Be a B.R.A.V.E. Ally Script

Warm-Up: What's Your Superpower? (5 minutes)

(Slide 1: Be a B.R.A.V.E. Ally! - What's Your Superpower?)

"Good morning, everyone! Today, we're going to talk about something incredibly important: how we can all be superheroes in our school community. But not the kind with capes and x-ray vision. I'm talking about the kind of superheroes who make a real difference in the lives of others.

Look at this first slide. It asks, 'What superpower do YOU bring to create a positive school?' I want you to take a moment and think about your unique strengths. Are you a great listener? Are you always kind? Do you have a knack for making people laugh? How can that strength help make our school a better place?

Turn to a partner and share your superpower and how you think it could create a positive impact. You have about two minutes for this."

(After 2 minutes)

"Alright, let's hear from a few pairs. Who would like to share their superpower and how it can help?"

(Allow 2-3 students to share. Affirm their ideas.)

"Excellent ideas, everyone! Keep those superpowers in mind as we move through our lesson today, because you'll see just how powerful they can be."

Introduction & Defining Bullying (10 minutes)

(Slide 2: What is Bullying?)

"Today, we're going to tackle a challenging but crucial topic: bullying. We've all heard the word, and some of us may have even experienced it or witnessed it. But what exactly is bullying? And why is it so important that we talk about it?

Bullying isn't just a one-time unkind act. As the slide says, 'Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.'

What does 'power imbalance' mean to you in this context?"

(Pause for student responses, guide them to understand it's when one person has more perceived social or physical strength than another.)

"Exactly. It's not just about someone being mean; it's about someone trying to exert power or control over another. And it's not usually a one-off event. It's often repeated."

(Slide 3: Types of Bullying)

"Bullying isn't always obvious, and it doesn't always look the same. Let's look at the different types.

• Physical Bullying: This is often what people think of first. It involves hurting someone's body or damaging their belongings. Can anyone give an example of physical bullying?"

(Allow 1-2 examples.)

"* Verbal Bullying: This involves using words to hurt someone. It can be direct, like name-calling or insults, or it can be threats. What are some verbal bullying examples you've heard or seen?"

(Allow 1-2 examples.)

"* Social or Relational Bullying: This type of bullying aims to harm someone's reputation or relationships. It often happens behind someone's back. How might someone socially bully another person?"

(Allow 1-2 examples, e.g., spreading rumors, excluding someone from a group.)

"* Cyberbullying: This is a newer form of bullying that uses technology. How do you think cyberbullying happens? What platforms might be used?"

(Allow 1-2 examples, e.g., mean texts, embarrassing posts on social media.)

"It's important to remember that all these types of bullying are harmful, even if you can't see a physical injury. Words and social exclusion can hurt deeply. Does anyone have any questions about these types of bullying?"

(Address questions as needed. Refer to Discussion Starters for more in-depth prompts if time allows.)

Understanding the Impact (5 minutes)

(Slide 4: The Impact of Bullying)

"Now that we know what bullying is, let's talk about why it's so important to address it. Bullying has serious consequences, not just for the person being bullied, but for everyone involved and the whole school community. This slide lists some of the impacts.

I want you to take out the Understanding Bullying & Being an Ally handout. We're going to read the first section, which talks about the effects of bullying. You can read it silently to yourselves, or if someone would like to read a paragraph aloud, they can."

(Allow 2-3 minutes for reading.)

"What are some feelings or consequences that stood out to you from the reading or from the slide?"

(Discuss briefly. Emphasize that bullying can make school feel unsafe and unwelcome for everyone.)

Introducing B.R.A.V.E. Ally Strategies (10 minutes)

(Slide 5: Be a B.R.A.V.E. Ally!)

"The good news is that we all have the power to stop bullying and create a positive environment. We can do this by becoming what we call B.R.A.V.E. Allies.

