Perspectives on bullying behaviour (2024)

Chapter 7 - Perspectives on bullying behaviour (2024) (PDF)

Cineáltas

Ensuring that every child and young person feels recognised, valued and understood is at the heart of the Department of Education and Youth vision for schools. The department’s Cineáltas: Action Plan on Bullying (2022) [1] is a whole-of-education strategy approach to preventing and addressing bullying behaviour in schools. It covers bullying in all its forms, whether online or offline, and includes bullying based on race, gender identity, sexual orientation and sexual harassment.

Cineáltas is rooted in the department’s Wellbeing Policy Statement and Framework for Practice [2], as well as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) guidance on whole-of-education responses to bullying [3]. It reinforces the commitment to fostering inclusive school communities where every child and young person’s rights are upheld.

Cineáltas is underpinned by four guiding principles: prioritising prevention; supporting school communities; strengthening oversight and awareness; and fostering a renewed sense of partnership and collective responsibility. These principles support schools in creating inclusive, caring environments where every child feels safe, valued and supported.

[1] Available at: https://www.gov.ie/en/department-of-education/publications/cine%c3%a1ltas-action-plan-on-bullying/

[2] Available at: https://assets.gov.ie/static/documents/wellbeing-policy-statement-and-framework-for-practice-20182023.pdf

[3] UNESCO (2020). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. UNESCO Digital Library. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000374794

2024 developments

In June 2024, the department published new procedures for schools, the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary School [4]. The new procedures are grounded in a child-rights-based and partnership approach. Bí Cineálta emphasises the importance of children and young people, staff, parents and boards of management collaborating to prevent and address bullying behaviour. The procedures address contemporary challenges, including cyberbullying, gender identity-based bullying and sexual harassment. In addition, they require schools to develop an individual Bí Cineálta policy in consultation with the whole-school community and to review that policy annually. The procedures came into effect from the commencement of the 2025/2026 school year.

The department also established an Implementation and Evaluation Group, chaired by the Secretary General, to oversee the delivery of all actions under Cineáltas.

In September 2024, a national Cineáltas showcase event for schools was held to recognise, celebrate and disseminate best practice among schools in preventing and addressing bullying behaviour. The department also distributed the Cineáltas flag to all schools, symbolising the shared values of kindness, respect, equality and inclusion that underpin the national approach.

[4] Available at: https://assets.gov.ie/static/documents/bi-cinealta-procedures-to-prevent-and-address-bullying-behaviour-for-primary-and-post-.pdf

Inspection – a focus on preventing and addressing bullying

Cineáltas: Action Plan on Bullying (2022) [5] was followed by the department’s Cineáltas Implementation Plan 2023 – 2027 [6], which was published in April 2023. One of the actions in the implementation plan is that the Inspectorate will prepare an annual report, for five years, on the views of children, young people and parents on how their school prevents and addresses bullying behaviour. This report is the second of the five annual reports.

The first Inspectorate report, Perspectives on Bullying Behaviour (2023) [7] was published in 2024. That report drew on survey responses from over 2,300 children and young people, 3,300 parents, 800 teachers and 64 principals across 106 schools. The report highlighted that, generally, parents, teachers and students viewed schools as positive places where bullying was not tolerated. Challenges were also identified - especially in post-primary education, where a significant number of students (almost one-third) indicated that they felt unwelcome. Many post-primary students surveyed for the 2023 report expressed concerns about the effectiveness of schools in managing bullying behaviour.

This second Inspectorate report, Perspectives on Bullying Behaviour (2024), is informed by data that was gathered through an online survey that was conducted during Anti-Bullying Week 2024. Responses were gathered from 4,818 children and young people, 5,155 parents and 1,336 principals and teachers [8]. The survey explored a range of perspectives on school-related bullying behaviour and the impact of whole-school, anti-bullying initiatives. It included multiple-choice response options, rating scales and open-ended questions to gather both numerical data and descriptive responses. Closed questions were used to collect factual, quantitative data.

This report uses the survey data to explore the strategies used by schools during 2024 to prevent and address bullying behaviour. It presents the perspectives of children, young people, parents, teachers and principals on the impact of these efforts and highlights areas for further improvement. The report outlines approaches that have been proven to be effective in fostering a culture where every child feels valued, included and safe. It also includes a focus on cyberbullying.

This report, like the 2023 report, recognises that children and young people are profoundly shaped by the social context in which they live. They influence and are influenced by social relations and the broader culture [9]. The Cineáltas Implementation Plan set out a range of ways in which teachers would have access to appropriate up-to-date training on measures to prevent and address bullying. Training to support school leaders to implement the Bí Cineálta procedures commenced in the latter months of 2024. It is essential that school leaders create regular opportunities for teachers to meet and discuss whole-school approaches to bullying behaviour. Teachers also have a professional responsibility to communicate any gaps they perceive in their training. With the support of school leadership, they should be enabled to access professional learning opportunities that are appropriately aligned to their current needs. Ultimately, teachers carry a professional responsibility to provide a safe, inclusive learning environment for the children and young people in their care.

Like the 2023 report, the findings of this report are organised around the four key areas of the department’s Wellbeing Policy Statement and Framework for Practice: culture and environment; curriculum (teaching and learning); policy and planning; and relationships and partnerships.

[5] Available at: https://assets.gov.ie/static/documents/cinealtas-action-plan-on-bullying.pdf

[6] Available at: https://assets.gov.ie/static/documents/cinealtas-implementation-plan-2023-2027.pdf

[7] Available at: https://assets.gov.ie/static/documents/perspectives-on-bullying-behaviour-2023.pdf

[8] Note: Percentages are based on the valid responses to each individual question (1,039 primary/special pupils and 3,779 post-primary students). Minor variations in response numbers occurred across questions. No statistical significance testing was conducted.

