Simon Harris (Wicklow, Fine Gael)
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Question 138: To ask the Minister for Education and Skills the guidelines in place for addressing bullying in schools; and if he will make a statement on the matter. [10542/11]

Simon Harris (Wicklow, Fine Gael)
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Question 140: To ask the Minister for Education and Skills his plans to conduct a nationwide survey to ascertain the level of bullying in primary and post-primary schools; and if he will make a statement on the matter. [10544/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 138 and 140 together.

I take the issue of bullying in schools very seriously and am committed to ensuring that schools tackle bullying in all its forms. Under the Education (Welfare) Act 2000, all schools are required to have in place a Code of Behaviour and this code must be drawn up in accordance with the guidelines of the National Educational Welfare Board (NEWB). The NEWB guidelines were issued to schools in 2008 and make it clear that each school must have policies to prevent or address bullying and harassment and schools must make clear in their code of behaviour that bullying is unacceptable. The guidelines further state that as well as making explicit that bullying is prohibited in the school, and having an anti-bullying policy, the code of behaviour should indicate what action the school will take in relation to alleged breaches of the school's bullying policy.

Every school therefore must have in place a policy which includes specific measures to deal with bullying behaviour, within the framework of the school's overall school code of behaviour. Such a code, developed through consultation with the whole school community and properly implemented, can be the most influential measure in countering bullying behaviour in schools. The Department has also issued Guidelines on Countering Bullying Behaviour as an aid to schools in devising measures to prevent and deal with instances of bullying behaviour. 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 their school.

As a further aid to post primary schools, the Department published a template that can be used by post-primary schools in developing an anti-bullying policy. The anti-bullying policy template is based primarily on the key document Guidelines on Countering Bullying Behaviour. However, it also takes account of more recent legislative and regulatory changes, and reference is made to issues of contemporary concern such as the need to tackle text bullying, cyber-bullying and homophobic bullying.

I have no plans to conduct a survey of schools in relation in this area. Responsibility for tackling bullying falls to the level of the individual school, as it is at local level that an effective anti-bullying climate must be established and at that level that actions should be taken to address allegations of bullying.

The Deputy may be aware that when a Whole School Evaluation (WSE) is conducted by my Department's Inspectorate, the code of behaviour, including its anti-bullying policy is reviewed by the inspection team to check that it is in line with the Department's guidelines. Inspectors normally meet with the principal, the board, post-holders, year heads, class teachers, programme co-ordinators, the pastoral care team, representatives of the students and parents. During these meetings there is a particular emphasis on the quality of student care and support. The inspectors' evaluation is also informed by observations in classroom settings and throughout the school. Where there are weaknesses in a school's policy or implementation of policies clear recommendations for improvement are made and are included in the published report of the inspection.

Revised procedures for WSE in schools have recently been put in place. A new element of the revised WSE process involves the issuing of questionnaires directly to pupils and parents. Children and parents will be asked to respond to questions about how the school deals with bullying, discipline in the school and whether or not the school provides a safe environment for children. This enhanced engagement with parents and pupils through questionnaires aims to further support all schools to implement effective measures to counter bullying.

The education of students in both primary and post-primary schools in relation to anti-bullying behaviour is part of the Social, Personal and Health Education (SPHE) curriculum. SPHE is now a compulsory subject both at primary level and in the junior cycle of post-primary schools. Since 2001, national professional development support services have provided ongoing support to schools in planning policies on child protection and the code of behaviour and in supporting teachers and principals in the implementation of SPHE. In addition, training on The Stay Safe Programme is offered on an ongoing basis to primary schools.

Other measures in place include the Webwise Internet Safety Initiative, the EU Safer Internet Programme campaign and the establishment of the National Behaviour Support Service (NBSS) which is currently working with over 70 Post Primary Schools to promote and support positive student behaviour.

Simon Harris (Wicklow, Fine Gael)
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Question 139: To ask the Minister for Education and Skills if there is a requirement for primary and post-primary trainee teachers to receive training on dealing with bullying in the classroom prior to their qualification; the nature of such training; and if he will make a statement on the matter. [10543/11]

Ruairi Quinn (Dublin South East, Labour)
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The content of initial teacher education courses is, currently, a matter for the individual providers and the methodologies used to address bullying varies amongst the providers. In accordance with Section 38 of the Teaching Council Act 2001, the Teaching Council is empowered to review and professionally accredit programmes of initial teacher education. The Teaching Council has initiated reviews of a range of initial teacher education programmes and will consider course content in this context.

In general, at primary level, the issue is addressed extensively in a number of different subject areas/modules including Teaching Studies, Professional Development, Social, Personal & Health Education and Psychology. The topics covered include the nature and incidence of bullying in classrooms, types of bullying, effects of bullying, signs and symptoms of bullying, prevention of bullying, dealing with bullying and school policy and bullying. More generally, students cover the area of emotional intelligence, self-esteem etc.

At post primary level, as stated above provision varies from provider to provider. However the topic of bullying is addressed in specific modules and seminars related to professional practice of student teachers e.g. Classroom Management, Classroom Mediation Skills, Psychology and Sociology of education. The topic of bullying is also integrated across subject areas. Some providers also run a number of professional development seminars designed to relate to issues student teachers face on teaching practice which cover the topic of bullying. The topic is also dealt with by tutors of teaching practice on an ad hoc basis.

My Department's Guidelines on Countering Bullying in Primary and Post Primary Schools (1993) require all schools to have an anti bullying policy. The anti-bullying policy is subject to school inspection. My Department's Template for Developing an Anti Bullying policy makes reference to the nine grounds listed in equality legislation. Schools are advised to include reference to issues of contemporary concern such as text bullying, cyber-bullying and homophobic bullying.

The SPHE Support Service provides advice and guidance to schools at Post Primary level on developing and updating their anti-bullying policies. The SPHE Anti-Bullying Co-ordinator is available to give schools in depth advice and support on issues to do with bullying at their request and in addition runs training courses on positive strategies for managing bullying issue.