Mr. David O'Sullivan:

I thank the committee for the opportunity to be here today. The INTO recognises the impact that school bullying can have on the mental health of pupils and teachers and is committed to tackling all forms of bullying. We endeavour to provide as much support and assistance as possible to our members and schools.

When members think back to their own school days, they may remember the culture and classroom environment that predominantly prevailed, where there was much focus and emphasis on achievement. The sands have shifted and are continuing to shift to a greater focus and emphasis on pupil well-being. Nowadays, there are a range of policies, procedures, practices and strategies in schools to promote pupil well-being. Fostering well-being is one the competencies that will underpin a revised primary school curriculum currently being prepared by the National Council for Curriculum and Assessment, NCCA. Although we are on the right track, there is still some way to go in terms of supporting pupil well-being in schools. Teacher professional development and learning programmes should include a dimension on well-being.

Bullying can be overt or subtle and can be racial, homophobic, disability related or based on any form of difference. Bullying, regardless of form or type, can have an impact on mental health. As regards LGBT+ bullying, in February 2020 the INTO published the results of a survey carried out with teachers. The survey found that the majority of respondents reported that they had not received any training in how to educate about and prevent homophobic or transphobic bullying and a large cohort stated that they would like training in this area. We recommend that there is a need for the updating of the anti-bullying procedures for schools, as well as for professional development and strategies and supports to address identity-based bullying and cyberbullying.

Teachers have a strong sense of responsibility towards their pupils. However, they are not psychologists or psychiatrists. Psychological, socio-emotional and mental health supports are practically non-existent for primary pupils. Both the National Educational Psychological Service, NEPS, and Child and Adolescent Mental Health Services, CAMHS, are understaffed and should be expanded. The INTO recommends that schools should have counsellors and therapists available to pupils who require such interventions and supports when they have experienced bullying or engaged in bullying behaviours. Such supports would go a long way in having a positive impact on mental health.

Schools are also places of employment. Teachers are often subject to inappropriate behaviour. Although not often named, but identifiable in some cases, teachers are often subject to negative comments and untoward behaviour from parents on social media platforms. The importance of an inclusive school environment for all members of the school community cannot be overstated. The INTO is concerned that teachers who identify as LGBT+ may not always feel accepted or represented in their workplaces. That has to change. We recommend that teachers are provided with comprehensive professional development, training and support in LGBT+ inclusion and visibility within the school environment. All teachers, irrespective of their sexual orientation, race or disability, must be treated with dignity and respect in their workplaces.

In conclusion, as there must be a shared responsibility to tackle bullying in society, this should also be the case in schools. School leaders and principal teachers must be adequately supported through a further restoration of middle management posts. This is vital in order to create and-or maintain a culture of inclusion and acceptance. Go raibh maith agaibh as an gcuireadh bheith anseo agus is féidir liom ceisteanna a thógáil.