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Bullying Busters

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Virginia Lenac

Tier 1
For Schools

Lesson Plan

Bullying Busters Lesson Plan

Students will define bullying and cyberbullying, analyze real-life scenarios, and practice safe intervention strategies to foster a respectful classroom community.

This lesson builds empathy and digital responsibility, empowering 6th graders to recognize harmful behaviors and stand up safely, reducing incidents of bullying and strengthening peer support.

Audience

6th Grade

Time

30 minutes

Approach

Interactive discussion, small‐group scenario work, and whole‐class sharing.

Materials

  • Chart Paper, - Markers, - Discussion Prompt Cards, - Bullying Scenarios Handout, - Cyberbullying Scenarios Handout, - Strategy Brainstorm Worksheet, and - Book Suggestion: Blubber by Judy Blume

Prep

Prepare Materials

5 minutes

  • Print enough copies of Bullying Scenarios Handout, Cyberbullying Scenarios Handout, and Strategy Brainstorm Worksheet for each group
  • Print and cut out Discussion Prompt Cards
  • Arrange chart paper and markers at each group station
  • Review the overview of scenarios and discussion prompts to anticipate student questions

Step 1

Introduction

5 minutes

  • Define bullying and cyberbullying; record definitions on chart paper
  • Use Discussion Prompt Cards to spark conversation
  • Invite students to share examples they've seen or experienced
  • Emphasize classroom norms of respect and safety

Step 2

Group Breakout Discussion

15 minutes

  • Divide class into small groups of 4–5 students
  • Distribute Bullying Scenarios Handout to half the groups and Cyberbullying Scenarios Handout to the others
  • Give each group a Strategy Brainstorm Worksheet and chart paper
  • Instruct groups to read scenarios, discuss emotional and social impacts, and list safe intervention strategies
  • Circulate to support discussion and ask probing questions

Step 3

Group Presentations

7 minutes

  • Reconvene whole class and invite 2–3 groups to share one scenario and their strategies
  • Record key strategies on chart paper
  • Encourage classmates to offer additional ideas or ask clarifying questions

Step 4

Reflection and Wrap-Up

3 minutes

  • Have students write a quick exit slip naming one action they will take if they witness bullying or cyberbullying
  • Share the book suggestion “Blubber by Judy Blume” for further exploration of peer dynamics
  • Reiterate the classroom commitment to stand up and speak out against bullying
lenny

Slide Deck

Bullying Busters

Stand Up & Speak Out:
Understanding and Preventing Bullying

Welcome students to the Bullying Busters lesson. Introduce yourself and explain that today’s focus is on understanding bullying, including online behaviors, and practicing ways to stand up for ourselves and others.

Learning Objectives

• Define bullying and cyberbullying
• Identify examples and impacts of bullying behaviors
• Practice safe strategies to stand up and speak out

Read each objective aloud. Emphasize that by the end of the lesson, students will not only know definitions but also feel confident intervening safely.

What Is Bullying?

Bullying is when someone repeatedly hurts or frightens another person on purpose. Key features:
• Intentional mean behavior
• Repeated over time
• Imbalance of power (physical strength, popularity, or group size)

Ask students: “Have you ever seen someone get mean to another student at school?” Write student responses beside this definition to reinforce understanding.

What Is Cyberbullying?

Cyberbullying is bullying that takes place over digital devices (phones, computers, tablets). Examples:
• Spreading rumors via text or social media
• Posting embarrassing photos or videos without permission
• Excluding someone from group chats or online games

Explain that cyberbullying happens through digital devices. Invite students to share any online examples they’ve encountered.

Discussion Prompts

  1. Describe a time you witnessed someone being bullied. How did it make you feel?
  2. What would you do if you saw mean messages about a classmate online?
  3. How might the target’s feelings differ between in-person bullying and cyberbullying?

Hand out Discussion Prompt Cards. Have pairs or small groups pick one card each, discuss for 2–3 minutes, then share key points.

Group Activity & Scenarios

  1. Form groups of 4–5 students
  2. Read your assigned scenarios handout
  3. On your Strategy Brainstorm Worksheet, discuss:
    • What is happening?
    • How might the person feel?
    • What are 2–3 safe ways to intervene?

Explain breakout procedure: half the groups get Bullying Scenarios, half get Cyberbullying Scenarios plus a Strategy Brainstorm Worksheet. Circulate to prompt deeper thinking.

Strategies to Stand Up & Speak Out

• Tell a trusted adult immediately
• Use distraction (e.g., redirect the group’s attention)
• Offer support to the person being bullied
• Speak up in a calm, respectful way
• Encourage bystanders to help or seek help

After groups present, highlight these strategies and ask students to add any ideas they didn’t discuss.

Wrap-Up & Reflection

  1. Exit Slip: Write one action you will take if you witness bullying or cyberbullying.
  2. Book Suggestion for Upper Grades:
    “Blubber” by Judy Blume
  3. Commit to a classroom culture of respect and safety.

Collect exit slips as students leave. Remind them about ‘Blubber’ by Judy Blume for more story-based insight into peer relationships.

lenny

Discussion

Bullying Discussion Prompt Cards

Use these cards to spark honest, thoughtful conversation in pairs or small groups. Give each group 1–2 cards to discuss for 2–3 minutes, then share highlights with the class.

1. Personal Witness
Describe a time you witnessed someone being bullied (in person or online). How did it make you feel? What did you do—if anything—when you saw it?


