Bí Cineálta Policy to Prevent and Address Bullying Behaviour

Mission Statement

The Marist School, as envisaged by Father Champagnat offers families an approach to education which draws faith, culture and life into harmony.  It is an approach which stresses the values of self-forgetfulness and openness to others, which presents culture as a way of drawing people together, and proposes knowledge as a duty of service.   Marist schools give priority to a pastoral care that is adapted to the needs of young people, and which gives particular attention to pupils who are in difficulty.

The Marist view of their own roles as educators has been articulated in In the Footsteps of Marcellin Champagnat which enunciates the basic principle that to bring up children properly we must love them and love them all equally

From this principle flows the five particular characteristics which they have identified as the “Marist style”.  These are Presence, Simplicity, Family Spirit, Love of Work, In the Way of Mary.

Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God’s image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that everybody in our school is treated with respect and care. In Marian College, we are committed to respecting the dignity of every individual. No human person is to be diminished or devalued and everybody has a part to play in the school community, regardless of difference.

2. The Board of Management of Marian College recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

• A positive school culture and climate which-
  • is welcoming of difference and diversity and is based on inclusivity;
  • encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
  • promotes respectful relationships across the school community;
• Effective leadership;
• A school-wide approach;
• A shared understanding of what bullying is and its impact;
• Implementation of education and prevention strategies (including awareness raising measures) that-
  • build empathy, respect and resilience in pupils; and
  • explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
• Effective supervision and monitoring of pupils;
• Supports for staff;
• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
• On-going evaluation of the effectiveness of the anti-bullying policy.

Rationale

The development of a comprehensive Policy to Prevent and Address Bullying Behaviour policy is critical for promoting a safe, inclusive, and respectful environment in Marian College. This rationale draws on existing educational frameworks and policy documents, including Cineáltas: Action Plan on Bullying and the Wellbeing Policy Statement and Framework for Practice, to build a policy that is both preventive and responsive to bullying behaviour.

Prevention is the cornerstone of effective anti-bullying procedures. Research by the Department of Education shows that schools with positive, inclusive cultures are more likely to prevent bullying incidents (Department of Education, 2023). Bullying prevention strategies include fostering empathy and promoting respect for diversity through the curriculum, especially through Social, Personal and Health Education (SPHE) and Wellbeing programmes, which are informed by the Wellbeing Policy Statement and Framework for Practice (2019). The introduction of these topics early in education, supported by clear behavioural expectations, will contribute to a decrease in bullying incidents.

In continuing to develop prevention strategies, this school will take as much time as is practicable listening to young persons and parents, to help establish their particular context and needs. Frequent periods of reflection and further engagement by the school, young persons and parents, will be used to discern appropriate supports for young people in this school and will help inform future prevention strategies

Despite preventive measures, bullying may still occur. Therefore, robust reporting and intervention procedures are essential. The policy integrates a clear, step-by-step process for identifying and responding to bullying, guided by the Cineáltas framework.

The policy ensures that students are supported holistically, considering the emotional and psychological needs of those involved in bullying incidents. Student Support Teams, as outlined in the Wellbeing Policy Statement and Framework for Practice, will play a crucial role this support, coordinating interventions, liaising with parents, and ensuring that students feel safe and understood. The policy also prioritises early intervention and continuous monitoring to mitigate long-term effects.

Bullying prevention and intervention are most effective when the entire school community is involved. Marian College promotes the active participation of students, parents, and school staff in developing anti-bullying measures, emphasising the importance of school culture. As a shared responsibility, regular engagement with parents, student councils, and staff is essential for fostering an environment that encourages open dialogue and collective ownership of anti-bullying strategies.

Introduction

The Board of Management of Marian College has adopted the following policy to prevent and address bullying behaviour.

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

This compliance is guided by a range of relevant legislation which includes the following:

• The Education Welfare Act 2000
• The Equal Status Acts 2000–2018
• The Children First Act 2015
• The Harassment, Harmful Communications and Related Offences Act 2020 also known as Coco’s Law

The Board of Management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.

We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students, and we are fully committed to preventing and addressing bullying behaviour.

We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

Definition of bullying

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.

Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour.  Strategies to deal with inappropriate behaviour that is not bullying are provided for within the school’s Code of Behaviour.

What can bullying look like?

