Joe McHugh (Donegal North East, Fine Gael)
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250. To ask the Minister for Education and Skills if he will consider incorporating literature (details supplied) related to bullying in the revised junior certificate syllabus; and if he will make a statement on the matter. [25414/13]

Ruairi Quinn (Dublin South East, Labour)
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As the Deputy is aware, I published an Action Plan on Bullying in January last. Taking into account all of the research reviewed and submissions and presentations received, the Anti-Bullying Working Group that produced the Action Plan did not recommend a particular anti-bullying programme. However, they did recommend nine principles that should underpin a school's approach to preventing and tackling bullying. These are:

- A positive school culture and climate.

- A school wide approach.

- Effective leadership.

- A shared understanding of what bullying is and its impact.

- Anti-bullying policies.

- Consistent recording of reported bullying behaviour.

- Education and training.

- Prevention strategies including awareness raising.

- Established evidence-based intervention strategies.

It is therefore open to schools that have developed effective initiatives aimed at combatting bullying and cyber-bullying through transition year projects to use these for junior cycle classes if they so wish.

The NCCA is designing a range of short courses which will be available to schools from September 2014 including a short course in SPHE. Schools may choose to incorporate these short courses into their junior cycle programme either for certification purposes or not for certification. They may choose not to opt for the new short course and may choose to continue to use existing courses or other approaches to meet the Framework's Principles, Statements of Learning and Key Skills relevant to these areas. Schools will have the flexibility to determine how best to meet the range of Statements of Learning, Key Skills and Principles that relate to the areas currently covered in SPHE.

The new Framework for Junior Cycle which I published last October will, inter alia, aim to increase the importance of physical wellbeing in several ways. The Framework is based on eight Principles. The Principle of "Wellbeing" undertakes to ensure that "the student experience contributes directly to their physical wellbeing." The Principle of "Inclusive Education" undertakes to ensure that "the educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all". Contained in the Junior Cycle's Statements of Learning is the stated aim that the student "takes action to safeguard and promote his/her wellbeing and that of others".

In addition, eight Key Skills are required for successful learning across the curriculum and beyond the school. This is in recognition of the fact that learning takes place both inside and outside of the formal school environment. One of these Key Skills is "Staying Well", which adopts a holistic approach to wellbeing and includes "Being healthy, physical and active".