2. Motivation & Impact
Why do you think some people bully others? How might the bully’s reasons differ from the target’s feelings?





3. In-Person vs. Online
How might the experience of being bullied in person differ from being cyberbullied? Which do you think feels worse, and why?


4. Bystander Choices
Imagine you see mean comments or rumors about a classmate online. What are 2–3 actions you could take as a bystander? Which feels most comfortable—least comfortable—and why?





5. Standing Up Safely
What makes it hard to stand up and speak out against bullying? Brainstorm at least one strategy to overcome that challenge, either on your own or with friends.





lenny
lenny

Worksheet

Bullying Scenarios Handout

In your group, read each scenario carefully. Then answer the guided questions below. Use complete sentences and think about safe, respectful ways to stand up and speak out.


Scenario 1: Lunchroom Push

Alex is carrying a tray of food through the lunch line when Jordan reaches out and deliberately bumps into Alex’s arm. Alex drops their tray and spills milk all over the floor. Jordan laughs, and a few classmates join in. No one steps in to help.

  1. What is happening in this scenario?






  1. How might Alex feel right after this happens?






  1. What are 2 safe ways a bystander could help Alex?







Scenario 2: Class Presentation Teasing

During a history presentation, Sam stumbles over their words. A few students in the back snicker and whisper jokes about Sam being “so nervous.” Sam notices but tries to keep presenting.

  1. Describe what is happening in this scenario.






  1. What impact could the teasing have on Sam’s confidence?






  1. As a classmate, what is one thing you could do or say to support Sam?







Scenario 3: Hallway Exclusion

Every day between classes, Mia and her friends stand by their lockers talking. Today, they see Emily approaching. One friend quietly says, “Let’s go this way so she can’t join.” They turn and leave Emily standing alone.

  1. What is happening in this scenario?






  1. How do you think Emily feels when she realizes she’s being excluded?






  1. Suggest 2 safe actions Emily or another student could take to change this situation.







Scenario 4: Playground Teasing

During recess, a group of students is playing kickball. When Marcus kicks the ball, it goes off course and hits a classmate’s shoe. A few kids shout, “Great aim, superstar!” in a mocking tone. Marcus looks down and walks away.

  1. Explain what is happening in this scenario.






  1. What emotions might Marcus feel after being teased?






  1. What is one way a bystander could use distraction or humor (not mean humor) to defuse the teasing?







After completing the scenarios, prepare to share your group’s ideas for feelings and safe intervention strategies with the class. Then use your Strategy Brainstorm Worksheet to organize your final plan.

lenny
lenny

Worksheet

Cyberbullying Scenarios Handout

In your group, read each scenario carefully. Then answer the guided questions below. Use complete sentences and think about safe, respectful ways to stand up and speak out online.


Scenario 1: Hurtful Group Chat

Riley sees a group chat where classmates are sharing unkind memes and messages about Taylor. The messages call Taylor “weird” and encourage others to laugh. Taylor doesn’t know the chat exists.

  1. What is happening in this scenario?






  1. How might Taylor feel if they found out?






  1. What is one safe way a bystander could intervene in the chat?







Scenario 2: Rumor via Text

After school, Devon receives a text that includes a scary rumor about them. The rumor says Devon cheated on a test, even though it’s false. The text urges Devon to respond or be “exposed” further.

  1. Describe what is happening in this scenario.






  1. What impact could this rumor have on Devon’s reputation and feelings?






  1. Suggest two actions Devon could take to address the rumor safely.







Scenario 3: Embarrassing Photo Online

A classmate posts an unflattering photo of Jordan without permission on a social media page. The post gets many “likes” and mean comments.

  1. Explain what is happening in this scenario.






  1. What emotions might Jordan experience seeing the post?






  1. What steps could Jordan or friends take to have the photo removed or stop the spread?







Scenario 4: Exclusion from Online Game

Every evening, Mia plays an online game with friends. Today, the group blocks Mia, sending a message: “Not cool enough.” Mia can’t join the game lobby.

  1. What is happening in this scenario?






  1. How might Mia feel when she realizes she’s blocked?






  1. As a bystander, what is one supportive action you could take or suggest?







After completing the scenarios, prepare to share your group’s insights on feelings and safe online strategies with the class. Then use your Strategy Brainstorm Worksheet to organize your final recommendations.

lenny
lenny

Worksheet

Strategy Brainstorm Worksheet

Group Members: _______________________________________



Scenario A: _________________________________

Safe Strategies (List at least 3):

  1. _________________________________________________________



  2. _________________________________________________________



  3. _________________________________________________________



Which strategy do you think is the safest and why?
_________________________________________________________






Scenario B: _________________________________

Safe Strategies (List at least 3):

  1. _________________________________________________________



  2. _________________________________________________________



  3. _________________________________________________________



Which strategy do you think is the safest and why?
_________________________________________________________






Scenario C: _________________________________

Safe Strategies (List at least 3):

  1. _________________________________________________________



  2. _________________________________________________________



  3. _________________________________________________________



Which strategy do you think is the safest and why?
_________________________________________________________






Scenario D: _________________________________

Safe Strategies (List at least 3):

  1. _________________________________________________________



  2. _________________________________________________________



  3. _________________________________________________________



Which strategy do you think is the safest and why?
_________________________________________________________





lenny
lenny