[9] Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press

Limitations of this report

Several limitations should be considered when interpreting the findings presented in this report. The report is based solely on the responses collected. As purposive sampling was used, findings are generalisable only to the sampled population, not the wider population. Some divergent views are present in the data and are discussed in relevant sections.

This report presents survey responses from a single point in time, relying on participants’ personal accounts and interpretations of bullying behaviour, which may vary by context. No statistical comparisons have been made with the 2023 survey data, and differing response rates between years may introduce bias and affect generalisability. Consequently, the report does not establish direct correlations or causality. Nonetheless, similar and contrasting trends to those observed in 2023 are noted where relevant.

Children and young people’s experiences of bullying behaviour:

• 25% of primary/special school students perceived that they had experienced bullying behaviour (one in every four)
• 17% of post-primary students perceived that they had experienced bullying behaviour (one in every six)
• 29% of parents reported their child was involved in an incident of bullying behaviour

Reporting bullying behaviour to a trusted adult:

• 63% of primary students who perceived that they had experienced bullying behaviour told an adult
• 50% of affected post-primary students who perceived that they had experienced bullying behaviour told an adult

Effectiveness of interventions:

• Primary schools: 70% of students who told an adult received support and for 45% of those students who told an adult the bullying stopped
• Post-primary schools: 67% of students who told an adult received support and for 43% of those students who told an adult the bullying stopped.

Creating a positive and welcoming school environment

According to the survey responses, almost all principals and teachers (92%) indicated that there was a positive atmosphere in their school and that their school welcomed all children and young people (97%). The Children’s School Lives (CSL) national study report (2019 – 2023) [10] provides comparable evidence that aligns with this.

[10] Available at: https://cslstudy.wpenginepowered.com/wp-content/uploads/2023/12/CSL-Report-Number-6-v6.pdf

Most children and young people attending primary and special schools (88%) indicated that their school was a positive place to be, a figure in line with the 2023 findings. The majority of post-primary students (73%) agreed that their school was a positive place to be. However, older respondents in post-primary schools, particularly those in transition year and sixth year, were significantly less positive than those in first year. This may reflect the increased academic demands of sixth year, or the more complex social or peer-related challenges experienced by older children.

Almost all children and young people in primary and special schools (93%) and most young people in post-primary schools (82%) indicated that their school welcomed all students, irrespective of appearance, abilities, backgrounds, interests or lifestyle. Most (79%) indicated that words and images that encouraged respect were displayed around their school.

Most parents (87%) indicated that there was a positive atmosphere in their child’s school. Furthermore, almost all parents (93%) indicated that their child’s school was welcoming of all children and young people. Almost all principals and teachers indicated that the atmosphere in their school was positive (92%) and that all students were welcome in their school (97%).

Most children and young people in primary and special schools (74%) and most young people in post-primary schools (82%) confirmed that events were organised during the year to make their school a more welcoming place. Most children and young people in primary and special schools (83%) and most young people in post-primary schools (83%) indicated that they were supported and encouraged to take part in activities at lunchtime and after school.

Respondents were asked to share examples of activities that contributed to making their school a welcoming and positive environment. In their responses, children and young people highlighted a variety of initiatives, including inclusive events and celebrations, peer support programmes such as buddy systems and peer mentoring, extra-curricular activities and classroom practices such as group projects. They also referenced activities that encouraged student participation and leadership in school life, and school-wide initiatives such as anti-bullying campaigns.

Creating a respectful school community

Almost all children and young people in primary and special schools (90%) indicated that their school did not allow the use of disrespectful words and phrases. However, respondents in senior primary classes reported higher rates of disrespectful language. While 82% of students in third class confirmed that disrespectful language was not allowed, only 58% of students in sixth class indicated the same.

In post-primary schools, most students (76%) indicated that their school did not permit the use of disrespectful language. These findings are in line with the CSL Report 6 (2023) [11], which documents that the vast majority of children in primary and special schools perceive their school environment as one where disrespectful language is not tolerated. However, similar to the findings of this report, the CSL study also finds that older children, particularly those in senior classes, report higher incidences of disrespectful language, indicating a potential decrease in perceived enforcement as children and young people progress through the school system.

Most principals and teachers (88%) and most parents (80%) indicated that standards of behaviour were generally good. The majority (68%) of children and young people in primary and special schools indicated that most students in their class or year group were well behaved. Young people in post-primary schools were less positive; 57% indicated that this was true in respect of students in their year group. Almost a third (31%) indicated that this was sometimes true with over a tenth (13%) indicating that this was rarely or never true in respect of students in their year groups.

Most children and young people in primary and special schools (77%) confirmed that students in their school were encouraged and rewarded for positive behaviour. However, 13% were unsure and 10% did not agree that this was established practice in their school. In post-primary schools, more than half of the respondents (58%) indicated that such positive incentives were in place. Almost a fifth (19%) indicated that this did not happen and the remaining 23% were unsure.

Almost all children and young people in primary and special schools (94%) and most post-primary students (82%) indicated that they felt respected by their teachers. Most parents (85%) indicated that, in their experience, children and young people in their child’s school were treated fairly and respectfully. Almost all principals and teachers (94%) indicated that this was true in respect of their school.

[11] Ibid

Confidence in school rules

Almost all children and young people in primary and special schools (92%) indicated that there were clear rules in their school about not hurting other people. Most (80%) agreed that the rules in their school helped to prevent bullying. Over three-quarters (76%) indicated that most students in their school followed the school rules related to bullying.

