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.

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.

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.

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?
_________________________________________________________

Be a Bully Blocker Script

Teacher: Good morning, class! Last time, we talked about what bullying and cyberbullying are, and how they make people feel. Today, we're going to take it a step further. We're going to talk about our power to change things when we see bullying happening. We're going to learn how to be 'Bully Blockers' – also known as 'upstanders'.

(Advance to Be a Bully Blocker Slides - Slide: What We'll Learn Today)

Teacher: Our goals today are to understand why people sometimes don't act, learn different ways we can act, practice these strategies, and commit to making our classroom and school a truly kind place.

(Advance to Be a Bully Blocker Slides - Slide: The Bystander Effect)

Teacher: Let's start with a big word: 'bystander.' Can anyone tell me in their own words what a bystander is? (Allow 1-2 students to share ideas.) Exactly! A bystander is someone who sees something happening—good or bad—but doesn't get involved. Now, there's something called 'the bystander effect.' It's a real psychological idea that says when there are more people around, an individual is actually less likely to help someone in need.

Teacher: Why do you think that happens? Why might someone see bullying and not step in? (Encourage students to share thoughts, guiding them toward ideas like fear, not knowing what to do, or thinking someone else will handle it. Write key ideas on chart paper.) These are all really important points. It's tough, right? It takes courage to step in.

(Advance to Be a Bully Blocker Slides - Slide: Be an UPSTANDER: The 5 D's)

Teacher: But here's the good news: we can choose to be an 'upstander' instead of just a bystander. An upstander is someone who sees bullying and chooses to do something safe and helpful. We're going to learn 5 simple ways to do that, called 'The 5 D's.'

(Go through each 'D' on the slide, explaining and giving a quick example:)

• Direct: This means you speak up calmly and clearly to the person doing the bullying. You might say, "Hey, that's not cool," or "Stop, you're being mean." Is this always safe? What if the bully is much bigger or older? (Discuss the importance of assessing safety first.)

• Distract: This is when you try to change the subject or draw attention away from the bullying. Maybe you drop your books, or ask the person being bullied a completely unrelated question. "Hey Alex, did you finish your math homework?"—loudly! How might this help? (It can break the tension and give the target a chance to leave.)

• Delegate: This means getting help from a trusted adult. A teacher, a principal, a coach, a parent. This is never

Bystander Scenarios Activity

In your group, read each scenario. For each scenario, discuss the questions and brainstorm at least two different "5 D" strategies you could use to intervene safely. Choose one scenario to role-play for the class.

Group Members: _______________________________________

Scenario 1: The Ignored New Kid

A new student, David, tries to join a game of basketball at recess. A few of the older, popular kids just ignore him, turn their backs, and whisper to each other, making David feel unwelcome. David eventually walks away looking sad.

1. Which of the '5 D's' would be a good first step here? Why?

2. Brainstorm two different strategies you could use to help David.

Scenario 2: The Mean Meme

During lunch, you see a group of classmates huddled around a phone, laughing. You lean closer and realize they are looking at a mean meme about Sarah, making fun of her new haircut. They encourage each other to share it.

1. What '5 D's' are most relevant in this cyberbullying situation?

2. What are two safe ways you could intervene or help Sarah, even if she doesn't know about it yet?

Scenario 3: The Tripping Incident

Walking down the hallway, you see Mark deliberately trip a smaller student, Emily, causing her to drop her books. Mark and his friends laugh and walk away, leaving Emily scrambling to pick up her things.

1. How might Emily feel? What's the immediate need in this situation?

2. What two '5 D' strategies could you use to address this situation safely and effectively?

Scenario 4: Exclusion from Group Project

In class, your teacher assigns a group project. Two students, Chloe and Ben, immediately tell Maya she can't be in their group because she's "too quiet" and "won't do any work." Maya looks down, clearly upset.

1. Is this bullying? Why or why not? What kind of bullying is it?

2. Brainstorm two ways you could use the '5 D's' to help Maya be included or feel supported.

After discussing the scenarios, choose ONE to role-play with your group. Be ready to share your role-play and your chosen intervention strategies with the class!

Bully Blocker Action Plan Worksheet

Group Members: _______________________________________

Scenario Chosen for Role-Play: _________________________________

1. Describe what is happening in the scenario you chose:

_________________________________________________________

2. How might the person being bullied feel in this situation?

_________________________________________________________

3. List at least three safe "5 D" strategies your group brainstormed for this scenario:

• Strategy 1 (The "D"): _________________________________________________________
  

  • How it would work: _________________________________________________________
    
    
    

• Strategy 2 (The "D"): _________________________________________________________
  

  • How it would work: _________________________________________________________
    
    
    

• Strategy 3 (The "D"): _________________________________________________________
  

  • How it would work: _________________________________________________________
    
    
    

4. Which strategy did your group choose to role-play, and why do you think it's effective for this scenario?

_________________________________________________________

Bystander Reflection Journal: My Bully Blocker Commitment

Name: _______________________________________

Date: _______________________________________

Prompt 1: The Power of an Upstander

After learning about the 'Bystander Effect' and the '5 D's,' describe in your own words why being an upstander is so important. How does it make a difference for the person being bullied and for the school community as a whole?

Prompt 2: My Personal Commitment

Think about the "5 D's" (Direct, Distract, Delegate, Delay, Document). What is one specific strategy you feel most confident using, or that you would like to try to use, if you witness bullying or cyberbullying? Describe how you would use it and why you chose that particular strategy.

Prompt 3: Building a Kinder Community

What is one small thing you can do every day to help create a more positive and inclusive classroom and school environment, where bullying is less likely to happen?