Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

Abstract

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.

Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being

“…The National Action Plan on bullying (provided by the Department of Education in Ireland) details a set of guidelines and practical steps that principals should follow to prevent and deal with cyberbullying in their schools. However, this is believed to be of limited utility in terms of reducing cyberbullying as it does not direct principals to specific preventative strategies (Foody et al, 2018). Furthermore, it does not provide details around the social and psychosocial factors (e.g., friendship quality) which could be used to enhance current initiatives in the school.…”

A Sociological Critique of Youth Strategies and Educational Policies that Address LGBTQ Youth Issues

“…2 The Anti-Bullying Procedures for Primary and Post-Primary Schools which were developed on foot of the Action Plan provide direction to school personnel in preventing and intervening in school-based bullying. These Procedures represent the most significant development in relation to tackling bullying in Irish schools to have been published in 20 years (Foody et al 2018). Whereas homophobic bullying had been recognised as a problem in Irish schools prior to the publication of the Supporting LGBT Lives study (e.g.…”

“…Moreover, Neary (2017) highlighted the impact that fears about loss of reputation and employment as a result of the legislative power of religious ethos can have in terms of ensuring a "heteronormative docility" on the part of LGBTQ teachers (Neary 2017, p. 59). Other research has examined school principals' experiences of the implementation of Anti-Bullying Procedures for Primary and Post-Primary Schools (Department of Education and Skills 2013a) which were first introduced in 2013 (Foody et al 2018) as well as the "policy archaeology" behind the introduction of the "identity-based" bullying clause within these Procedures (Bailey 2017). The present article seeks to add to this literature by subjecting the substantive content of these Procedures and related youth and education policy documents to critical scrutiny, with a view to illuminating some of the difficulties the discursive construction of the "at risk" queer young person poses in terms of the prevalence of sexuality and gender-based bullying in schools.…”

Variables Involved in the Management of School Bullying: A Bayesian Network Analysis

“…4 In the United States, the prevalence is 20% among high school students; 5 and in Ireland, 11.8% among students aged 12 to 18 years and 22.4% among students aged four to 13 years. 6 The school climate, the teaching-learning process, as well as the health and development of children and adolescents are affected by bullying, 1,2 which can cause physical, psychological, social or educational damages 7 that affect victims, bullies and observers. 8 Damages resulting from this type of violence are a worrying reality in our schools due to the immediate and future consequences that they can cause.…”

“… 4 In the United States, the prevalence is 20% among high school students; 5 and in Ireland, 11.8% among students aged 12 to 18 years and 22.4% among students aged four to 13 years. 6 …”