Most post-primary students (83%) indicated that, in their school, there were clear rules about not hurting other people. Two-thirds of post-primary students (66%) expressed confidence in their school’s rules. A concerning finding was that over one in every five post-primary students (21%) indicated that the students in their school did not follow the rules in relation to bullying.

While most principals and teachers (77%) indicated that the code of behaviour was implemented consistently in their school, almost one in every eight principals (12%) disagreed.

A sense of belonging

Almost all principals and teachers (96%) indicated that an important goal for their school community was to support students to have a sense of belonging and connection. Most children and young people in primary and special schools (87%) indicated that they felt a sense of belonging to their school. Under a tenth (9%) indicated that this was sometimes true in their case. For the remaining 4% of respondents, it was either rarely (2.5%) or never (1.7%) true.

A tenth of post-primary students (10%) indicated that they rarely or never felt a sense of belonging to their school. Approximately a fifth (21%) indicated that they sometimes felt like they belonged. Most parents (84%) were confident that their child felt a sense of belonging and connection to school.

Most parents (85%) indicated that their child was included by their peers in classroom and school life, if they wished to be. Similarly, most children and young people (89%) indicated that they were included by their classmates in the classroom and during recreation times, if they wanted to be. Students in post-primary schools were less positive. While 78% indicated they were included by their classmates, 15% indicated that this happened only sometimes. 7% indicated that this rarely or never occurred.

Feeling safe to be oneself

5% of children and young people in primary and special schools indicated that it was rarely or never safe to be themselves in school. Meanwhile, 8% felt it was sometimes safe. While the majority of young people in post-primary schools (71%) indicated that it was safe to be themselves in school, 18% indicated that this was sometimes true. The findings at post-primary level mirror the findings of the 2023 report. For the remaining 11% of the post-primary students, it was rarely or never safe to be themselves in school.

Research by Porter et al. (2021) [12] within the context of the United Kingdom underscores that feeling part of the school and feeling safe are deeply interconnected. Supportive relationships with teachers and peers help children and young people to feel both recognised and accepted. This is crucial to ensuring that children and young people feel safe to be themselves. Such a sense of psychological safety acts as a buffer against potential ridicule or threats to self-esteem and is associated with a range of positive outcomes, including improved mental health, self-esteem and academic success.

Feeling safe and cared for in school

Almost all children and young people in primary and special schools (93%) confirmed that their teachers supervised them during recreation periods. However, a significant proportion felt that their opinions were not considered regarding areas and times when additional supervision might be required. 71% of children and young people were either unsure or disagreed that they had been asked for their ideas. In post-primary schools, almost all students (91%) indicated that their teachers supervised them on the corridors and common areas during break times and lunchtimes. 70% were either unsure or disagreed that they had been asked for their views on the efficacy of whole-school supervision practices.

Most children and young people in primary and special schools (75%) were confident that their teacher watched out for signs of bullying behaviour. Almost a fifth (19%) were unsure. Notably, more than one in every two children and young people in post-primary schools (54%) confirmed that staff in their school watched out for signs of bullying behaviour. Over a tenth (14%) disagreed and approximately a third (32%) were unsure. This finding is interesting as it presents the perception of children and young people in terms of whether the adults were consciously looking out for them and scanning for signs of bullying behavior. The perception that an adult is looking out for them may directly help to contribute to the child or young person’s sense of safety.

In their survey responses, most parents (89%) indicated that they felt their child was safe in school. Almost all principals and teachers (96%) confirmed that the creation of a safe environment for children and young people was a priority in their school. In their qualitative commentary, many principals highlighted the importance of ensuring that adequate supervision levels were in place:

[12] Porter, T., McDermott, H., Daniels, H. and Ingram, J. (2021). Feeling part of the school and feeling safe: Further development of a tool for investigating school belonging. Educational Studies. p. 3

Responding to bullying behaviour

Almost all children and young people in primary and special schools (92%) indicated that bullying was not tolerated in their school. Similarly, in post-primary schools, most students (86%) confirmed that bullying was not accepted in their schools. Most parents (82%) were confident that bullying was not accepted in their child’s school. Principals and teachers were more confident, with almost all (95%) indicating that bullying was not acceptable in their school.

Almost all children and young people in primary and special schools (94%) indicated that they were encouraged to report bullying concerns in their school. In post-primary schools, almost two-thirds of respondents (64%) indicated that the students in their school understood that they had a role to play in preventing bullying. However, almost a quarter (23%) were unsure and over a tenth (13%) disagreed. Similar responses were returned at post-primary level in respect of a survey item asking if the importance of reporting bullying was understood by students in the school. While 65% indicated that this was the case, 14% disagreed and the remaining 21% were unsure.

In their qualitative commentary, principals and teachers highlighted the importance of accessible reporting mechanisms, support and referral services.

A significant minority of all parents surveyed (29%) indicated that their child had been involved in a bullying incident in school. Of these parents, over half (56%) indicated that the way in which the school had handled this incident was effective while 29% disagreed. In addition, over half of these parents (53%) indicated that the school had adhered to the procedures outlined in its anti-bullying policy.

Learning experiences

Most children and young people in primary and special schools (89%) confirmed that their teachers gave them regular opportunities to collaborate with other students in pairs or in small groups. Most post-primary respondents (80%) indicated that their teachers facilitated them to engage in collaborative learning with their peers. Over a tenth of students (11%) disagreed.

In their survey responses, almost all (92%) respondents in primary and special schools indicated that they had learned how to interact in a friendly and kind way in their class. However, responses from post-primary students were less positive, with 76% indicating that they had received similar guidance.