Bullying behaviour can take many forms, which can occur separately or together. These can include the following, which is not an exhaustive list:

Direct bullying behaviour

Physical bullying behaviour

• Physical bullying behaviour includes pushing, shoving, punching, kicking, poking, and tripping It may also take the form of severe physical assault. While students can often engage in “mess fights” they can sometimes be used as a disguise for physical harassment or inflicting pain.
• Personal property can be a focus of attention for bullying This may result in damage to clothing, mobile phone or other devices, schoolbooks and other learning material or interference with a student’s locker or bicycle. The contents of school bags and pencil cases may be scattered on the floor. Items of personal property may be defaced, broken, stolen or hidden.

Verbal bullying behaviour

• Continual name­calling directed at a student which hurts, insults, or humiliates the student should be regarded as a form of bullying Often name­calling of this type refers to physical appearance; for example, size or clothes worn or gender identity. It can also refer to a student’s accent, distinctive voice characteristics, academic ability, race or ethnic origin.

Written bullying behaviour

• Written bullying behaviour includes writing insulting remarks about a student in public places, passing around notes about or drawings of a

Extortion

• Bullying behaviour can involve Extortion is where something is obtained through force or threats.

Indirect bullying behaviour

Exclusion

• Exclusion bullying behaviour occurs where a student is deliberately and repeatedly isolated, excluded or ignored by a student or group of

Relational

• Relational bullying behaviour occurs when a student’s attempts to socialise and form relationships with peers are repeatedly rejected or Common forms include control: “Do this or I won’t be your friend anymore”; a group of students ganging up against one student; non­verbal gesturing; malicious gossip; spreading rumours about a student; giving a student the “silent treatment”; and the deliberate manipulation of friendship groups to make someone unpopular.

Online bullying behaviour:

Marian College is committed to preventing cyberbullying. We educate our students about responsible online behaviour and how to maintain safety in the digital space. Parents are encouraged to remain vigilant regarding their children’s use of technology, and staff closely monitor online interactions when students use school computers.

Online bullying behaviour (cyberbullying) is carried out through the use of information and communication technologies such as text or direct messaging/instant messaging, social media platforms, e­mail, apps, digital gaming sites, gaming consoles, chatrooms and other online technologies.

This form of bullying behaviour can include:

• sending or sharing nasty, insulting, offensive, and/or intimidating messages or images via text messages, emails, direct messages or other websites or apps
• posting information considered to be personal, private and sensitive without consent
• making and/or participating in fake profiles on a social network to impersonate and/or humiliate other students
• excluding or disrupting access to a student on purpose from online chat groups, access to accounts or from an online game
• identity-based bullying—such as homophobic, racist, or gender-related bullying. The use of offensive language or derogatory comments based on someone’s perceived or actual identity (e.g., sexual orientation, ethnicity, or gender) is strictly against school policy. Homophobic name-calling or slurs will be addressed immediately as a breach of the school’s Anti-bullying Policy.

Even though a message may be posted online just once by a student it can be considered bullying behaviour as it may be seen by a wide audience where it is intended to be shared or has a likelihood of being shared multiple times and is thus repeated.

As online bullying uses technology to carry out bullying behaviour and does not require face­to­face contact it can occur at any time. Many types of bullying behaviour can be facilitated through online bullying. In many cases online bullying can relate to an “offline” experience with someone known to the student. This type of bullying may involve forms of sexual exploitation including but not limited to, sextortion and the non­consensual sharing of intimate images. The sharing or threatened sharing of images without consent is a criminal offence.

It is important to note that the age of criminal responsibility is twelve years of age. Allegations of actions such as threats of physical violence/intimidation, discriminatory hate speech and or sexual harassment will be reported to the relevant authorities when necessary.

Signs and Effects of Bullying

Bullying can severely affect students in a variety of ways, such as:

• Increased anxiety or insecurity
• Loss of confidence and self-esteem
• Changes in behaviour, mood swings, or reluctance to attend school
• Poor academic performance or difficulty concentrating
• Physical signs, such as unexplained bruises or damaged belongings
• Withdrawal from social activities or peer relationships
• Expressions of suicidal thoughts or behaviours

Parents and staff are encouraged to stay alert to any changes in a student’s behaviour that might indicate they are experiencing bullying.

Section A: Development of our Bi Cineálta Policy to Prevent and Address Bullying Behaviour

All members of our school community were provided with the opportunity to input into the development of this policy.

