Activity Type: Guided Discussion with Written Reflection
Duration: 15 minutes
Class Size: 15-20 students

Learning Objectives:

• Analyze the long-term impact of bullying on all parties
• Evaluate bystander responsibility and power
• Develop strategies for intervention and self-advocacy

Materials Needed:

• Students’ own paper and pencils (or can be verbal only)

Step-by-Step Instructions:

1. Opening Scenario (2 minutes)
   1. Present this scenario: “A student posts an embarrassing photo of a classmate on social media. Over the next week, 50 students like it, 20 share it, 5 comment making jokes, and 100+ students see it. The targeted student stops coming to school.”
   1. Say: “Let’s analyze the ripple effect of this situation on everyone involved.”
2. The Four Perspectives (8 minutes)
   1. Divide board/discussion into 4 categories:

A. The Target (2 minutes)

• Ask: “What are the short-term impacts?” (Embarrassment, anxiety, isolation, academic struggles)
  • Ask: “What about long-term?” (Depression, trust issues, PTSD, school avoidance)
  • Discuss: Digital permanence—online content can follow someone for years

B. The Person Who Bullied (2 minutes)

• Ask: “Why might someone do this?” (Social status, revenge, group pressure, not thinking of consequences)
  • Discuss: Consequences—school discipline, legal issues (criminal charges for cyberbullying in many states), reputation damage, guilt

C. The Bystanders (2 minutes)

• Ask: “Everyone who saw this made a choice. What were their options?” (Like/share, ignore, report, defend, talk to target privately)
  • Discuss: “Those who liked/shared became accomplices. Those who stayed silent gave permission. What’s the psychological impact of watching someone suffer and doing nothing?”

D. The Community (2 minutes)

• Ask: “How does bullying affect the whole school climate?” (Fear, distrust, lower academic performance, higher absenteeism)
  • Discuss: Research shows students perform better academically in schools with strong anti-bullying cultures
• Personal Reflection (3 minutes)
  • Students silently reflect (can write or just think):
    • “Have I ever been in a situation like this? What role did I play or could I have played?”
    • “What will I do differently next time I witness bullying—whether physical, verbal, social, or online?”
    • “If I’m being bullied, what resources are available to me?” (School counselor, trusted teacher, parents, anonymous reporting systems, crisis text lines)
• Action Commitments (2 minutes)
  • Go around quickly—each student shares ONE concrete action (no repeats):
    • Examples: “Delete and report harmful posts,” “Check in with isolated classmates,” “Call out ‘jokes’ that hurt,” “Be aware of my digital footprint,” “Report serious situations to adults”

Discussion Questions:

• “Why do you think bystanders often don’t intervene, even when they know something is wrong?”
• “How has social media changed the nature and impact of bullying?”
• “What’s the difference between ‘snitching’ and reporting genuine harm?”
• “How can we create a culture where standing up is the norm, not the exception?”

Assessment:

Students demonstrate understanding by articulating the multifaceted impact of bullying and committing to one specific upstander action.

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🔑 Key Reminders for Educators:

• Normalize reporting: Emphasize that telling adults about bullying is not “tattling”—it’s protecting someone from repeated harm
• Avoid forced apologies: Bullying isn’t resolved with a handshake; it requires behavior change and accountability
• Follow up: If students disclose bullying during activities, follow school protocols for documentation and intervention