In line with the 2023 report, most post-primary students (79%) confirmed that they had received opportunities to learn how to interact respectfully online. Over a tenth (12%) indicated that this had not happened in their schools. Similar findings were evident among students in primary and special schools; most (79%) confirmed that they had learned about respectful online interactions, while 10% disagreed.

Principals and teachers were confident that, in their school, children and young people were taught how to communicate and behave respectfully (91%). They were less confident about children and young people’s learning about behaving respectfully in an online environment; 84% confirmed that students learned how to behave respectfully online in their school.

Learning to recognise and respond to bullying behaviour

In primary and special schools, most children and young people (87%) confirmed that their teachers helped them to learn about different types of bullying. They indicated that they had learned to recognise if someone was trying to bully them or someone else (85%) and that they had discussed what to do if they were being bullied (89%).

Most post-primary students also confirmed that they had learned about different types of bullying (83%), how to recognise bullying behaviour (74%) and the actions to take if they were being bullied (72%).

Survey responses from almost all principals and teachers indicated that, in their school, children and young people learned how to recognise bullying (91%), how to respond to bullying (90%) and about the different forms bullying could take (93%). Most parents agreed that their child’s school provided them with opportunities to learn about bullying (84%), that their child had learned how to recognise if someone was trying to bully them or someone else (79%), and that their child had learned how to respond to bullying (68%). Most (75%) also agreed that their child had learned in school about different forms of bullying.

Many principals and teachers provided examples of how they had noticed improvements in children and young people’s ability to recognise and respond to bullying behaviour.

The value of learning about bullying

Most children and young people in primary and special schools (81%) found their lessons on bullying to be helpful. In contrast, post-primary students were less positive, with almost two-thirds (63%) agreeing that their classroom based learning about bullying was helpful. The remaining students either disagreed (18%) or were unsure (19%).

In their qualitative commentary, many teachers highlighted the value of the social personal and health (SPHE) curriculum, while a few commented on the challenges of ensuring that the curriculum remained relevant in a time of misinformation on social media and political shifts, particularly from extreme influences. Some also referenced the need to educate children and young people about the importance of positive bystander interventions in bullying incidents.

Involvement in policy development and review

Almost all parents (90%) confirmed that their child’s school shared school policies with them. However, less than half (41%) could confirm that the school sought their input in the development of these policies. Around one-third of parents (34%) indicated that they had been asked for their views on the school’s work to prevent and address bullying, 44% were unsure and approximately one-fifth (22%) disagreed. 22% of parents indicated that their child’s school had made changes based on what parents said in relation to bullying, 65% indicated that they did not know and the remaining 12% disagreed.

While principals and teachers were confident that the anti-bullying policy was readily available to the school community (94%), they were less certain about parents’ opportunities to contribute to its development and review (60%). Most (81%) indicated that teachers were given an opportunity to contribute to the development and review of this policy. While 78% of principals and teachers were confident that their school’s anti-bullying policy was reviewed annually, almost a fifth (18%) indicated that they had no strong opinion on this survey item, suggesting that they may not have been involved meaningfully in this process.

Most primary and post-primary students (79% and 83% respectively) indicated that they were familiar with their school’s anti-bullying policy. 61% of principals and teachers indicated that students were involved in the process of developing and reviewing the anti-bullying policy. However, less than half of post-primary students (49%) felt that their teachers had solicited their ideas on preventing and addressing bullying. Of the students who had been asked to share their ideas, 55% believed that their school had made changes based on these suggestions. In primary and special schools, 60% indicated that they had been asked for their ideas but less than half (44%) of these children and young people felt that these suggestions had led to any noticeable changes.

Perceptions of policy effectiveness

Most principals and teachers agreed that their anti-bullying policy fully informed their school’s work to prevent and address bullying behaviour (89%), that the policy was consistently implemented (82%) and that it was effective in addressing bullying concerns (79%).

In primary and special schools, while most children and young people (71%) indicated that the students in their class understood that they had a role to play in preventing bullying, 8% disagreed and over one-fifth (21%) were unsure.

Most children and young people in primary and special schools (75%) confirmed that they had not experienced bullying behaviour in school, while 25% perceived that they had been bullied. In numerical terms, this means that 259 of the children surveyed indicated that they had experienced bullying.

250 children in primary and special schools responded to the survey item on whether or not they had told an adult in their school that they were being bullied. Of these children, most (63%) indicated that they had told an adult, but over a third (37%) indicated that they had not.

There were 158 responses from children in primary and special schools to the survey item about whether the school had responded once they had been informed about the bullying. 70% of those who responded to this question indicated that they were helped after telling an adult, and 45% said that the bullying stopped. However, 30% perceived that they were not helped, and 45% indicated that the bullying continued despite the respondent having reported it to the school. These figures underline the need for schools to build greater trust among students and ensure that support systems are responsive, visible and consistently effective in addressing bullying when it is reported.

Survey responses from children and young people in primary and special school in both years, 2023 and 2024, reveal enduring challenges in how bullying is addressed within schools. While many feel able to report bullying to adults and receive support, a significant minority remain reluctant to disclose their experiences or feel dissatisfied with how schools handle such situations. Persistent concerns include delays in school responses, perceptions of inadequate support and ongoing bullying despite intervention. These patterns suggest that, although efforts have been made to support students, there is still a need for more effective, student-centred approaches, including involvement in policy making, to ensure all children and young people feel safe and supported in their schools.

83% of post-primary students confirmed that they had not experienced bullying. 17%, or 650 students, perceived that they had experienced bullying.

599 post-primary students responded to the survey item on whether or not they had told an adult in their school that they were being bullied. Of these students, 50% indicated that they had told an adult in their school that they were being bullied. The remaining 50% indicated that they had not done so.

