Olwyn Enright (Laois-Offaly, Fine Gael)
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Question 110: To ask the Minister for Education and Science the steps she will take to improve student behaviour at second level; if, in this context she will also tackle the problem of bullying in schools; and if she will make a statement on the matter. [32950/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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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.

Olwyn Enright (Laois-Offaly, Fine Gael)
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I welcome the Minister's response, arising from which I have further questions. Many schools are frustrated with section 29 of the Education Act 1998. I am aware that the Minister is awaiting the report of the task force but has she given any consideration to this issue in the interim? Some schools are forced to take students who have been previously expelled, which leads to a situation where students believe they can behave however they wish because the sanctions that can be applied are limited. Does the Minister plan to bring forward any legislative changes to section 29?

Dr. Maria Lawlor estimated that approximately 15% of second-level students are being bullied. The Minister will be aware that it was recently estimated that up to €3 billion is being lost to the Irish economy due to absenteeism and poor productivity arising from bullying. This behaviour is often learned in school yards and continues in later life.

Has the Minister given any further consideration to the establishment of a national anti-bullying programme? The people who work on these matters in Trinity College believe that such a programme, which would not be particularly expensive to establish, could reduce the aforementioned 15% figure. Pilot programmes have been shown to be successful and I ask the Minister to consider their expansion.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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A misunderstanding seems to exist among schools in terms of the trend over recent years in the results of appeals under section 29. When these appeals were first made, a significant number undoubtedly were not favourable to schools. However, now that schools have proper procedures and policies in place, two thirds of decisions are in favour of schools and one third in favour of students. Recently, when I revealed these figures to members of the National Association of Principals and Deputy Principals, they were surprised. The figures demonstrate that, if the correct procedures are in place, a school will be supported in its work. At the same time, we have to ensure that a child is given the opportunity to put his or her case and to receive an education. Cases are followed up with the National Education Welfare Board and welfare officers to ensure that children receive opportunities to pursue studies.

Although Dr. Maeve Martin said they would not do it, I asked her to see whether change is needed in this area. The significant amount of bureaucracy which appears to be involved causes as many problems for schools as the provisions made in section 29. I have asked Dr. Martin to determine whether recommendations should be made.

I am satisfied, with the supports that have been put in place, that requiring schools to devise anti-bullying policies is the most positive manner of addressing the issue of bullying. These actions must be taken in conjunction with boards of management, teachers and students. It is a matter of getting people to sign up to the anti-bullying policy of a particular school.

We funded a number of programmes, including the TCD programme mentioned by the Deputy and, this year, a summer course for participants. These pilot programmes feed into our overall policy. Rather than go down the road of adopting one or another, it is crucial that a whole school approach is involved and that it is fully integrated into the curriculum. Policies such as SPHE and curriculum development will ensure that young people focus on self esteem and respect for others. However, the other programmes help to feed into policy making.

Olwyn Enright (Laois-Offaly, Fine Gael)
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What evaluation is being done on the SPHE to ensure that it is effectively targeting students and will lead to a decrease in bullying?

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The task force is examining the effectiveness of the strategies being employed at present because good practices are in place throughout the country which can be built upon and used by others. The task force's investigation of effective practices in preventing or minimising disruptive behaviour will also guide us on the issue of bullying.