Warm-Up: What is Bullying?

Take a moment to think about the word "bullying."

What comes to mind when you hear it? What does it look like, feel like, or sound like?

Write down your initial thoughts and feelings below.

Share Out (Optional):

Be prepared to share one thought or feeling with the class.

Teacher Script: Upstander Power

I. Warm-Up & Introduction (5 minutes)

(Display Warm-Up: What is Bullying? or Slide 1 of Bullying Lesson Slide Deck with the title)

"Good morning/afternoon, everyone. Welcome to our session today. We're going to dive into a really important topic that affects all of us, not just in school, but in life: bullying. The title of our lesson is 'Bystander to Upstander: Stop Bullying! What's Your Role?'"

"Let's start with our warm-up. On your paper/screen, please take a moment to write down what comes to mind when you hear the word 'bullying.' What does it look like, feel like, or sound like? You have about two minutes for this personal reflection."

(Allow 2 minutes for students to write.)

"Thank you for sharing your initial thoughts. Let's hear a few. Does anyone want to share one word or a short phrase that came to mind?"

(Call on 2-3 students, encouraging a safe and respectful environment for sharing. Acknowledge and validate their responses.)

II. Defining Bullying (5 minutes)

(Transition to Slide 2: "What is Bullying?")

"Great. Now, let's establish a common understanding of what bullying truly is. Often, we use the word 'bullying' for any mean behavior, but there are specific characteristics that define it. Bullying isn't just a one-time unkind act; it's a pattern of behavior."

"There are three key parts to recognizing bullying:

1. It's Intentional: The person doing the bullying means to cause harm.
2. It's Repeated: It's not just a single incident; it happens over and over.
3. There's an Imbalance of Power: This means one person has more power than the other. This could be physical strength, popularity, social status, or even having embarrassing information about someone."

"Can you think of why it's important to recognize all three of these characteristics when we talk about bullying?"

(Allow a moment for responses. Guide them towards understanding that this definition helps distinguish bullying from general conflict or occasional meanness.)

III. Types & Impact of Bullying (7 minutes)

(Transition to Slide 3: "Types of Bullying")

"Bullying isn't always physical. It comes in many forms, and it's important to be aware of all of them. Let's look at some common types:

• Physical Bullying: This is what many of us think of first – hitting, kicking, pushing, tripping, or even damaging someone's property.
• Verbal Bullying: This includes name-calling, insults, teasing, spreading rumors, or making threats.
• Social/Relational Bullying: This is often more subtle but very damaging. It involves intentionally excluding someone, spreading rumors to damage their reputation, or trying to manipulate friendships.
• Cyberbullying: This happens online or through digital devices. It can be mean texts, social media posts, spreading rumors online, or sharing embarrassing photos or videos without permission."

"Has anyone witnessed or heard of any of these types of bullying happening? Again, no names, but just to acknowledge that these are real experiences in our world." (Briefly acknowledge responses.)

(Transition to Slide 4: "The Impact of Bullying")

"Now, let's talk about the impact. Bullying doesn't just hurt the person being targeted. It creates a ripple effect that impacts everyone involved – the target, the bystander, and even the person doing the bullying."

• "For the Target, bullying can lead to anxiety, depression, feeling isolated, poor performance in school, and even physical symptoms like stomach aches or headaches."
• "For the Bystander – someone who sees it happening – it can lead to feelings of guilt, fear, helplessness, and anxiety."
• "And even for the Person Bullying, studies show they can face academic problems, substance abuse, and even violence later in life."

"The bottom line is: bullying hurts everyone. It creates an environment where people don't feel safe, respected, or able to learn."

IV. Becoming an Upstander (8 minutes)

(Transition to Slide 5: "Bystander vs. Upstander")

"This brings us to the core of our lesson: What role will you play? When bullying happens, there are typically two main roles people take if they're not the target or the person bullying: a bystander or an upstander."

