Mary Hanafin (Dún Laoghaire, Fianna Fail)

The task force on student behaviour will complete a final report, including recommendations later this year. In its interim report, the task force recognises that the most important feature of its work is to generate a set of recommendations that will impact in a positive way and will help to curtail the spread of disruptive behaviour in our schools. At its interim report stage, the task force decided to document the broad areas that are emerging to form the bedrock of its recommendations in its final report, which is expected in December 2005. Since the task force was established early this year, it has come to grips with the breadth and complexity of this vitally important area. In tackling its job it has consulted widely and built upon submissions, research and its own analysis to define the areas on which its final report will make recommendations to underpin future change.

I am particularly impressed with the ability of the task force to focus on the core issues. It has indicated to me that it is on target to produce a final report and detailed recommendations in December. Before producing that report, it wants to engage further with the wide range of interests in this area and to review what works domestically and internationally. I am greatly encouraged by this interim report and I look forward to receiving the final report and its recommendations.

With regard to the issue of bullying in schools, the education of students in primary and post-primary schools in anti-bullying behaviour is a central part of the social, personal and health education curriculum. SPHE is now a compulsory subject at primary level and in the junior cycle of post-primary schools. The SPHE curriculum provides for the development of personal and social skills including self awareness, respect for others, self esteem and communication skills, all of which are important elements in addressing the issue of bullying. In primary education, the issue of bullying is addressed in the SPHE curriculum in the strand Myself and Others from infant classes onwards. In second-level education, the issue of bullying is addressed from first year onwards in the SPHE curriculum at junior cycle in the module Belonging and Integrating.

My Department, in its guidelines on countering bullying behaviour in schools, has provided a national framework within which individual school management authorities may meet their responsibilities for implementing effective school based policies to counter bullying. These guidelines were drawn up following consultation with representatives of school management, teachers and parents and are sufficiently flexible to allow each school authority to adapt them to suit the particular needs of the school.

Each school is required to have in place a policy that includes specific measures to deal with bullying behaviour within the framework of an overall school code of behaviour and discipline. Such a code, properly devised and implemented, can be the most influential measure in countering bullying behaviour in schools.

The school development planning initiative plays an important role in supporting schools to raise awareness of the need for anti-bullying measures. In addition, my Department funds a number of support services and pilot initiatives which provide direct assistance to schools in dealing with the issue of bullying. I will give careful consideration to any recommendations on bullying behaviour the task force may make in its final report.

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