Being an ally means standing up for others, offering support, and helping to create a culture where bullying is not tolerated. It takes courage and kindness, but it's one of the most important things you can do.

B.R.A.V.E. is an acronym that stands for five powerful strategies you can use. Let's break them down."

(Slide 6: B: Be a Friend)

"The first letter, B, stands for Be a Friend. Sometimes, the simplest act of kindness can make the biggest difference. If you see someone being excluded or picked on, being a friend can mean:

• Including them in your activities.
• Listening to them if they want to talk.
• Showing support, even if it's just a friendly smile.
• Inviting them to sit with you at lunch or during group work.

No one should feel alone when they're going through a tough time. Being a friend is a powerful first step."

(Slide 7: R: Report)

"The R stands for Report. This is crucial, especially if the bullying is physical, threatening, or happening repeatedly. Reporting means telling a trusted adult what you saw or heard.

• Who are some trusted adults you could report to in school?"

(Listen for: teacher, counselor, principal, coach, librarian.)

"* What about outside of school?"

(Listen for: parent, guardian, older sibling, another trusted family member.)

"Remember, reporting isn't 'tattling' or 'snitching.' It's about keeping someone safe, and it's a responsible thing to do. Your report can literally make a huge difference in stopping the bullying."

(Slide 8: A: Ask for Help)

"The A stands for Ask for Help. It's okay to ask for help when you need it. If you don't feel safe or comfortable intervening directly, or if you're not sure what to do, don't hesitate to:

• Ask a trusted adult for advice on how to handle the situation.
• Encourage the person being bullied to seek help from an adult themselves.

Helping doesn't mean you have to solve everything on your own. Sometimes, asking for guidance is the bravest thing you can do."

(Slide 9: V: Voice Out)

"The V stands for Voice Out. If you feel safe and comfortable, you can speak up against bullying. This might look different for everyone:

• You could tell the bully to stop, clearly and calmly.
• You could say something supportive directly to the person being bullied, like 'Hey, leave them alone' or 'Are you okay?'
• You could distract the situation. Maybe you drop your books, or ask the person being bullied a random question to change the topic.

Your voice has power. Even a simple statement can sometimes stop a situation or de-escalate it. However, always prioritize your own safety and only 'Voice Out' if you feel comfortable and safe doing so."

(Slide 10: E: Empathize)

"Finally, the E stands for Empathize. Empathy means trying to understand and share the feelings of another person. When you see bullying:

• Try to put yourself in the other person's shoes. How might someone being bullied feel? (Scared, sad, lonely, angry, helpless.)
• Also, try to consider that sometimes, bullies themselves are struggling with their own issues. This doesn't excuse their behavior, but understanding can help you choose kindness and seek appropriate adult intervention.

Understanding helps you choose kindness and act with compassion. It reminds us that everyone deserves respect."

(Distribute Ally Action Worksheet)

"Now, I'm handing out the Ally Action Worksheet. I want you to complete the first section, where you'll jot down notes about what each part of B.R.A.V.E. means to you and how you might apply it. You have about 5 minutes for this."

B.R.A.V.E. Ally Activity & Discussion (15 minutes)

"Now that we've learned the B.R.A.V.E. strategies, it's time to put them into practice! We're going to do a role-playing activity. I will divide you into small groups."

(Divide students into groups of 3-4. Distribute Be an Ally Activity cards.)

"Each group will get a scenario card from the Be an Ally Activity. Your task is to read the scenario and then act out how you would use one or more of the B.R.A.V.E. Ally strategies to respond to the situation. Remember to focus on safe and effective ways to intervene.

You'll have about 7-8 minutes to prepare and practice your role-play in your groups. Then, we'll have a few groups share with the class. I'll be circulating to answer any questions and provide guidance."

(Circulate and observe groups, offering support. After 7-8 minutes, bring the class back together.)

"Alright, fantastic work, everyone! Let's have a couple of groups share their scenarios and how they decided to act as B.R.A.V.E. Allies."