Section B: Preventing Bullying Behaviour

The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

A positive school culture and climate which:

• is welcoming of difference and diversity and is based on inclusivity.
• encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment.
• promotes respectful relationships and rejects their opposite across the school community.

Fostering a Positive School Culture

Central to the prevention of bullying at Marian College is the promotion of a positive and respectful school culture. We aim to create an environment where inclusion and respect are central to all interactions. The school leadership team, staff, students, and parents work collaboratively to build an atmosphere of trust and support. Regular communication between staff, students, and parents encourages an open dialogue, ensuring any concerns related to bullying behaviour are addressed early and effectively.

Curriculum and Educational Programmes

At Marian College, we use the curriculum as a key tool to develop students’ understanding of respect, empathy, and the impact of bullying behaviour. Subjects such as Social, Personal and Health Education (SPHE) and Civic, Social, and Political Education (CSPE) incorporate lessons on building healthy relationships, the importance of inclusion, and strategies for standing up to bullying.

Building Strong Relationships and a ‘Telling’ Environment

Research consistently shows that a strong sense of connection between students and trusted adults is essential for bullying prevention. Therefore, Marian College encourages students to speak out if they experience or witness bullying behaviour. Our staff are encouraged to be approachable and responsive to concerns, ensuring that all students feel heard and supported.

• The concept of a trusted adult is promoted throughout the school, where students know they can approach any member of staff if they feel threatened or witness bullying behaviour.
• Year Heads will maintain regular, informal contact with students to develop strong personal relationships and monitor student wellbeing.

Effective leadership

We adopt a school-wide approach and a shared understanding of what bullying is and its impact. We focus on education and prevention strategies, including awareness raising measures.

Staff responsibilities during school day supervision

The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures):

• To be on time for supervision
• To actively patrol their designated area for the specified time
• To actively monitor the classrooms and corridor areas.
• To observe closely, interacting with students, encouraging community and inclusiveness and querying those that appear isolated.
• To deal with any issues that may arise in the course of supervision and record if necessary on VSWare. If a problem persists, the supervisor should inform the relevant Year Head or Class Tutor, or in their absence the Deputy Principal.
• In the event of an emergency evacuation, the supervisor should ensure that all students on exit the building via the correct route.
• Supervisors must spend the time monitoring their designated area, other school work e.g. correcting copies, preparing for classes, meeting with students, organising events etc. must not take place during supervision duties as this is not acceptable from a Health and Safety or Bí Cinealta perspective.
• Supervisors should brief the Tutor/Year Head in relation to anything unusual they notice e.g. a student who may not appear to be getting on with their peers, cases of isolation etc

 Preventative Strategies

Student Charter – Bullying

We will not bully other pupils

We will care for each other’s safety and well being

We will try to help pupils who are bullied

We will make every effort to include pupils who are left out

We will report all incidents of bullying

We will not touch another’s belongings without their permission

We will not upset, insult, hurt, jeer others or frequently use derogatory names

We won’t tolerate bullying of any description in this class

Whole school approach

• Model respectful behaviour to all members of the school community at all times.
• Weekly student leadership, Care and Sen team Meetings
• Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school. – SPHE, RSE and Wellbeing programmes and subject curricula
• Display key respect messages in classrooms, in assembly areas and around the school.
• Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attention- positive feedback through the school year and at assemblies including systems of encouragement and rewards
• Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
• Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
• Explicitly teach pupils about the appropriate use of social media- digital media literacy progammes at junior cycle. School has various digital policies also around acceptable use
• Positively encourage pupils to comply with the school rules on mobile phone and internet us
• Follow up and follow through with pupils who ignore the rules.
• Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social medi
• All staff can actively watch out for signs of bullying behaviour.
• Ensure there is adequate outdoor supervisi
• Support the establishment and work of student councils and Marist leadership programme
• Reinforce message throughout the school year and at various key focus dates: active week, diversity week, Marist week, positive mental health week
• Through extra-curricular sports and clubs
• Through 1 to 1 guidance/ counselling
• Through SCP programme
• Feedback information to teaching staff from primary schools
• Induction programme for 1^st years and team building programme
• CPD / guest speakers for staff and parents and students
• FUSE programme
• 1^st year circle time and paired reading programme
• Regular assemblies

Please note additional preventative strategies at Appendix 1

Section C: Addressing Bullying Behaviour

All teachers have the responsibility for addressing bullying behaviour.