292 post-primary students completed the survey item on how the school had acted once they had learned about the bullying. Of these, 64% confirmed that the school had responded quickly while 36% indicated that the school had not dealt with the bullying in a timely manner. When asked if the school had helped them when they were being bullied, 67% of students indicated that they had been helped, while 33% perceived that they had not been supported. 43% confirmed that the bullying ceased because of the actions taken by the school whereas 57% perceived that the bullying had continued despite the school’s involvement.

Survey responses from post-primary students indicate that one in every six reported being bullied. While it remains the case that only about half of those affected have felt able to tell an adult at school, it is positive that most of those who shared their experience felt the response from staff was timely and supportive. Nonetheless, a significant number of children and young people continue to feel that interventions do not always bring bullying to a close, highlighting an ongoing need for schools to build further on these gains so that all students feel confident and supported in seeking help.

Transition into post-primary school

The Wellbeing Policy Statement and Framework for Practice [13] identifies transitions as a key factor in the wellbeing of children and young people. While most children and young people in primary and special schools (72%) indicated that their school supported sixth-class children as they transitioned from primary to post-primary school, over a quarter were either unsure (26%) or did not agree (2%) that this was the case in their school. Particularly high levels of uncertainty were evident amongst sixth-class children, with a third (33%) indicating uncertainty about the way in which they would be prepared for this transition. This is a significant finding for primary schools. It outlines the importance of preparing children for their transition to post-primary education, informing them in advance of the plans and activities that are in place to help make that transition as smooth as possible for them.

Effective transition systems between primary and post-primary schools are essential mechanisms for supporting children and young people’s successful integration into their new school environments. Insights gathered regarding students’ academic, social and emotional needs can prove invaluable in facilitating a smooth transition. Chapter 6 identifies limitations in current arrangements for the transfer of assessment information in relation to Mathematics from primary to post-primary schools. It outlines ways to improve the identification of areas of relative strength and weakness in the first-year cohort and more targeted allocation of teaching resources. Chapter 6 also identifies a need for greater engagement by schools with gender-specific attitudes, beliefs and expectations regarding Mathematics. In supporting children’s academic needs, schools can also support the children’s social and emotional transition to post-primary school by reducing academic based anxiety.

In contrast, in post-primary schools, students indicated high levels of positivity in respect of their school’s management of the transition from primary to post primary. 87% of post-primary students indicated that incoming first-year students were supported at this key point in their educational journey.

In their qualitative responses, many post-primary students highlighted initiatives that they believed were playing a crucial role in fostering a supportive and inclusive environment for first-year students. In particular, they referenced activities for first-year students organised by students from older year groups.

[13] Available at: https://assets.gov.ie/static/documents/wellbeing-policy-statement-and-framework-for-practice-20182023.pdf

Relationships within the school community

The presence of a trusted adult is considered to be a strong protective factor in a child or young person’s wellbeing [14]. Across all sectors, almost all principals and teachers (98%) indicated that the children and young people in their school could talk to an adult within the school community if they were worried or upset about friendships. Almost all (95%) agreed that there were good support systems in place for students in their school. Most parents (86%) indicated that they knew who to approach in the school if they were worried or upset about their child’s friendships.

In primary and special schools, most children and young people (76%) indicated that they felt comfortable talking to their teacher if they were being bullied, with almost all (90%) indicating that their teacher was helpful and supportive. In post-primary schools, 60% of students indicated that they would feel comfortable talking to an adult in their school about bullying concerns, while 17% indicated that they would be comfortable sometimes. However, over a fifth of students in post-primary schools (22%) indicated that they would rarely or never feel comfortable approaching an adult in their school if they were worried about bullying. Most students (78%) agreed that staff in their school were helpful and that they would offer guidance and support in the event of a student approaching them with a bullying-related concern.

While most principals, teachers and parents were confident that children and young people can turn to a trusted adult in times of need and believed robust support systems were in place, the perspectives of students reveal a more nuanced reality. This contrast suggests that the existence of support structures does not always translate into students feeling able or ready to access them, particularly among older cohorts.

[14] Reinke, W.M., Herman, K.C., Huang, F.L., Glenn-Perez, A.L., Raut, P., Aguayo, D., Venkat, S., Boddie, D., Harris, J.M. and Owens, S. (2024). Having a trusted adult in school: Concurrent and predictive relations with internalizing problems across development. Journal of Positive Behavior Interventions, 27(3), pp.135-144. doi:10.1177/10983007241276534. (Original work published 2025).

Children and young people’s participation

Almost all principals and teachers (98%) were confident that their school provided students with opportunities to participate and become involved in day-to-day school life.

More than half of the children and young people in primary and special schools (54%) indicated that there was a student council in their school. Approximately one-tenth of these respondents (11%) indicated that they were members of the student council. Of this group, most (87%) felt that their school principal and teachers listened to the ideas of the student council. Almost all (92%) indicated that their suggestions had contributed to making their school a better place. Less confidence was evident amongst members of student councils who were in the senior primary classes. Only 37% of these respondents believed that their suggestions had helped to improve school life.

In post-primary schools, almost all students (93%) indicated that there was a student council in their school. A small proportion of respondents (6.5%) indicated that they were members of a student council. Most of these students (79%) indicated that the suggestions from the student council had helped to make the school a better place. However, in response to a survey item on whether or not their school’s leaders and teachers listened to the ideas of the student council, approximately a fifth indicated that this was sometimes (12%), rarely (5%) or never (3%) true in respect of their school.

