issues between the parties have been resolved as far as is practicable;
  • Whether the relationships between the parties have been restored as far as is practicable;
  • Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal.

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

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 right to make a complaint to the Ombudsman for Children.

In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 3 (See Section 6.8.10).

Procedures for recording bullying behaviour

While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and discussions with those involved regarding same.

If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

The relevant teacher must use the recording template at Appendix 3 of the Department of Education’s circular 0045/2013 to record the bullying behaviour in the following circumstances:

  • in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
  • where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

Programme of Support

(see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools)

A programme of support for pupils who have been bullied is in place. Such pupils may need counselling and/or opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed. These supports are part of the school’s intervention programme as previously referred to earlier in this document.

A programme of support for pupils involved in bullying behaviour is also part of the school’s intervention process. Pupils involved in bullying behaviour need assistance on an ongoing basis. For those with low self-esteem, opportunities have, and are being, developed to increase feelings of self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.

Pupils who observe incidents of bullying behaviour should be encouraged to discuss them with teacher.

Programme for work with survivors, bullies and their peers

If you are being bullied yourself:

What can you do if you are being bullied?

Remember that your silence is the bully’s greatest weapon!

  • Tell yourself that you do not deserve to be bullied, and that it is WRONG!
  • Be proud of who you are. It is good to be individual.
  • Try not to show that you are upset. It is hard but a bully thrives on someone’s fear.
  • Stay with a group of friends/people. There is safety in numbers.
  • Be assertive – shout “No!” Walk confidently away. Go straight to a teacher or member of staff.
  • Fighting back may make things worse. If you decide to fight back, talk to a teacher or parent/guardian first.
  • Generally it is best to tell an adult you trust straight away. You will get immediate support. Teachers will take you seriously and will deal with bullies in a way which will end the bullying and will not make things worse for you.

If you know someone is being bullied:

  • TAKE ACTION! Watching and doing nothing looks as if you are on the side of the bully. It makes the victim feel more unhappy and on their own.
  • If you feel you cannot get involved, tell an adult IMMEDIATELY.
  • Do not be, or pretend to be, friends with a bully.

If you are a parent:

  • Look for unusual behaviour in your children. For example, they may suddenly not wish to attend school, feel ill regularly, or not complete work to their normal standard.
  • Always take an active role in your child’s education. Enquire how their day has gone, who they have spent their time with, how lunch time was spent, etc.
  • If you feel your child may be a victim of bullying behaviour, inform the School IMMEDIATELY. Your complaint will be taken seriously and appropriate action will follow. (Please refer to the definition of bullying in this policy)
  • It is important that you advise your child not to fight back. It can make matters worse!
  • Tell your own son or daughter that there is nothing wrong with him or her. It is not his or her fault that they are being bullied.
  • Make sure your child is fully aware of the School policy concerning bullying, and that they will not be afraid to ask for help.

 As a school:

  • In order to minimise opportunities for bullying, we provide increased supervision at problem times particularly in ‘hot spots’ (areas where bullying has occurred).
  • We use any opportunity to discuss aspects of bullying, and the appropriate way to behave towards each other in our school (refer to the programmes used in our preventative measures).
  • We endeavour to deal quickly, firmly and fairly with any complaints, involving parents where necessary.
  • We encourage pupils to discuss how they get on with other people and to form positive attitudes towards other people. This includes a review of what friendship really is (refer to the programmes used in our preventative measures).
  • We encourage pupils to treat everyone with respect.

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.

Prevention of Harassment

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that 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.

This policy was adopted by the Board of Management on 03/10/2017 .

This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Appendix 1: Useful links

 

Books for children

  • The Juice Box Bully
  • The Bully Blockers
  • The Hundred Dresses,
  • Bully For You

Click here to download a PDF of this policy.

 

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