The primary aim in addressing reports of bullying behaviour should be to stop the bullying behaviour and to restore, as far as practicable, the relationships of the students involved, rather than to apportion blame.

When bullying behaviour occurs, the school will:

• ensure that the student experiencing bullying behaviour is heard and reassured
• seek to ensure the privacy of those involved when possible
• conduct all conversations with sensitivity
• consider the age and ability of those involved
• listen to the views of the student who is experiencing the bullying behaviour as to address the situation
• take action in a timely manner
• inform parents of those involved

Identifying if bullying behaviour has occurred

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineáltas: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm.  The harm caused can be physical, social and/or emotional in nature.  Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.  The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.

To determine whether the behaviour reported is bullying behaviour you should consider the following questions:

1. Is the behaviour targeted at a specific student or group of students?
2. Is the behaviour intended to cause physical, social or emotional harm?
3. Is the behaviour repeated?

Note: One-off incidents may be considered bullying in certain circumstances.  A single hurtful message posted on social media can be considered bullying behaviour as it has a high likelihood of being shared multiple times and thus becomes a repeated behaviour.

Reporting Procedures

All bullying behaviour will be recorded.  This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents/guardians.  The actions and supports agreed to address bullying behaviour will be documented.  If the bullying behaviour is a child protection concern, the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.

The student who is being bullied has to tell someone for the procedure to initiate. The student should talk to someone that they feel comfortable with i.e., Year Head, Class Tutor, Principal, Deputy Principal, Guidance Counsellor, HSCL, a teacher, their Parents/guardians, or a senior student

The person above, to whom the incident has been reported, should refer to the relevant Year Head.

The staff member (Year Head) who has been informed, will talk to the student(s) involved and document the incident. All reports of bullying, no matter how trivial, will be noted, investigated and dealt with by teachers.

In cases of a complaint regarding a staff member, this should be raised with the staff member in the first instance and if necessary, with the principal.

The Year Head will take a logical, problem-solving approach when dealing with incidents of bullying behaviour reported by students, staff or parents/ guardians. When analysing incidents of bullying behaviour answers to questions of what, where, when, who, why, will be sought. This will be done in a calm manner, setting an example in dealing effectively with a conflict, in a non-aggressive manner. Written records of all incidents must be kept and submitted to senior leadership.

These incidents will be investigated in private, away from the classroom.

• The Year Head will speak separately to the students involved, to get both sides of the story. If a group of students are involved, each member will be interviewed individually and asked to give a written account of what happened.
• All interviews will be conducted with sensitivity and with due regard to the rights of all students concerned.
• Students who are not directly involved can also provide very useful information in this way
• All students involved will provide a written report of the incident
• The Deputy Principal will be informed following the initial documentation process.
• Parents/Guardians may be requested to sign a photocopy of their child’s incident report.
• The Deputy Principal /Yearhead will contact the parents/guardians of all involved as quickly as possible
• The Guidance Counsellor may act as a support for all involved at any of the above stages The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):
• The Year Head must complete the bullying form below at Appendix 2 and submit to the Deputy Principal.
• If it is concluded that a student has been engaged in bullying behaviour, it will be made clear to them how the student is in breach of our Code of Behaviour and the student will be asked to try to see the situation from the victim’s point of view. The student will be instructed to cease this unacceptable behaviour immediately.
• If a party feels unable to take part in restorative practice an adult proxy will be used to participate on their behalf. The adult proxy will communicate the experience of the aggrieved individual and will inform them of the alleged perpetrator’s responses.
• Reporters and those accused will be kept informed of the progress of the investigation
• Parents/Guardians of both parties involved will be informed of the situation and the actions taken by the school will be explained to them. They will be asked to reinforce or support the actions taken by the school
• If the incidents continue parents/guardians will be asked to come to the school to discuss the situation with the Year Head/ Deputy Principal. At this meeting counselling or other intervention will be suggested to bring about a resolution to the situation.

