Bullying: What Would You Do? A Parent's Guide to Action

Instructions: Read each scenario below. In the space provided, briefly describe what you would do as a parent, and what advice you would give your child.

Scenario 1: The Exclusion Zone

Your 4th-grade child comes home upset, saying that a group of their classmates has started purposefully excluding them from playground games and whispering about them behind their back. This has been happening for about a week.

As a Parent, I would:

Advice I would give my child:

Scenario 2: The Online Attack

Your middle schooler shows you a screenshot of a mean comment posted about them on a popular social media app by another student. Other students have 'liked' the comment.

As a Parent, I would:

Advice I would give my child:

Scenario 3: The Accidental Push

Your 2nd-grade child tells you that during recess, another child accidentally bumped into them, causing them to fall and scrape their knee. The other child immediately said sorry and helped them up. Later, the same child shared their snack with your child.

As a Parent, I would:

Advice I would give my child:

Scenario 4: Witnessing the Teasing

Your high schooler tells you they saw a group of older students regularly teasing a younger student in the hallway about their appearance. They feel uncomfortable but aren't sure what to do.

As a Parent, I would:

Advice I would give my child:

Open Dialogue on Bullying: Clarifying the "What If?"

Purpose: To facilitate a deeper understanding of the Texas School Safety Center's definition of bullying, exploring nuanced scenarios and common misconceptions, particularly regarding single acts versus repeated behaviors and the creation of a hostile educational environment.

Instructions: After presenting the formal definition of bullying, use the following prompts to guide a brief, interactive discussion with parents. Encourage them to share their perspectives and ask clarifying questions.

Discussion Prompts:

1. "Just Joking" vs. Bullying:

   • "Sometimes kids say, 'I was just joking!' when they tease someone. How can we, as parents, help our children understand the difference between playful teasing and bullying? What are the key signs that a 'joke' has crossed the line?"

2. Single Act vs. Repeated:

   • "The Texas definition states bullying can be a 'single or several acts.' How does this expand our understanding compared to only focusing on 'repeated' behavior? What are examples of a single act that could be considered bullying?"

3. Friendship Drama vs. Bullying:

   • "How can we distinguish between typical friendship disagreements or 'drama' and actual social bullying, especially in the elementary and middle school years? What are some indicators that it's more than just a falling out?"

4. Power Imbalance:

   • "The definition mentions an 'imbalance of power.' What does this look like in a real-world school setting? Can a smaller child bully a larger child? What about a new student bullying an established student?"

5. Intent vs. Impact:

   • "The Texas definition mentions 'intent to harm' and 'causes distress.' How do we help our children understand the importance of their actions' impact, even if their initial intent was not malicious? When does a lack of malicious intent still constitute behavior that causes distress or a hostile environment?"

6. Cyberbullying Specifics:

   • "With cyberbullying, it can sometimes feel less 'real' because it's online. What are some unique challenges parents face in identifying and addressing cyberbullying, and how does the 'repeated' aspect of bullying manifest in the digital world?"

Teacher Notes:

• Encourage diverse perspectives but ensure the discussion remains respectful and focused on understanding, not debate.
• Gently redirect any attempts to discuss specific student incidents, reminding parents to focus on general principles.
• Reinforce the school's definition and policies as needed.

Role-Playing Resilience: Practicing Student Responses

Purpose: To give parents a hands-on opportunity to practice and reinforce strategies students can use when facing or witnessing bullying.

Time: 10 minutes (5-7 minutes for role-playing, 3-5 minutes for debrief)

Materials: Scenario cards (provided below)

Instructions:

1. Divide into Small Groups: Ask parents to form small groups of 3-4 people. (2 minutes)
2. Distribute Scenario Cards: Give each group one or two of the scenario cards below. (1 minute)
3. Role-Play: Instruct groups to choose roles (e.g., student being bullied, student witnessing, trusted adult, student bullying) and act out the scenario. They should focus on using the strategies discussed (e.g., "Stop, Walk, Talk" for students, reporting for upstanders). Encourage them to try different responses and observe what feels effective. (5-7 minutes)
4. Debrief: Bring the whole group back together. Ask each small group to share one key takeaway or a challenge they encountered during their role-play. Discuss what worked well and any lingering questions. (3-5 minutes)

Scenario Cards:

Scenario Card 1: The Lunch Table Exclusion

Situation: Your child is in 6th grade. At lunch, a group of students they used to sit with now turn their backs when your child approaches, whisper to each other, and sometimes make snide comments about your child being "weird" or "boring." This has been happening daily for two weeks.

Your Role-Play Focus: How would your child respond using the "Stop, Walk, Talk" method? How would the parent in your group advise their child and what steps would they take with the school?

Scenario Card 2: The Online Group Chat

Situation: Your 8th-grade child shows you a screenshot of a group chat where one student is repeatedly posting unflattering pictures of another student, adding mean captions, and encouraging others to comment negatively. Your child is in this group chat but hasn't participated in the bullying.

Your Role-Play Focus: How would your child act as an upstander? What would they do or say? How would the parent in your group guide their child to report this cyberbullying and what actions would the parent take?

Scenario Card 3: The Hallway Taunts

Situation: Your 3rd-grade child is often targeted in the hallway by an older 5th-grade student who calls them names like "baby" and "crybaby" and sometimes blocks their path, making them late for class. This has been happening a few times a week.

Your Role-Play Focus: How would your child use assertive language and body language to try to make the bullying stop? What steps would the parent in your group take to involve the school and support their child through this?

Scenario Card 4: The Playground Push

Situation: Your 1st-grade child sees a peer being pushed down on the playground by another student who then runs away, laughing. The child who was pushed looks sad and is rubbing their arm.

Your Role-Play Focus: How would your child, as a bystander, respond to the situation? Who would they tell? How would the parent in your group help their child understand their role as an upstander and what to do in such a situation?