Aisling Dolan (Fine Gael) | Oireachtas source

I thank all our speakers and contributors for their detailed submissions. I will start with Ms O'Dwyer, who represents the 16 ETBs. My experience of having been a member of the Galway-Roscommon ETB is all that allows me to even begin to understand the breadth of activities undertaken by the ETBs. Their remit extends from primary schools to secondary schools and all the way to higher and further education. The ETBs are involved, therefore, in every stage of education. I really appreciate the core values and the ethos that has been spoken of, which is very important, as well as the diversity. The training delivered through the National Council for Curriculum and Assessment, NCCA, and the Professional Development Service for Teachers, PDST, has been acknowledged. The key feature for me is the significance of school culture. Ms O'Dwyer also acknowledged the importance of the Harassment, Harmful Communications and Related Offences Act 2020, also known as Coco's Law.

Ms O'Dwyer mentioned an empathy education programme in her submission, which I think is being worked on in conjunction with Professor Pat Dolan of NUI Galway. I ask Ms O'Dwyer to give us an example in that regard. Many of the speakers referred to the restorative justice approach and I am very interested in that aspect. Ms O'Dwyer also mentioned identifying bullying in her submission and it was also mentioned by representatives of the teaching unions last week. How do we improve the skills and abilities of all teaching staff, special needs assistants, SNAs, and everybody in the school environment in being able to watch out for tell-tale signs? How is that done? I ask because it seems to be an issue.

In a question for all our witnesses, and I mentioned this aspect last week as well, how do we set up role play so that people know what to do when there is a bullying incident? I refer to how it can be identified, who can be spoken to about such an incident in a school and the measures that can be taken in the school environment. How do we approach those aspects to ensure that people become very aware of this area and such a perspective becomes natural? I refer to situations where a bystander sees something of this nature, in any shape or form, and the steps that can subsequently be taken in that regard.

Moving to Mr. Curtis, I did not realise that the Joint Managerial Body represented 380 voluntary secondary schools. That is very impressive. I appreciate that he mentioned that bullying is always going to be a challenge and that it is the response which matters. I also appreciate that he noted in this regard that anti-bullying policies should be school-wide. I would like Mr. Curtis to speak a little more about the concept of anti-bullying ambassadors, if we have time. He also noted that "teacher workforce numbers have increased", and that is very true. We have reduced the primary school teacher-pupil ratio to 1:25. It was reduced by one point in the last budget, and I think that is historically one of the lowest ever ratios in primary schools.

For Mr. Mulconry, and I hope I am pronouncing his name correctly, he is looking specifically at the Catholic primary schools. He mentioned programmes such as well-being and friendship weeks and buddy benches. Mr. Mulconry also stated that research has shown that "parents are happy with their child's school". I challenge that point, because the research conducted by the anti-bullying centre, in conjunction with UNESCO, stated that one in three children suffers from cyberbullying. Ireland had nearly the highest incidence in Europe in respect of the nine or ten countries where bullying was analysed in that research, and that probably includes cyberbullying as well. Finally, and I may not be correct about this, I think Mr. Mulconry mentioned that now was not the right time to engage with schools on this issue. I ask him to elaborate on that point. I understand there is a great deal going on, but bullying is a very serious issue for us now. I thank the witnesses.