Conclusion of the intervention

• Our aim is to bring about a change in behaviour, so bullying does not re occur. The wellbeing of our students is of paramount importance to us.
• At the completion of the school-based intervention, parents/guardians will be asked to indicate in writing that the school has intervened in the situation.
• If there are any further incidents after parents/guardians have met with the Year Head/ Deputy then further meetings will take place with the Principal where suspension or in exceptional circumstances expulsion may be discussed
• The Guidance Counsellor/Year head will meet with the students after a period of time to ensure that bullying has ceased.
• The Counsellor may meet with individuals to provide support for students affected by bullying.
• In the case of cyberbullying that may happen in the school, if the person responsible for the content is known, the student will be asked to remove it, and their parents/guardians will be informed. If it continues it will be reported to the social networking site. A record of the cyberbullying will be kept as evidence and may ultimately be reported to the service provider, Gardai.
• Should parties fail to achieve resolution parents can access the school’s agreed Complaints Procedure through the board of management

Supporting all involved

Bullying is not accepted or tolerated in our school. Students are a powerful channel of change and learning not to accept bullying and how to deal with bullying, if it occurs, is a life skill. Students have a duty to make school and class a safe and happy place, which is inclusive of all.

The Bully

It is generally accepted that bullying is a learned behaviour. It is also of note that many bullies suffer from a lack of confidence and have low self-esteem. It is not uncommon to find that students who engage in bullying behaviour have been bullied themselves.  The school will work with students who have displayed bullying behaviour to help them understand the consequences of their actions. Support strategies, including counselling and mentoring, will be offered, and behavioural targets will be set and reviewed regularly.

The Victim

Students are most at risk of becoming victims if they react in a vulnerable and distressed manner. The seriousness and duration of the bullying behaviour is directly related to the victims continuing response to the verbal, physical or psychological aggression. It is imperative that any incident of bullying is reported as soon as possible so that it may be addressed quickly. Victims will be offered emotional support through the school’s pastoral care system. This may include access to the school counsellor and referrals to external agencies, such as the National Educational Psychological Service (NEPS), if necessary. The school will continue to monitor the victim’s wellbeing post-intervention.

How to react if you think you are being bullied?

The following advice is shared with all students during Pastoral Care and is reinforced during general SPHE classes and specifically during our Fuse anti-bullying engagement:

• Inform your parent/guardian or a trusted adult.
• Do not retaliate. This feeds into bullying/cyberbullying and could make other people think you are part of the problem.
• Block the bully from all of your social media accounts. Change your password and contact details.
• Save the evidence (screen shot). Keep a record of every message but do not reply to any bullying messages.
• Show or give the record of the bullying messages to your parent/guardian.
• If the cyberbullying persists or gets worse, your parent/guardian can:

File a complaint with the website, ISP, or mobile phone company. There is generally a link on the website’s homepage for reporting concerns.

Contact the Gardai if the cyberbullying includes any threats.

The Responsibilities of Students who witness incidents of bullying

Students should realise that they have a responsibility for the safety and welfare of fellow students. If any student is aware that bullying is taking place the student/they have a responsibility to tell someone who is in a position to help e.g. Year Head, Class Tutor, staff member Parents/guardians, or fellow students. Every student has the right to feel secure and safe for having the initiative to report, even if what the student reports turns out not to be bullying, the student has acted correctly.

School Involvement

A classroom atmosphere of discipline, based on mutual respect, courtesy and cooperation is created by teachers in all classes. Teachers are also aware of the importance of vigilance and monitoring, not only in class, but also going to or from classrooms and during breaks. Teachers have collective responsibility for ensuring our environment is a safe place for our students. In addition, school-based initiatives will reinforce positive behaviour and certain programmes such as SPHE and pastoral care reinforce appropriate behaviour.

Conclusion

At the centre of our whole school response to bullying is the creation of a positive school climate which focuses on respect for the individual. We all have a responsibility for the safety and welfare of each other. It is important that we have a programme of support for those affected by bullying behaviour and those involved in bullying behaviour if this occurs. Our school policy on anti-bullying is an influential measure in countering inappropriate or bullying behaviour as all partners in education i.e. students, teachers and parents/guardians have cooperated in its formulation.

Section D: Oversight

The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures.

This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.

This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.

Bro. PJ McGowan                        Date: 8/9/25

Chairperson of Board of Management

Pat Glover                                    Date: 8/9/25

Principal/Secretary of the Board of Management

Date:   8/9/2025

Appendices:

• Appendix 1 – Promoting a positive school culture – Strategies
• Appendix 2 – Template for Recording Bullying Behaviour
• Appendix 3 – List of Supports
• Appendix 4 – Promoting Wellbeing at School
• Appendix 5 – Board of Management Anti-bullying Update Marian College
• Appendix 6 – Annual review of the Bí Cineálta Policy

This policy is annually reviewed under child protection / risk assessment.