Bullying Awareness Script

Introduction: What Does Bullying Mean to You? (5 minutes)

(Teacher says while displaying Slide 1: "Stand Up, Speak Out: Bullying's Impact")

"Good morning/afternoon, everyone. Today, we're going to talk about something incredibly important that affects all of us, directly or indirectly: bullying. It’s a word we hear a lot, but what does it really mean?"

"To start, I want you to think for a moment: What comes to mind when you hear the word 'bullying'? You can share a word, a feeling, or a short phrase. Let’s hear some of your initial thoughts."

(Allow 1-2 students to share, then transition.)

"Thank you for sharing. These are all important perspectives, and they highlight why it’s so crucial for us to discuss this. Our goal today is to understand bullying better, recognize its impact, and most importantly, learn how we can all be a part of the solution to create a safer, more respectful environment for everyone."

Defining Bullying and Its Forms (5 minutes)

(Teacher says while displaying Slide 2: "What is Bullying?")

"Let's start with a clear definition. Bullying isn't just a one-time unkind act. The generally accepted definition is: Unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance and is repeated, or has the potential to be repeated, over time. Key terms here are 'unwanted,' 'aggressive,' 'power imbalance,' and 'repeated.'"

"Now, bullying can take many forms. Let's look at some common types:"

• Physical Bullying: "This is what often comes to mind first: hitting, kicking, tripping, pushing, or even damaging someone's belongings. It's direct physical harm or threat of harm."
• Verbal Bullying: "This involves using words to hurt someone: teasing, name-calling, taunting, making threats, or saying cruel things. Words can be incredibly powerful, sometimes more hurtful than physical actions."
• Social or Relational Bullying: "This type of bullying aims to harm someone's reputation or social standing. It can involve spreading rumors, excluding someone from a group, or publicly shaming them. It's often more subtle but deeply damaging."
• Cyberbullying: "In our digital age, cyberbullying is increasingly common. This is any bullying that happens using technology – like hurtful texts, mean posts on social media, or sharing embarrassing photos or videos without consent."

"Can anyone think of an example, without naming names, of how one of these types of bullying might show up in our school, or in the lives of people your age?"

(Allow 1-2 students to share examples of different types of bullying, gently guiding them away from specific incidents or individuals.)

The Impact of Bullying: A Ripple Effect (5 minutes)

(Teacher says while displaying Slide 3: "The Ripple Effect: Impact of Bullying")

"It's important to understand that bullying isn't just about the person doing the bullying and the person being targeted. It creates a ripple effect, impacting everyone in the community. Let's consider:"

• On Victims: "For those who are bullied, the effects can be severe: anxiety, depression, low self-esteem, difficulty concentrating in school, and even physical health problems like headaches or stomach aches. It can make school feel like a very unsafe place."
• On Bystanders: "If you witness bullying, even if you’re not directly involved, it can be upsetting. Bystanders might feel guilty, scared, helpless, or anxious. It can also lead to a feeling of 'desensitization,' where we start to accept bullying as normal, which it is absolutely not."
• On Bullies: "Surprisingly, those who bully also often experience negative outcomes. They may struggle with academic problems, engage in other aggressive behaviors, or even face challenges with substance abuse later in life."
• On the School Environment: "Ultimately, bullying damages our entire school. It creates an atmosphere of fear, mistrust, and disrespect, which makes it harder for everyone to learn and thrive."

"Why do you think it’s so important to understand these broader impacts, beyond just the person being bullied?"

(Allow 1-2 students to respond, emphasizing that it's a community issue.)

Being an Upstander: Bystander Action Activity (10 minutes)

(Teacher says while displaying Slide 4: "Your Role: Being an Upstander")

"Given the wide-ranging negative effects of bullying, it's clear that we all have a role to play. Instead of being a passive 'bystander,' we want to encourage everyone to be an 'upstander.' An upstander is someone who supports and defends a person being bullied. It means choosing to act, safely, when you see something isn’t right."

"Being an upstander doesn't mean you have to confront a bully aggressively or put yourself in danger. There are many ways to intervene safely:"

• Direct Intervention (if safe): "If you feel safe and comfortable, you can speak up and tell the bully to stop, or stand with the person being bullied."
• Indirect Intervention: "Sometimes, a direct approach isn't possible or safe. You can distract the bully, or, most importantly, you can get help from an adult – a teacher, counselor, or administrator."
• Support the Victim: "After an incident, or even during, you can offer comfort to the person being bullied, listen to them, or make sure they feel included."
• Report It: "Always, always, always report bullying to a trusted adult. They can intervene safely and effectively when you might not be able to."

(Teacher says while displaying Slide 5: "Bystander Action Activity")

"Now, we're going to put some of these ideas into practice. I'm going to divide you into small groups. Each group will receive a set of scenarios where bullying is taking place. Your task is to discuss:"

1. What type of bullying is happening in the scenario?
2. What are the potential impacts on those involved?
3. Most importantly: How could you safely intervene or get help in that situation?

"You'll have about 7-8 minutes in your groups, then we'll come back together to share some of your strategies. Please choose one person to briefly share your group's ideas with the class. Are there any questions about the activity?"

(Distribute the Bystander Action Activity worksheet. Circulate among groups, providing guidance and answering questions. After 7-8 minutes, bring the class back together and have 2-3 groups share their discussions.)

"Excellent ideas, everyone! It’s clear that thinking through these situations ahead of time can help us respond more effectively."

Wrap-up and Reflection (5 minutes)

(Teacher says while displaying Slide 6: "Together, We Make a Difference")

"As we wrap up today, let's quickly review our key takeaways:"

• "Bullying takes many forms – physical, verbal, social, cyber – and it affects not just the individuals directly involved, but our entire school community."
• "Your role as an 'upstander' is incredibly powerful. Even small actions can make a big difference."
• "Always prioritize safety, support victims, and report bullying to trusted adults."

"I'm going to hand out a quick Bullying Reflection Cool Down sheet. Please take a few minutes to complete it individually before you leave. It's a chance to reflect on what we've discussed and how you can apply it."

(Distribute the cool-down. Collect them at the end of class.)

"Thank you all for your thoughtful participation today. Remember, by standing up and speaking out, even in small ways, we collectively create a more positive and respectful environment for everyone. Have a great rest of your day."

Bystander Action Activity

Instructions: In your groups, read each scenario below. For each scenario, discuss the questions provided and write down your group's ideas. Be prepared to share your thoughts with the class.

Scenario 1: The Online Exclusion

You see a classmate, Alex, constantly being left out of group chats for school projects and social events by a group of popular students. You also notice mean comments about Alex's clothing choices appearing on a public social media post that other students are "liking."

• What type of bullying is happening?
  
  
  
  
• What are the potential impacts on Alex and others involved?
  
  
  
  
• How could you safely intervene or get help in this situation?
  
  
  
  
  
  
  

Scenario 2: The Hallway Taunts

During the change of classes, you overhear a group of students making fun of another student, Maya, for a mistake she made during a recent sports practice. They are loudly calling her names and laughing, causing other students nearby to stare. Maya looks visibly upset and tries to walk away quickly.

• What type of bullying is happening?
  
  
  
  
• What are the potential impacts on Maya and others involved?
  
  
  
  
• How could you safely intervene or get help in this situation?
  
  
  
  
  
  
  

Scenario 3: The Project Sabotage

You are working on a group project, and one of your group members, Sam, keeps taking credit for all the work, intentionally leaving out another group member, Chris, during presentations to the teacher. You also notice Sam making sarcastic remarks about Chris's ideas during group meetings.

• What type of bullying is happening?
  
  
  
  
• What are the potential impacts on Chris and others involved?
  
  
  
  
• How could you safely intervene or get help in this situation?
  
  
  
  
  
  
  

Bullying Reflection Cool Down

Instructions: Please answer the following questions honestly and thoughtfully. Your responses will help us understand your learning and how we can best support a positive school environment.

1. Before today's lesson, how confident were you in identifying different types of bullying? (Circle one)
   Very Confident | Somewhat Confident | Not Very Confident | Not Confident At All
   
   
   
   

2. Describe one new thing you learned about the impact of bullying on individuals or the school community.
   
   
   
   
   
   
   

3. Imagine you witness a bullying situation. What is one specific, safe action you could take as an upstander?
   
   
   
   
   
   
   

4. What is one question you still have about bullying or how to address it?