Teacher professional learning

Approximately two-thirds of principals and teachers (66%) indicated that teachers in their school had received advice and training in relation to preventing and addressing bullying. Almost a fifth (19%) indicated that they had no strong opinion on this issue, while the remaining 15% disagreed with this statement. As previously outlined, a comprehensive suite of professional learning opportunities and supports has been put in place under the Cineáltas Implementation Plan. Targeted training for school leaders and teachers began in late 2024, and mechanisms under Bí Cineálta are in place to ensure regular staff and school community discussion of whole-school approaches to preventing and addressing bullying behaviour. These measures aim to ensure that all staff are well equipped to create safe and inclusive learning environments, and reflect an ongoing commitment to capacity building in this critical area.

The policy framework for Cineáltas: Action Plan on Bullying [15] was shaped by the UNESCO Whole-Education Approach to Prevent and Address Bullying [16]. This approach emphasises that bullying is a whole-education issue, rather than a challenge that individual schools can resolve on their own [17]. Viewing bullying through this lens means that the focus shifts from the specifics of individual behaviour to the broader social environment, thereby highlighting how societal structures and norms can normalise, perpetuate and reinforce aggressive actions.

Digital and media tools are integral to the lives of children and young people. From an increasingly younger age, children are encountering technology that is becoming more complex, sophisticated and mobile. Owning a smartphone has become commonplace and most teenagers have daily access to digital devices [18]. This widespread use of mobile technology means that many children and young people can enter the digital world on an almost constant basis [19]. The widespread use of this technology has been discussed in relation to increased levels of bullying behaviour within schools. However, the evidence remains mixed and although there is an increased overlap between bullying in school and online, most bullying still remains face-to-face and offline [20].

Characterised by the use of electronic devices to harass, threaten or humiliate individuals, cyberbullying is often carried out discreetly, making it very difficult for teachers to detect [21]. Its unique traits include the anonymity of perpetrators, the potential to reach a wider audience and the significant difficulty targets face in escaping the harassment [22]. Cyberbullying can also include disinhibition effects, such as hiding behind anonymity, facing no immediate consequences and feeling distanced and detached from the target [23]. Other features include the general absence of adequate adult or system controls to support those who are targeted. The pervasive nature of the online environment exacerbates this, making it virtually impossible for the target to remove themselves from the experience of being bullied. As with other forms of bullying, cyberbullying happens within a group of people who know each other; it is a relational phenomenon that occurs within a network of people [24]. It is important to note that most of those who are bullied online are also bullied offline and that cyberbullying rarely creates entirely new victims [25].

Researchers and educators have long recognised the importance of peer bystanders in bullying situations. However, DCU’s Anti-Bullying Centre [26] has emphasised the need for more research specific to the Irish context, citing a general lack of literature on the role of bystanders in cyberbullying [27]. Discussing bullying behaviour with others, especially a trusted adult, has been shown to be the most effective way to address bullying and support the wellbeing of those involved [28]. Children and young people in Ireland tend not to tell anyone when they are targeted themselves or when they witness cyberbullying [29].

The concept of ‘hotspots’—areas where the prevalence of bullying behaviour can be higher—has been studied extensively in the context of traditional school bullying [30]. However, research on cyberbullying in this context is limited. It has focused mainly on analysing the use of abusive language on social media [31], rather than on identifying the online spaces that may facilitate cyberbullying [32].

In March 2024, the World Health Organisation (WHO) Europe published the second volume of the Health Behaviour in School-aged Children study [33], focusing on bullying patterns and peer violence across forty-four countries and regions. A key finding was that while overall trends in school bullying had remained relatively stable since 2018, the prevalence of cyberbullying had increased. This rise was linked to the growing digitalisation of young people’s interactions, with potentially profound implications for their wellbeing. As with all forms of bullying, cyberbullying perpetration and victimisation are associated with various types of emotional, social and/or physical harm [34]. Although the prevalence of cyberbullying is estimated to be lower than other more traditional, offline forms of bullying, its psychosocial impact appears to be greater [35]. This underscores the need to develop effective prevention and intervention strategies [36].

Studies on smartphone ownership and usage among children emphasise the significance of contextual and environmental factors, such as the behaviour of family and friends, the home environment and beyond [37]. Most existing research focuses on the impact of smartphones on children, rather than the decision-making processes and timing of when children obtain a smartphone. These findings highlight the significance of the age or life stage at which a child gains access to smartphone technology and, by extension, to the digital world. Access to smartphones can affect behaviour, such as cyberbullying, differently at different stages [38].

[15] Available at: https://www.gov.ie/en/department-of-education/publications/cine%C3%A1ltas-action-plan-on-bullying/

[16] Available at: UNESCO (2020). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying - UNESCO Digital Library. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000374794

[17] Ibid

[18] European Commission (2023). Directorate-General for Education, Youth, Sport and Culture, Well-being in the digital age, Publications Office of the European Union https://data.europa.eu/doi/10.2766/03746

[19] Livingstone, S. and Smith, P.K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies -The nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), pp.635–654. p.636. doi:10.1111/jcpp.12197.

[20] Available at: https://www.esri.ie/news/new-esri-research-shows-the-crucial-role-of-the-school-completion-programme-in-supporting

[21] Smale, W.T., Hutcheson, R. and Russo, C.J. (2021). Cell phones, student rights, and school safety: Finding the right balance. Canadian Journal of Education Administration and Policy, 195, pp.49–64. p.51. doi:10.7202/1075672ar.

[22] Baldry, A.C., Farrington, D.P. and Sorrentino, A. (2017). School bullying and cyberbullying among boys and girls: Roles and overlap. Journal of Aggression, Maltreatment & Trauma, 26(9), pp.937–951. p.939. doi:10.1080/10926771.2017.1330973.