(Have 2-3 groups share their role-plays and discuss their chosen strategies. Use prompts from Discussion Starters to facilitate a deeper conversation.)

"What did you learn from watching your classmates? Was it easier or harder than you expected to come up with solutions?"

Reinforcement & Assessment (Ongoing/Homework)

(Slide 11: Your Role as an Ally)

"As this slide says, every single one of you has the power to make a difference. By being a B.R.A.V.E. Ally, you contribute to a school where everyone feels safe, respected, and valued. This isn't just a lesson for today; it's a way of living.

To help us remember these ideas, we'll be playing Bully Buster Bingo in a few minutes, which reinforces our key concepts in a fun way. You'll also complete a quick Bully Busters Quiz to check your understanding.

For a longer-term project, you have the opportunity to create a Community Ally Project, which will be evaluated using the Community Ally Project Rubric. This project is designed to help you take these skills beyond the classroom."

Cool-Down: My Ally Pledge (5 minutes)

(Slide 12: Your Ally Pledge)

"To wrap up our lesson today, I want everyone to take out the My Ally Pledge Cool Down sheet. On it, you'll see a prompt: 'What is ONE thing you will do to be a B.R.A.V.E. Ally this week?'

Think honestly about what resonated with you today. What specific action, big or small, can you commit to taking to make our school a kinder, safer place for everyone? Write down your pledge.

Once you're done, you can turn in your pledge. Let's commit to making our school a kinder place, one B.R.A.V.E. action at a time. Thank you, everyone, for your thoughtful participation today!"

What's Your Superpower? Warm Up

Instructions: Think about your unique strengths and positive qualities. Everyone has something special to offer! Then, answer the question below.

What superpower do YOU bring to create a positive school?

Share with a partner: Discuss your superpower and how you think it could make a positive impact in our school community.

Understanding Bullying & Being an Ally

What is Bullying?

Bullying is more than just being mean. It's a type of aggressive behavior where someone repeatedly and intentionally harms another person. This harm can be physical, verbal, social, or emotional. A key part of bullying is an imbalance of power, meaning the person doing the bullying has more social power, physical strength, or access to embarrassing information than the person being bullied. This makes it hard for the person being targeted to defend themselves.

Types of Bullying:

• Physical Bullying: Hitting, kicking, tripping, pushing, and destroying property.
• Verbal Bullying: Teasing, name-calling, insults, threats, and making inappropriate comments.
• Social/Relational Bullying: Spreading rumors, excluding someone from a group, and embarrassing someone in public.
• Cyberbullying: Using electronic communication (like texts, social media, or email) to harass, threaten, or embarrass someone.

The Real Impact of Bullying

Bullying isn't just unpleasant; it can have serious and lasting effects on everyone involved. For the person being bullied, it can lead to:

• Emotional Distress: Feelings of sadness, loneliness, anxiety, and depression.
• Lowered Self-Esteem: Believing negative things about themselves, feeling worthless.
• Physical Symptoms: Headaches, stomachaches, and difficulty sleeping.
• Academic Problems: Trouble concentrating in school, lower grades, and sometimes even avoiding school.
• Social Isolation: Feeling disconnected from friends and peers.

Even those who witness bullying (bystanders) can be affected, feeling fearful, guilty, or powerless. The bully themselves often has underlying issues and may struggle with relationships and anger management.

Why Being an Ally Matters

When you see bullying happening, you have a choice: you can stand by, or you can become an ally. An ally is someone who supports another person, especially when that person is being treated unfairly. Being an ally isn't always easy, but it's incredibly important because:

1. It can stop the bullying: Research shows that bullying stops within 10 seconds over half the time when a peer intervenes.
2. It helps the person being bullied: Knowing someone cares and is willing to help makes a huge difference. It reduces feelings of isolation and powerlessness.
3. It creates a safer school: When more people stand up to bullying, it sends a clear message that bullying is not acceptable in your school community.
4. It builds confidence: Being an ally makes you feel good about yourself and helps you develop courage and leadership skills.

Becoming a B.R.A.V.E. Ally means you are committed to creating a positive and respectful environment for everyone. You have the power to make a real difference!

Ally Action Worksheet: Be a B.R.A.V.E. Ally

Name: _________________________ Date: _________________

Part 1: Understanding B.R.A.V.E. Ally Strategies

For each letter of the B.R.A.V.E. acronym, write down what the strategy means to you and give one example of how you could use it.

B: Be a Friend

What it means:




Example:

R: Report

What it means:




Example:

A: Ask for Help

What it means:




Example:

V: Voice Out

What it means:




Example:

E: Empathize

What it means:




Example:

Part 2: Scenario Practice

Read the following scenario and describe how you would use one or more B.R.A.V.E. Ally strategies to respond effectively. Think about what you would say or do.

Scenario: You see a group of students constantly making fun of another student for their clothes during lunch, whispering and laughing loudly. The student looks down and seems upset.

Your B.R.A.V.E. Ally Action (What would you do? Which B.R.A.V.E. strategy/strategies would you use?):

Part 3: Personal Reflection

Why do you think it can be challenging to be an ally? What personal qualities or skills do you think are most important for someone who wants to be a B.R.A.V.E. Ally?

Discussion Starters: Being a B.R.A.V.E. Ally

These prompts are designed to facilitate meaningful conversations about bullying and the role of allies. Use them throughout the lesson as appropriate.

Section 1: Defining Bullying & Its Impact

1. What are some differences between a "one-time mean comment" and bullying?
2. Why do you think people bully others? (What might be going on in their lives?)
3. How does bullying affect not just the person being bullied, but also their friends, the bully, and the entire school community?
4. Have you ever witnessed bullying? What did you do or what did you wish you had done?

Section 2: Becoming a B.R.A.V.E. Ally

1. Which of the B.R.A.V.E. Ally strategies do you think is the easiest to do? Why?
2. Which of the B.R.A.V.E. Ally strategies do you think is the most challenging? Why?
3. What are some things that might make it hard for someone to be an ally?
4. What are some ways we can encourage more students to become B.R.A.V.E. Allies?
5. How can you 'Be a Friend' to someone who is being cyberbullied, even if you can't be physically next to them?
6. When is it absolutely essential to 'Report' bullying to an adult, rather than trying to handle it yourself?
7. Imagine you 'Voice Out' against bullying, but the bullying doesn't stop immediately. What's your next step?
8. How does 'Empathize' help you not only understand the person being bullied but also possibly understand the bully (without excusing their behavior)?
9. What are some safe ways to 'Voice Out' if you don't want to confront the bully directly?
10. How can we, as a class, support each other in being B.R.A.V.E. Allies every day?

Bully Buster Bingo!

Instructions: Find classmates who can truthfully sign off on one of the squares below. You can only get one signature per person! The goal is to get 5 in a row (horizontally, vertically, or diagonally).

Bingo Card

Bonus Question: What was the most interesting thing you learned from a classmate while playing Bully Buster Bingo?

Quiz Answer Key: Bully Busters Quiz

Question 1: Which of the following is an example of physical bullying?

Correct Answer: Hitting, kicking, or tripping someone

Thought Process: Physical bullying involves direct harm to a person's body or property. The other options (spreading rumors, sending mean messages, calling names) relate to social, cyber, or verbal bullying.

Question 2: What does a "power imbalance" mean in the context of bullying?

Correct Answer: All of the above

Thought Process: A power imbalance refers to any real or perceived difference that allows the bully to exert control or dominance. This can include physical strength, social influence, or access to private information.

Question 3: Explain in your own words why reporting bullying to a trusted adult is important and not considered "tattling."

Expected Response Components:

• Importance of Reporting: Reporting helps keep people safe, stops harmful behavior, and gets help for those being hurt.
• Difference from Tattling: Tattling is typically about minor infractions or getting someone in trouble for small, non-harmful acts. Reporting, however, is about addressing serious behavior that causes harm or creates an unsafe environment.

Thought Process: Students should demonstrate an understanding that the intent and impact differentiate reporting from tattling. Reporting aims to protect, while tattling often aims to merely inconvenience or get someone in minor trouble.

Question 4: Which of these is NOT one of the B.R.A.V.E. Ally strategies?

Correct Answer: Run Away

Thought Process: The B.R.A.V.E. acronym stands for Be a Friend, Report, Ask for Help, Voice Out, Empathize. "Run Away" is not an active strategy for being an ally.

Question 5: How confident do you feel in your ability to be a B.R.A.V.E. Ally and help stop bullying?

Expected Response: This is a self-reflection question, so there isn't a single correct answer. Look for honest self-assessment.

Thought Process: The purpose of this question is to gauge student confidence and their perceived readiness to apply the learned strategies. A strong answer might include a brief explanation of why they feel a certain level of confidence, linking it to specific B.R.A.V.E. strategies they feel good about using. This helps assess their personal connection to the material.

Community Ally Project Guide: Be a B.R.A.V.E. Ally

Goal: To demonstrate your understanding of bullying prevention and the B.R.A.V.E. Ally strategies by creating a project that promotes a positive and inclusive school community.

Project Options (Choose ONE):

Option 1: Public Service Announcement (PSA)

Create a short (1-2 minute) video, audio, or poster PSA that educates students about bullying and encourages them to be B.R.A.V.E. Allies.

Requirements:

• Clearly define at least two types of bullying.
• Explain at least three B.R.A.V.E. Ally strategies.
• Include a clear call to action for students to intervene or seek help.
• Be creative, engaging, and age-appropriate for a middle school audience.
• Video/Audio: Must be well-edited and clear.
• Poster: Must be visually appealing, organized, and include all information clearly.

Option 2: "Ally Handbook" or Digital Resource

Develop a small handbook (physical or digital) that provides practical advice and resources for students on how to identify bullying and apply the B.R.A.V.E. Ally strategies.

Requirements:

• Include definitions and examples of all four types of bullying.
• Dedicate a section to each of the five B.R.A.V.E. Ally strategies, explaining each and providing concrete examples of how to use them.
• Include a list of trusted adults and resources (e.g., school counselor, trusted teachers, anonymous reporting systems) available at our school.
• Design it to be easy to understand and navigate for middle school students.

Option 3: "Act of Allyship" Plan

Design a detailed plan for a real-world initiative or event that your class or school could implement to promote allyship and prevent bullying.

Requirements:

• Outline the objective of your initiative (e.g., raise awareness, provide support, teach skills).
• Describe the activities or steps involved, explaining how they connect to the B.R.A.V.E. Ally strategies.
• Identify the target audience and how you will reach them.
• Include a list of materials or resources needed.
• Explain potential challenges and how you would address them.
• Provide a timeline for implementation.

Submission:

• Your project should clearly showcase your understanding of bullying and your commitment to being a B.R.A.V.E. Ally.
• Be prepared to present or explain your project to the class.

Community Ally Project Rubric

Student Name: _________________________ Date: _________________

Project Option: (Circle one) PSA / Ally Handbook / Act of Allyship Plan

My Ally Pledge Cool Down

Name: _________________________ Date: _________________

Instructions: After learning about the B.R.A.V.E. Ally strategies, reflect on what you can do to make a difference. Write down one specific action you will commit to taking this week to be a B.R.A.V.E. Ally in our school community.

My Ally Pledge:

This week, I pledge to be a B.R.A.V.E. Ally by:

Because I believe:

Optional: If you are comfortable, you can share your pledge with a classmate or reflect on it silently.