• "A Bystander is someone who sees bullying happening but does nothing. They might be scared, unsure what to do, or think it's not their problem."
• "An Upstander, on the other hand, is someone who sees bullying happening and takes action to stop it or help the person being targeted."

"We all want to be upstanders, but it can be hard to know what to do in the moment. It takes courage, but your actions can make a huge difference."

(Transition to Slide 6: "Upstander Power: What Can YOU Do?")

"Let's brainstorm some specific strategies. What can you do if you witness bullying, or if you are being targeted? Remember, safety is always the first priority. Only intervene if you feel safe."

(Encourage student responses, then review the points on the slide, elaborating as needed.)

• "Directly Intervene (if safe): This could be telling the person bullying to stop, or standing with the person being targeted to show support. Sometimes, a simple 'Hey, that's not cool' is enough to de-escalate a situation."
• "Get Help: If you don't feel safe to intervene directly, or if the bullying is severe, the most important thing is to report it to a trusted adult. This could be a teacher, parent, counselor, or school administrator. Remember, reporting isn't 'tattling'; it's keeping someone safe."
• "Support the Target: After the fact, or if direct intervention isn't possible, reach out to the person being targeted. Offer kindness, include them, and let them know you're there to listen."
• "Distract: Sometimes, simply changing the subject or drawing attention away from the situation can break the cycle of bullying."
• "Document: Especially with cyberbullying, saving screenshots or messages can be vital evidence for adults investigating the situation."

"Are there any other ideas you have for being an upstander? Any questions about these strategies?"

(Address any questions or additional student ideas.)

V. Discussion & Wrap-Up (5 minutes)

(Transition to Slide 7: "Your School, Your Community")

"Ultimately, creating a safe and respectful school community is everyone's responsibility. Every student deserves to feel safe and respected here, and your actions, big or small, truly make a difference. We can all work together to create a positive environment."

(Transition to Slide 8: "Discussion & Reflection")

"To conclude our session, I want us to reflect a bit more deeply. We'll use the Discussion Guide: Our Role in Stopping Bullying. You can discuss with a partner or in small groups for a few minutes. Consider questions like: 'What is one thing you learned today about being an upstander?' or 'How can our school encourage more upstander behavior?'"

(Allow 2-3 minutes for small group discussion. Then, bring the class back together for 1-2 quick shares.)

"Before we finish, I'd like everyone to complete this short Cool-Down: My Upstander Pledge as an exit ticket. It asks you to think about one specific way you will commit to being an upstander moving forward."

(Distribute or display the Cool-Down. Collect as students leave or at the end of class.)

"Thank you for your engagement and thoughtful participation today. Remember, your power as an upstander can truly change someone's experience for the better. Let's make our school a place where everyone feels safe and valued."

Discussion Guide: Our Role in Stopping Bullying

Choose one or two of the following questions to discuss with a partner or in a small group. Be prepared to share some of your thoughts with the class.

1. What is one new thing you learned about bullying or being an upstander today?
   
   
   
   
   
   
   

2. What do you think is the hardest part about being an upstander? What makes it difficult?
   
   
   
   
   
   
   

3. Imagine you see someone being cyberbullied online. What specific steps would you take to be an upstander in that situation?
   
   
   
   
   
   
   

4. How can our school community encourage more students to become upstanders? What kinds of support or resources would be helpful?
   
   
   
   
   
   
   

5. Think about a time you (or someone you know) witnessed bullying. What happened, and what did you wish had happened instead?
   
   
   
   
   
   
   

Cool-Down: My Upstander Pledge

Before you leave today, take a moment to reflect on what you've learned about being an upstander. Your commitment makes a difference!

1. What is one specific action you will commit to taking to be an upstander in our school or community?
   
   
   
   
   
   
   

2. Who is one trusted adult you would go to if you or someone you know needed help with a bullying situation?
   
   
   
   
   
   
   
   
   
   
   
   

Thank you for being a part of creating a safer, more respectful environment!