[23] European Parliament Briefing (2024). Cyberbullying among young people: Laws and policies in selected Member States.

[24] UNESCO (2020). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. p.2.

[25] Wolke, D., Lee, K.S .and Guy, A. (2017). Cyberbullying: a storm in a teacup? European Child and Adolescent Psychiatry, 26, pp. 899–908

[26] DCU Anti-Bullying Centre (ABC) is a national university designated research centre within Dublin City University’s Institute of Education. See https://antibullyingcentre.ie/

[27] Sanmartin Feijóo, S., Sargioti, A., Sciacca, B. and McGarrigle, J. (2023). Bystander behaviour online among young people in Ireland. p.6. DCU Anti-Bullying Centre, Dublin City University; Beavon, E., Jenkins, L., Bradley, M. and Verma, K. (2024). Understanding adolescents’ bystander intervention in cyberbullying. Contemporary School Psychology, 28(2), pp.270–281. p. 270.

[28] Bjereld, Y., Daneback, K. and Mishna, F. (2019). Adults’ responses to bullying: the victimized youth’s perspectives. Research Papers in Education, 36(3), pp. 257–274. doi:10.1080/02671522.2019.1646793.

[29] Sanmartin Feijóo, S., Sargioti, A., Sciacca, B. and McGarrigle, J. (2023). Bystander behaviour online among young people in Ireland. p.6. DCU Anti-Bullying Centre, Dublin City University. Available at: https://www.gov.ie/en/department-of-culture-communications-and-sport/publications/national-advisory-council-for-online-safety-nacos/

[30] Rapp-Paglicci, L., Dulmus, C.N., Sowers, K.M. and Theriot, M.T. (2004). “Hotspots” for bullying: exploring the role of environment in school violence. Journal of Evidence Based Social Work, 1(2–3), pp.131–141.

[31] Ho, S.M., Kao, D., Chiu-Huang, M.J., Li, W. and Lai, C.J. (2020.) Detecting cyberbullying “hotspots” on Twitter: A predictive analytics approach. Forensic Science International: Digital Investigation, 32, 300906.

[32] Sanmartin Feijóo, S., Sargioti, A., Sciacca, B. and McGarrigle, J. (2023). Bystander behaviour online among young people in Ireland. p. 6. DCU Anti-Bullying Centre, Dublin City University.

[33] World Health Organisation (2024). One in six school-aged children experiences cyberbullying, finds new WHO/Europe study. World Health Organization Regional Office for Europe, 27 March. Available at: https://www.who.int/europe/news/item/27-03-2024-one-in-six-school-aged-children-experiences-cyberbullying--finds-new-who-europe-study

[34] UNESCO (2020). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. UNESCO Digital Library

[35] Gaffney, H., Farrington, D.P., Espelage, D.L. and Ttofi, M.M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical and Aggression and Violent Behavior, 45, pp.134–153. doi:10.1016/j.avb.2018.07.002.

[36] Sanmartin Feijóo, S., Sargioti, A., Sciacca, B. and McGarrigle, J. (2023). Bystander behaviour online among young people in Ireland. p. 5. DCU Anti-Bullying Centre, Dublin City University.

[37] Terras, M.M. and Ramsay, J. (2016). Family digital literacy practices and children’s mobile phone use. Frontiers in Psychology, 7, 1957. pp. 6-9. doi:10.3389/fpsyg.2016.01957; Perowne, R. and Gutman, L.M. (2023). Parents’ perspectives on smartphone acquisition amongst 9 to 12-year-old children in the UK – a behaviour change approach. Journal of Family Studies, 30(1), pp. 63–81. p. 65. doi:10.1080/13229400.2023.2207563.

[38] Cebollero-Salinas, A., Cano-Escoiraza, J. and Orejudo, S. (2022). Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education? Computers & Education, 181, 104464. p.10. doi:10.1016/j.compedu.2022.104464.

Cineáltas is informed by international research indicating that successful cyberbullying programmes are best implemented through a whole-education approach. This approach ensures that local school initiatives acknowledge the importance of the interconnectedness of the school with the broader community [39].

In 2024, community-led bans of smartphones, both within and outside schools, gained significant momentum across Ireland. Many initiatives were coordinated by parents’ associations seeking to replicate It Takes a Village, a voluntary community-led and school-based initiative established in 2023 by eight primary schools in Greystones and Delgany, County Wicklow. The It Takes a Village initiative asserts that community-led approaches to postpone the introduction of smartphones positively affect the wellbeing of children and young people. This and other similar initiatives aim to empower parents, children and their teachers with the knowledge, skills and language of social media use.

The It Takes a Village and other similar parent-led initiatives relating to cyberbullying were supported actively by the then Minister for Education during 2024. During that year, concerns grew regarding the impact of mobile phones, including their potential to distract students during class, facilitate access to inappropriate content and cyberbullying and reduce social interaction among peers. In response to these concerns, the then Minister issued a directive to schools mandating the implementation of a mobile phone ban during the school day. Schools were advised to consult with the wider school community, including parents, to ensure that those policies were implemented consistently.

In October 2024, Budget 2025 allocated €9 million to post-primary schools to support the implementation of this mobile phone ban. This ring-fenced funding was earmarked for the purchase of secure storage solutions for students’ phones, helping schools to enforce the policy effectively. The aim of this initiative was to promote student wellbeing by fostering an environment where students could disconnect from devices, focus on learning and build friendships without the distraction of the online world. Subsequent research from DCU’s Anti-Bullying Centre [40] raised concerns about the effectiveness of blanket smartphone bans, arguing that such measures may limit opportunities for children to develop responsible digital habits. The Ombudsman for Children’s Office has drawn attention to the value of system-wide strategies that enable children and young people to engage with the digital world safely and assuredly, while also addressing the underlying factors that give rise to the difficulties they experience online [41].

The department (through Oide) took significant steps during 2024 to support schools in tackling cyberbullying. Teaching staff were encouraged to complete two newly introduced online cyberbullying courses. These courses aimed to equip teachers with the necessary knowledge, resources and confidence to address cyberbullying as part of their wider bullying prevention programme, enabling them to manage incidents effectively. The courses also sought to outline a school’s role in creating an anti-cyberbullying culture and promoting children and young people’s wellbeing, including online wellbeing. As part of Cineáltas, efforts also continued to ensure that all schools had access to the FUSE Anti-Bullying and Online Safety Programme [42]. FUSE aims to enhance the capacity of schools to address bullying and online safety issues. It seeks to empower children and young people to understand their own behaviour, to recognise bullying and online safety risks and to be confident in reporting and seeking support when needed [43].

In the 2023 Perspectives on Bullying Report, many principals and teachers highlighted their concerns about children and young people’s safety online. Principals and teachers described how, although cyberbullying often occurred outside of the school environment, the fallout and consequences from this impacted negatively on children and young people’s day-to-day experience of school. Similar concerns were evident in the data gathered to inform this second annual report. The quote below from a teacher highlights the pervasive and challenging nature of cyberbullying and its impact on children and young people, their parents and school communities.

[39] UNESCO (2020). International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. UNESCO Digital Library

[40] Reynolds, M. and O’Higgins, N. J. (2025). Restriction or release? Smartphone bans in schools: A qualitative study of the experiences of students. pp. 43-44. Anti-Bullying Centre, Dublin City University.

[41] Available at: https://www.oco.ie/library/one-size-does-not-fit-all-youth-friendly-version/

[42] Available at: https://antibullyingcentre.ie/fuse/

[43] O’Higgins, N.J., Viejo Otero, P., Canning, C., Kinehan, A., Heaney, D. and Sargioti, A. (2023). FUSE anti-bullying and online safety programme: measuring self-efficacy amongst post-primary students. Irish Educational Studies, 43(4), 865–882. https://doi.org/10.1080/03323315.2023.2174573

Addressing cyberbullying remains a significant challenge for schools and society more generally. Tackling this issue requires a multifaceted approach, incorporating social and emotional learning, parental involvement and effective intervention programmes. Teachers and parents should work together to foster bystander behaviour, educating children and young people to develop empathy and intervene as upstanders [44]. Ongoing research and collaboration among students, teachers, policymakers, media professionals and social media companies will remain essential to the creation of a safer digital environment for children and young people.

[44] European Commission (2023). Directorate-General for Education, Youth, Sport and Culture, What can schools do about bullying? Publications Office of the European Union, Available at: https://op.europa.eu/en/publication-detail/-/publication/30a85458-e3e4-11ed-a05c-01aa75ed71a1/language-en

The findings from this report highlight considerable strengths within schools in fostering a positive, inclusive and welcoming environment. Most principals, teachers, parents and students report strong feelings of belonging and safety, with high levels of satisfaction in primary and special schools regarding respectful relationships, clear behavioural expectations, and support systems. Protective factors that were identified as effective in promoting wellbeing and preventing and addressing bullying behaviour included the presence of trusted adults within the school community, active student participation, staff awareness and training and the consistent implementation of anti-bullying policies.

Nonetheless, several areas for development persist and merit ongoing attention. The experience of older students, particularly at post-primary level, tends to be less positive, with concerns around perceptions of school as a welcoming space and levels of confidence in sustained respectful communication and behaviour standards. Concerns were also noted regarding the frequency and efficacy of responses to bullying, with a notable proportion of students indicating that bullying persisted, even when it was reported, or that school responses were delayed or inadequate. Furthermore, meaningful engagement with students and parents in policy development and review remains an area for development.

Overall, schools demonstrate commendable commitment to student wellbeing and anti-bullying measures. Nevertheless, there is an opportunity to further strengthen the consistency of positive experiences as children move through the education system and to deepen the engagement of students, parents and staff in shaping environments that are inclusive and responsive to all.

Given the growing impact of cyberbullying, a measured and proactive approach is essential across the whole-school community. Integrating cyberbullying into the curriculum can support a whole-school approach to addressing bullying, ensuring that all students and staff are aware of the issue and know how to respond. The Digital Strategy for Schools to 2027 [45] places a strong emphasis on providing comprehensive professional learning opportunities and curricular supports to enable schools to develop effective policies and practices for the safe use of the internet, with a particular focus on addressing bullying, cyberbullying and harassment. The strategy also prioritises the enhancement of teacher confidence and competence in integrating digital technologies into classroom practice, ensuring that this integration is evidence-based and closely aligned with curricular aims, especially those relating to student wellbeing and the promotion of digital citizenship. Establishing clear rules for the use of technology, both at home and in school, should involve collaboration between students and parents. Parents, in turn, should be supported in understanding online risks and encouraged to promote positive digital safety habits at home.

Finally, schools should provide genuine opportunities for children and young people to lead anti-bullying initiatives, such as peer mentoring, student-led campaigns, or active participation in school decision-making. Empowering students in this way strengthens prevention, fosters a sense of ownership and promotes a more positive, respectful culture. Systematic and collaborative implementation of these actions will help to ensure all children and young people can thrive in safe, inclusive environments, both offline and online, where their wellbeing is prioritised and bullying behaviour is not tolerated.

[45] Available at: https://assets.gov.ie/static/documents/digital-strategy-for-schools-to-2027.pdf