Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department issued guidelines on countering bullying behaviour to all primary and post-primary schools in 1993. The purpose of the guidelines is to assist schools in devising school-based measures to prevent and deal with instances of bullying behaviour and to increase awareness of the problem among school management authorities, staff, pupils and parents. The guidelines remind school authorities of their responsibility in formulating a written code of behaviour and discipline, which should include specific measures to counter bullying behaviour.

The guidelines define bullying behaviour and provide advice and guidance for schools on identifying different types of bullying behaviour; identifying the signs, symptoms and characteristics of bullying behaviour; the areas in which bullying behaviour is likely to occur; the elements which should be included in an anti-bullying policy; involvement of the entire school and the wider community; and procedures for dealing with incidents.

The guidelines define bullying as "repeated aggression, verbal, psychological or physical conducted by an individual or group against others". The various types of bullying behaviour are outlined and the signs and symptoms of bullying behaviour are described. The procedures for investigating allegations and dealing with incidents of bullying are also set out in the guidelines.

Managerial authorities of primary and post-primary schools are responsible for the management, organisation and administration of the schools and are, therefore, responsible for ensuring the adequate and reasonable measures approved by them to counter bullying are in operation in their schools. Each school is advised to make the prevention of bullying an integral part of its written code of behaviour and discipline.

In developing its policy to counter bullying behaviour, the managerial authority of each school must formulate the policy in co-operation with the school staff, both teaching and non-teaching, under the leadership of the principal, and in consultation with parents and pupils. In this way, the exercise of agreeing what is meant by bullying and the resultant development of school-based strategies for dealing with it are shared by all concerned. It is essential that all parties concerned have a clear understanding of the policy aims and content if the policy is to form the basis for developing effective school-based strategies for dealing with the problem. The policy must be promoted by the school managerial authorities within the school to all pupils, parents and staff on a repeated basis with particular attention being given to incoming pupils and their parents.

The education of students in both primary and post-primary schools in regard to anti-bullying behaviour is a central part of the social, personal and health education, SPHE, curriculum. The programme supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships.