Quiz
Bullying Pre-Test

Lesson Plan
Beyond the Bell: Bullying
Students will be able to define bullying, identify its causes, understand actionable steps to prevent and respond to bullying, and utilize available resources such as reporting forms and stay away agreements.
Bullying can significantly impact a student's well-being and academic performance. This lesson provides crucial knowledge and tools for students to navigate bullying situations, fostering a safer and more supportive school environment.
Audience
8th Grade
Time
30 minutes (excluding optional pre/post tests)
Approach
Interactive discussion, slide presentation, role-playing, and practical resource exploration.
Materials
Bullying Pre-Test Quiz, Beyond the Bell: Bullying Slide Deck, Bullying Discussion Guide Script, My Bullying Experience Journal, Taking A Stand Against Bullying Activity, Bully Buster Role-Play Activity, Stay Away Agreement Agreement, Bullying Incident Report Worksheet, Witness Statement Form Worksheet, and Bullying Post-Test Test
Prep
Teacher Preparation
20 minutes
- Review the Beyond the Bell: Bullying Slide Deck and customize as needed.
- Familiarize yourself with the Bullying Discussion Guide Script.
- Print copies of the Bullying Pre-Test, My Bullying Experience Journal, Taking A Stand Against Bullying Activity, Bully Buster Role-Play, Stay Away Agreement, Bullying Incident Report, Witness Statement Form, and Bullying Post-Test if using physical copies.
- Ensure technology (projector, computer) is ready for the slide presentation.
- Review all generated materials to ensure they align with your classroom's needs and school policies.
Step 1
Optional Pre-Test: Assess Your Knowledge
5-10 minutes (optional, adds to lesson time)
- Distribute the Bullying Pre-Test to students.
- Instruct students to complete the quiz individually to assess their prior knowledge about bullying.
- Collect the quizzes but do not grade them at this time; they serve as a baseline assessment.
Step 2
Warm-Up: What is Bullying?
5 minutes
- Begin by projecting the first slide of the Beyond the Bell: Bullying Slide Deck.
- Ask students to silently reflect on what comes to mind when they hear the word 'bullying.'
- Facilitate a brief class discussion using prompts from the Bullying Discussion Guide Script to gather initial thoughts and create a shared understanding.
Step 3
Understanding Bullying and Its Causes
7 minutes
- Present slides defining bullying and exploring common causes and types of bullying using the Beyond the Bell: Bullying Slide Deck.
- Use the Bullying Discussion Guide Script to guide the discussion, encouraging students to share examples (without naming names) and ask questions.
- Emphasize the impact of bullying using the 'How Do You Feel?' section of the My Bullying Experience Journal as a discussion point.
Step 4
Bully Buster Role-Play: Practice Your Power!
8 minutes
- Introduce the Bully Buster Role-Play activity.
- Divide students into small groups and assign them a scenario or allow them to choose one.
- Guide groups to role-play their scenarios, focusing on practicing the actionable steps discussed.
- Circulate among groups to provide support and facilitate reflection on strategies and feelings.
Step 5
What Can You Do? Resources and Action
5 minutes
- Transition to discussing actionable steps and resources using the relevant slides in the Beyond the Bell: Bullying Slide Deck.
- Briefly introduce or revisit the Taking A Stand Against Bullying Activity as a further resource for strategies.
- Explain the purpose of the Stay Away Agreement, Bullying Incident Report, and Witness Statement Form as tools for reporting and resolution.
- Discuss who students can talk to if they or someone they know is being bullied, using prompts from the Bullying Discussion Guide Script.
Step 6
Cool Down: Reflection and Next Steps
5 minutes
- Distribute the My Bullying Experience Journal for individual reflection on the prompts.
- Ask students to complete the 'How Do You Feel?' section of the journal as an exit ticket.
- Conclude by reiterating the importance of speaking up and seeking help, and remind students where to access the school's bullying resources.
Step 7
Optional Post-Test: Show What You Know
10-15 minutes (optional, adds to lesson time)
- Distribute the Bullying Post-Test to students.
- Instruct students to complete the test individually to assess their understanding of bullying concepts and strategies after the lesson.
- Collect the tests for grading or review.

Slide Deck
Beyond the Bell: Bullying
What comes to mind when you hear the word 'bullying'?
Welcome students and introduce the topic. Emphasize that this is a safe space for discussion. Ask students to think quietly about the question before opening up for a brief discussion.
What is Bullying?
Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance.
- Repeated behavior: Happens more than once or has the potential to happen more than once.
- Intent to harm: The bully means to hurt someone.
- Power imbalance: The bully has more power (physical, social, etc.) than the target.
Introduce a clear, concise definition of bullying. Highlight the three key components: repeated behavior, intent to harm, and power imbalance. Explain that bullying isn't a one-time incident.
Types of Bullying
- Verbal Bullying: Teasing, name-calling, inappropriate comments, threats.
- Social Bullying: Spreading rumors, excluding others, damaging reputations.
- Physical Bullying: Hitting, kicking, tripping, pushing, damaging possessions.
- Cyberbullying: Spreading rumors or posting embarrassing photos/videos online, sending hurtful messages.
Discuss different forms bullying can take, including verbal, social, physical, and cyberbullying. Provide brief examples for each, ensuring students understand the nuances.
Why Does Bullying Happen?
- Seeking attention or power: Wanting to feel strong or popular.
- Personal insecurities: Feeling bad about themselves.
- Lack of empathy: Not understanding or caring about others' feelings.
- Past experiences: Having been bullied themselves.
- Influence from others: Peer pressure or group dynamics.
Explore the reasons why someone might bully. Emphasize that these are often complex and don't excuse the behavior, but understanding them can help in prevention and intervention.
The Impact of Bullying: How Does It Feel?
Being bullied can make someone feel:
- Sad, angry, or scared
- Lonely or isolated
- Helpless or hopeless
- Anxious or depressed
- Unsafe or unwelcome
What other feelings come to mind?
Transition to the impact of bullying, focusing on feelings and long-term effects. This links to the journal activity. Ask students to consider how bullying might make someone feel.
Bully Buster Role-Play: Practice Your Power!
It's one thing to know what to do, and another to actually do it. Let's practice!
This activity will help you:
- Build confidence in responding to bullying.
- Develop effective communication skills.
- Learn how to support others.
(Refer to the Bully Buster Role-Play activity sheet for scenarios and instructions.)
Introduce the idea of practicing responses through role-play. Explain that this activity will help them build confidence and skills. Refer to the Bully Buster Role-Play activity guide.
What Can YOU Do?
If you are being bullied:
- Tell a trusted adult: Parent, teacher, counselor, coach.
- Stay calm and confident: Don't give the bully the reaction they want.
- Walk away: Remove yourself from the situation.
- Don't bully back: It can make things worse.
- Document: Keep records of incidents (dates, times, what happened).
If you witness bullying:
- Speak up: If it's safe to do so.
- Get help: Alert a trusted adult.
- Support the person being bullied: Offer kindness and inclusion.
- **Don't join in or laugh.
Present actionable steps students can take if they are bullied or witness bullying. Highlight the importance of not being a bystander.
Tools for Safety: Stay Away Agreements
A Stay Away Agreement is a formal agreement between two or more students, facilitated by school staff, where individuals agree to:
- Avoid direct contact with each other.
- Not speak about each other.
- Maintain physical distance.
- Report any violations to a trusted adult.
This is a tool to create physical and emotional safety when there have been ongoing issues.
Introduce the concept of a 'Stay Away Agreement' as a formal tool for specific situations. Explain its purpose and how it can be used.
Reporting Bullying: Why and How?
Reporting bullying helps:
- Stop the behavior.
- Protect you and others.
- Ensure school staff are aware and can intervene.
How to Report:
- Talk to an adult you trust.
- Use a Bullying Incident Report form.
- If you witnessed something, fill out a Witness Statement Form.
Remember: Reporting is NOT tattling; it's seeking safety and justice!
Explain the importance and process of reporting bullying. Introduce the forms available and their role in ensuring incidents are documented and addressed.
Be a Solution, Not Part of the Problem
Every single one of you has the power to make our school a safer, kinder place.
- Speak up.
- Reach out.
- Stand together.
If you or someone you know needs help, please talk to a trusted adult. You are not alone.
(Complete your My Bullying Experience Journal as a cool-down activity.)
Conclude by reiterating the main message and encouraging students to use the resources. Remind them of the journal activity as an exit ticket.

Script
Bullying Discussion Guide Script
Warm-Up: What is Bullying? (5 minutes)
Teacher: "Good morning/afternoon, everyone. Today, we're going to talk about a really important topic: bullying. Before we dive in, I want you to take a moment and quietly think about this question: 'What comes to mind when you hear the word bullying?' Just keep your thoughts to yourself for a few seconds."
Teacher: "Now, who would like to share some of their initial thoughts? What words, feelings, or experiences come to mind?" (Allow 2-3 students to share. Validate all responses and ensure a respectful environment.)
Teacher: "Thank you for sharing. It's clear this is something many of us have thoughts and feelings about. We're going to explore this more deeply today."
Understanding Bullying and Its Causes (7 minutes)
Teacher: "Let's start by getting a clear understanding of what bullying actually is. As you can see on the Beyond the Bell: Bullying Slide Deck, bullying is defined as unwanted, aggressive behavior that involves a real or perceived power imbalance, is repeated, and has an intent to harm. It's not just a one-time argument or disagreement."
Teacher: "Bullying can take many forms. We see verbal bullying, like name-calling or teasing; social bullying, which involves spreading rumors or exclusion; physical bullying, such as hitting or pushing; and cyberbullying, which happens online. Can anyone think of a non-example? Something that might seem like bullying but doesn't quite fit the definition?" (Allow 1-2 students to share, guiding them to understand the criteria.)
Teacher: "Now, let's consider why bullying happens. It's often complex, and it's never an excuse for the behavior, but understanding the reasons can help us address it. Some people bully because they want attention or power, others might be dealing with their own insecurities, or they might lack empathy. Sometimes, past experiences or peer influence can play a role. Does anyone have thoughts on why understanding these causes might be helpful?"
Teacher: "Think about how bullying makes people feel. On the slide, we see words like sad, angry, scared, lonely, and helpless. In your My Bullying Experience Journal, you'll have a chance to reflect on some of these feelings. What kind of impact do you think these feelings can have on a person's day, their schoolwork, or even their life outside of school?" (Allow a few students to respond, emphasizing empathy.)
Bully Buster Role-Play: Practice Your Power! (8 minutes)
Teacher: "Now that we've talked about what bullying is and how it makes people feel, it's time to put some of our ideas into practice. We're going to do a Bully Buster Role-Play activity. I'll divide you into small groups, and each group will choose a scenario to act out. The goal is to practice how you would respond if you were being bullied, or if you witnessed someone else being bullied. Remember the strategies we've discussed, like telling a trusted adult, speaking up calmly, or walking away." (Briefly explain the instructions for the role-play and distribute the activity guide.)
Teacher: "As you role-play, really think about how your actions and words can make a difference. We'll discuss your experiences afterwards."
What Can You Do? Resources and Action (5 minutes)
Teacher: "Excellent job with the role-plays! It takes courage to stand up, and practicing these skills is really important. So, building on what we just did, what are some additional things we can do? The most important thing is to tell a trusted adult. That could be a parent, a teacher, a counselor, or a coach. It takes courage, but it's the first step to getting help."
Teacher: "What if you see bullying happening? Remember, being a bystander can make the person being bullied feel even more alone. If it's safe, you can speak up, get help from an adult, or simply offer support to the person being bullied. What does supporting someone look like?"
Teacher: "We also have formal tools to help. One is a Stay Away Agreement. This is a formal agreement, facilitated by school staff, to help create physical and emotional safety between students when there have been ongoing issues. It sets clear boundaries."
Teacher: "Another crucial tool is reporting. We have a Bullying Incident Report form and a Witness Statement Form. These aren't about 'tattling.' These are about ensuring that what happened is documented, so that school staff can intervene and help. Who are some adults in this school you could talk to if you or someone you know needed to report bullying?" (Guide students to name specific staff members or roles, e.g., 'your homeroom teacher,' 'the school counselor,' 'the principal.')
Cool Down: Reflection and Next Steps (5 minutes)
Teacher: "Before we finish today, I want you to take out your My Bullying Experience Journal. I'd like you to complete the 'How Do You Feel?' section. This is for your personal reflection."
Teacher: "Remember this: every single one of you has the power to make our school a safer, kinder place. Speak up, reach out, and stand together. You are not alone, and there are adults here who care and want to help. Please know that you can always talk to me or any other trusted adult if you need support or see something happening."


Journal
My Bullying Experience Journal
Take some time to reflect on the prompts below. Your honest thoughts and feelings are important.
Section 1: Defining Bullying
What are the key characteristics that define bullying? How is it different from a disagreement or an argument?
Section 2: How Do You Feel?
Think about a time you or someone you know experienced or witnessed bullying. How did it make you or them feel? Describe the emotions in detail. If you haven't experienced it directly, imagine how it might feel.
Section 3: Taking Action
If you witnessed someone being bullied, what steps could you take to help them or report the situation safely? What makes it challenging to act, and how can you overcome those challenges?
Section 4: Creating a Safer School
What are three things our school community could do to prevent bullying and create a more inclusive and supportive environment for everyone?


Activity
Bully Buster Role-Play: Practice Your Power!
Objective: To practice effective communication and action strategies when faced with or witnessing bullying.
Instructions:
- Form pairs or small groups: Your teacher will divide you into groups of 2-3 students.
- Choose a scenario: Each group will pick one of the scenarios below (or create your own with teacher approval).
- Assign roles: Within your group, decide who will play the role of the person being bullied, the bully, and the bystander (if applicable), and most importantly, the person who intervenes or gets help.
- Role-Play: Act out the scenario, focusing on using the strategies we discussed (telling a trusted adult, calmly speaking up, walking away, supporting the target).
- Reflect: After your role-play, discuss the following questions within your group:
- What strategies felt most effective? Why?
- What was challenging about the situation?
- How did it feel to be in each role?
- What would you do differently next time?
- Be ready to share: Each group will briefly share their scenario and key takeaways with the class.
Role-Play Scenarios:
Scenario A: The Exclusion at Lunch
Situation: You see a new student trying to sit at a lunch table, but a group of popular kids whisper and laugh, making it clear they don't want the new student there. The new student looks hurt and is about to leave.
Scenario B: The Online Rumor
Situation: You see a classmate post a mean comment on a social media picture of another student, spreading a false rumor. Other students start liking the comment and adding their own negative remarks. The student in the picture is clearly upset.
Scenario C: The Locker Room Taunts
Situation: After gym class, you overhear a student repeatedly calling another student names and making fun of their clothes while they are trying to get changed. The student being taunted is trying to ignore it but looks increasingly distressed.
Scenario D: Destroyed Property
Situation: You see a student intentionally knock over another student's project display in the hallway, causing it to break. The student who built the project is standing nearby and looks shocked and sad.


Activity
Taking A Stand Against Bullying: Group Activity
Objective: To brainstorm and discuss effective strategies for preventing and responding to bullying.
Instructions:
- Divide into small groups: Your teacher will assign you to a small group (3-4 students per group).
- Read the scenarios: Each group will be given a scenario related to bullying.
- Brainstorm solutions: As a group, discuss and brainstorm at least three different strategies that could be used in your scenario to:
- Prevent the bullying from happening.
- Respond to the bullying if it's already occurring.
- Support the person being bullied.
- Consider the 'What Can YOU Do?' slides from the Beyond the Bell: Bullying Slide Deck and the discussion points from the Bullying Discussion Guide Script to help you.
- Be ready to share: Each group will choose a spokesperson to share their scenario and brainstormed solutions with the class.
Scenario 1: The Excluded Friend
Sarah notices that a new student, Maya, is consistently being left out of group activities during lunch and after school. When Maya tries to join, a few students visibly turn away or make excuses. Sarah feels uncomfortable but isn't sure what to do.
Group Brainstorm:
Scenario 2: Cyberbullying Comment
During an online class discussion, a student named Alex posts a mean comment about another student's idea, making fun of their intelligence. Several other students react with laughing emojis, and the student whose idea was criticized looks visibly upset and logs off quickly.
Group Brainstorm:
Scenario 3: Physical Intimidation
During passing period, a larger student, Ben, frequently shoves smaller students, particularly David, into lockers or walls. He often does it when no teachers are directly looking, but other students see it happening. David looks scared and tries to avoid Ben.
Group Brainstorm:


Activity
Stay Away Agreement
This agreement is made between the undersigned students, with the support and guidance of school staff, to establish clear boundaries and expectations for respectful interaction.
Purpose: To ensure a safe and supportive learning environment for all students by preventing further conflicts or incidents of bullying between the parties involved.
Agreement Details
We, the undersigned, agree to the following terms:
- No Direct Contact: We will not engage in any direct verbal, written, or physical contact with each other.
- No Indirect Contact: We will not ask others to deliver messages, spread rumors, or engage in any form of indirect communication about each other.
- Maintain Distance: We will maintain a reasonable physical distance from each other in all school settings (e.g., hallways, cafeteria, classrooms, playground, bus).
- Respect Personal Space: We will respect each other's personal space and belongings.
- No Provocation: We will not intentionally provoke, annoy, or antagonize each other.
- Report Violations: We understand that any violation of this agreement must be immediately reported to a trusted adult (teacher, counselor, administrator).
- Consequences: We understand that failure to adhere to this agreement may result in disciplinary action as per school policy.
Commitment
We commit to upholding this agreement to foster a positive and safe school environment.
Student 1 Signature: _________________________ Date: _________
Student 1 Printed Name: ______________________
Student 2 Signature: _________________________ Date: _________
Student 2 Printed Name: ______________________
School Staff Signature: _________________________ Date: _________
School Staff Printed Name: ______________________
Date of Review/Renewal: ______________________
Important Notes for Staff:
- This agreement is a tool to manage conflict and create safety; it is not a disciplinary action itself.
- Regular check-ins with both students are recommended to monitor the effectiveness of the agreement.
- Ensure all parties understand the terms and consequences.
- This agreement should be kept confidential and shared only with relevant school personnel.


Worksheet
Bullying Incident Report Form
This form is for students to report incidents of bullying that they have experienced or witnessed. Please fill out this form as completely and accurately as possible. Your report will be taken seriously and handled with care.
Date of Report: ________________________
Your Name (Optional, but encouraged for follow-up): ________________________
Your Grade: ________
Section 1: About the Incident
Date(s) of Incident(s): ________________________
Time(s) of Incident(s): ________________________
Location(s) of Incident(s) (be specific, e.g., "hallway near gym," "cafeteria," "online via social media"):
Section 2: Who was Involved?
Who was being bullied?
Who was doing the bullying? (If you know their name(s) or can describe them):
Were there any witnesses? (If yes, please list names or descriptions):
Section 3: Describe the Incident(s)
Please describe exactly what happened. Be as detailed as possible. Include:
- What was said or done?
- How many times did it happen?
- What was the context or situation?
- How did it make you or others feel?
What type of bullying was it? (Check all that apply):
- Verbal (name-calling, teasing, threats, insults)
- Social/Relational (spreading rumors, exclusion, ignoring, damaging friendships)
- Physical (hitting, kicking, pushing, tripping, stealing/damaging belongings)
- Cyberbullying (mean messages/posts, embarrassing photos/videos online)
- Other (please specify):
Section 4: Your Actions and Desired Outcome
What did you do when the incident occurred?
What would you like to see happen as a result of this report?
Thank you for your bravery in reporting this. A trusted adult will follow up with you soon.
For Office Use Only:
Date Received: ______________ Staff Member Receiving Report: ________________________
Action Taken:


Test
Bullying Post-Test

Worksheet
Witness Statement Form
This form is for students who have witnessed an incident of bullying. Your perspective is valuable in understanding what happened and ensuring a safe school environment. Please fill out this form as completely and accurately as possible.
Date of Report: ________________________
Your Name (Optional, but encouraged for follow-up): ________________________
Your Grade: ________
Section 1: About the Incident You Witnessed
Date(s) of Incident(s): ________________________
Time(s) of Incident(s): ________________________
Location(s) of Incident(s) (be specific, e.g., "hallway near gym," "cafeteria," "online via social media"):
Section 2: Who was Involved?
Who did you see being bullied?
Who did you see doing the bullying? (If you know their name(s) or can describe them):
Were there other witnesses present that you know of? (If yes, please list names or descriptions):
Section 3: Describe What You Saw and Heard
Please describe exactly what you witnessed. Be as detailed as possible. Include:
- What did you see and hear?
- How many times did you see/hear it happen?
- What was the context or situation?
- How did the person being bullied react?
- How did the person doing the bullying react?
What type of bullying did you witness? (Check all that apply):
- Verbal (name-calling, teasing, threats, insults)
- Social/Relational (spreading rumors, exclusion, ignoring, damaging friendships)
- Physical (hitting, kicking, pushing, tripping, stealing/damaging belongings)
- Cyberbullying (mean messages/posts, embarrassing photos/videos online)
- Other (please specify):
Section 4: Your Actions and Additional Information
What did you do when you witnessed the incident?
Is there anything else you think is important for the school staff to know?
Thank you for reporting what you witnessed. Your help is crucial in creating a safer school.
For Office Use Only:
Date Received: ______________ Staff Member Receiving Report: ________________________
Action Taken:

