Primary (Elementary) Schools

Handbook 1

Tools for Raising Awareness

About Bullying

Primary School

Anti-Bullying Campaign

Second Class (Age 8) Exercise 1.2.1 . . . Early September

"Yes . . . That's Bullying" - Video

Coordinator:

  • Print out enough copies of the "Regular Class Survey" from the Primary/Incidents section of this website for all the pupils in the class groups where this exercise is being carried out
  • Arrange with the relevant teacher(s) to carry out a "Regular Class Survey" after the exercise is complete

Teacher:

  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Lead/Allow a discussion about the unfairness of being left out (especially out of games), having your work ruined and being called unwelcome names (which is annoying and upsetting)
  • Ask pupils how they think it would feel to experience each of these, especially if it happened again and again and would not stop
  • Carry out the “Regular Class Survey” and if any bullying behavior is indicated follow this up using the steps in the Primary/Incidents section of this website

Rationale: This is a short animated video discouraging unequal treatment of fellow pupils from - A federal government website managed by the U.S. Department of Health & Human Services. In the video clip one character's feelings are hurt when his classmates (a) leave him out, (b) ruin his artwork and (c) call him names. The teacher indicates that it is "not the first time." Clearly it is "Repeated, Deliberate, Hurtful Behaviour", i.e. bullying. A short discussion with pupils could follow about each type of behaviour mentioned, about repetition of such behaviour and how it would feel to be treated like this. Pupils could also be asked how the targeted pupil would feel when this kind of behaviour finally stopped.

Second Class (Age 8) Exercise 1.2.2 . . . Early October

"Types of Bullying" - Worksheet Exercise

Coordinator:

  • Print enough copies of this worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute this worksheet to be completed and signed by pupils
  • Help pupils to understand the instructions at the top
  • Collect the worksheets when they are completed and signed

Rationale: This exercise helps to make pupils aware of different kinds of bullying, which can involve physical hurt, as many children expect but also many other kinds of behaviour. Verbal bullying, for example, is the most common form of bullying. Pupils are asked to think about the different forms bullying can take, to categorise them by type and to evaluate them in order of impact. This is an important first step towards learning about the nature and unacceptability of bullying. Sometimes the form of bullying that a pupil says s/he thinks would most seriously affect a targeted pupil, or a form of bullying that a pupil adds to the list may reflect her/his own experience and this may be indicated in another survey.

Adapted with kind permission from "Bullying and Conflict Resolution" by Prim-Ed Publishing.

Check out this and other excellent photocopiable Prim-Ed resources for dealing with bullying

and conflict resolution at

Second Class (Age 8) Exercise 1.2.3 . . . Early November

"Stand Up ~ Bullying Commercial" - Video

Coordinator:

  • Print enough copies of the accompanying worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute copies of the worksheet to be completed and signed by pupils
  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Collect the worksheets when they are completed and signed

Rationale: This is an animated video with characters played by dolls. In this video an easy-to-recognise bullying situation is brought to an end when a bystander decides to intervene. It could be a one-off event and therefore not bullying but the "thought" shown in the worksheet indicates this is not the first time so it is bullying - deliberate, repeated hurtful behaviour. Pupils should be reminded of this. Watching this video at least twice and completing the worksheet can help pupils come to a greater understanding of how mean, unfair and unacceptable bullying is and how bystanders can and should intervene when they see bullying behaviour.

Second Class (Age 8) Exercise 1.2.4 . . . Early December

"Snakes and Ladders"- Board Game

Coordinator:

  • Print enough copies of the "Snakes and Ladders" worksheet for each class group so that pupils can play the game in groups of three or four
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils
  • Provide dice for the teachers to use or arrange that they will have dice available themselves on the day. As a fall-back, tell the teachers that six small pieces of paper, numbered 1 - 6 and folded so the numbers cannot be seen, can be used instead, with pupils taking turns to pick one from a cup, use it, then re-fold it and replace it

Teacher:

  • Distribute these worksheets (and dice if available) to be used by the pupils in groups of three or four. If dice are not available use six small pieces of paper, numbered 1 - 6 and folded so the numbers cannot be seen, and placed in a cup for each group
  • Ask pupils to choose their counters for the game i.e. a pencil sharpener, a rubber, a coin
  • Allow the pupils to play the game at least three times, calling out each message they land on that allows them to go up a ladder or forces them to go down a snake
  • Collect the "Snakes and Ladders" worksheets at the end so they can be used again in following years

Rationale: We are grateful for the use of the Snakes and Ladders board, available free of charge (without our anti-bullying messages) from We have added key anti-bullying messages to help raise awareness among pupils about bullying and its unacceptability. The good messages lead to rapid progress up ladders and maybe to victory. The bad messages lead to sliding down snakes, making victory less likely. Pupils easily understand the underlying positive and negative messages. This game can be played in class by groups of about four players using pencil sharpeners, rubbers etc. as counters. Pupils can be asked to call out each message they land on that allows them to go up a ladder or forces them to go down a snake, which reinforces the underlying message that bullying has bad consequences and cooperating to prevent bullying has good consequences. By playing several games (e.g. the first in the group to win three games) all messages are repeated, possibly several times, and all pupils benefit

Second Class (Age 8) Exercise 1.2.5 . . . Early January

“Cyber Bullying Cinema Commercial”- Video

Coordinator:

  • Print enough copies of the accompanying worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Decide whether to ask the worksheet questions orally in a general class discussion, on paper, or both and if the latter -
  • Distribute copies of the worksheet to be completed and signed by pupils
  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Collect the worksheets, if used, when they are completed and signed

Rationale: This anti-cyber-bullying YouTube video shows the sadness and unhappiness of a person who is cyber-bullied with nasty names. Watching it at least twice and answering the questions in the Accompanying Worksheet, either orally, led by the teacher or on the printed worksheet, can help pupils to realise how sad and unhappy a person might feel who is called nasty names on computer, on their phone or out loud. The advantage of using the worksheet is that pupils are offered an option in it - if they see someone else being cyber-bullied like this tell their teacher.

Second Class (Age 8) Exercise 1.2.6 . . . Early February

“Open University – Anti cyber bullying video”- Video

Coordinator:

  • Print enough copies of the accompanying worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute copies of the worksheet to be completed and signed by pupils
  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Collect the worksheets when they are completed and signed

Rationale: In this video a girl uses words on a page to ask viewers to help stop cyberbullying and then uses further pages to indicate seven different kinds of nasty cyber-bullying activities before smiling at the prospect of helping stop cyber-bullying. Watching this video clip at least twice, discussing its contentswith pupils and then answering the questions in the Accompanying Worksheet can help pupils to understand what cyber-bullying is and what they should do and not do if they know about cyber-bullying taking place.

Second Class (Age 8) Exercise 1.2.7 . . . February-March

Annual Drawing Competition

Coordinator:

  • Agree prizes with principal/management (e.g. cash, vouchers, phone credit) in advance
  • Agree with teacher colleagues a time for all class groups together to take part in the competition
  • Complete competition notice (draft provided) and place several copies around school
  • Print the special drawing sheets (draft provided) and arrange these in bundles for teachers to take and distribute on the day of the competition
  • Arrange to have an intercom announcement made each day, always emphasizing that it is an anti-bullying competition and that the prizes will not be for artistic merit but for the anti-bullying message, until the day of the competition
  • Organise a group of colleague volunteers to be judges
  • Arrange any follow-up announcements.

Teacher:

  • Distribute special drawing sheets at the appointed time on the day of the competition
  • Collect completed, signed drawings at the end of the designated period, e.g. 30 minutes
  • Volunteer judges, should focus on the anti-bullying message in drawings rather than artistic merit

Rationale: This competition can focus on a slightly different anti-bullying theme each year, using the special sheets provided here. If this exercise is announced two weeks in advance, with regular intercom announcements in the meantime, always emphasising that it is an "anti-bullying" drawing competition, it works like advertising to raise awareness by repetition. After the day of the competition further announcements about the judging and the results have the same effect. If good entries are copied (lead pencil does not copy well) and laminated and placed around the school then what pupils see is anti-bullying messages from their peers rather than from teachers. This helps change the culture among pupils to one where bullying is less acceptable and it does so with minimum effort for busy teachers. These laminated drawings can be left in place for the rest of the school year and for the following year until a new competition has produced more.

Second Class (Age 8) Exercise 1.2.8 . . . April-May

Annual Slogan Competition

Coordinator:

  • Agree prizes with principal/management (e.g. cash, vouchers, phone credit) in advance
  • Decide the theme/introduction to be included in notices and entry forms (in consultation with anti-bullying team)
  • Complete the competition notice (draft provided) and place several copies around school
  • Print entry forms and give them to teachers to distribute to pupils
  • Place a cardboard postbox near the school office for receipt of completed entries
  • Arrange to have an intercom announcement made each day, always emphasizing that it is an anti-bullying competition, until the closing date
  • Organise a group of colleague volunteers to be judges
  • Arrange any follow-up announcements

Teacher:

  • Distribute entry forms to pupils and ask them to place completed, signed entry forms in the postbox provided

Rationale: This competition can use a different starter phrase for the slogans each year and allow a different number of words to complete it. In this way it can be tailored to suit current needs in your school. Pupils may need to be told what a slogan is. A couple of well known examples might help like ". . . it does what it says on the tin" or ". . . because you're worth it!" This competition can deliver a lot of anti-bullying messages from pupils to pupils before, during and afterwards - and pupils do almost all the work. In addition, throughout the competition period, regular intercom announcements and notices reinforce the message that "This is an anti-bullying school." If good entries are laminated and placed around the school then what pupils see is anti-bullying messages from their peers rather than from teachers. This helps change the culture among pupils to one where bullying is less acceptable and it does so with minimum effort for busy teachers. These laminated slogans can be left in place for the rest of the school year and for the following year until a new competition has produced more.

Third Class (Age 9) Exercise 1.3.1 . . . Early September

"Recognising Bullying" - Worksheet Exercise

Coordinator:

  • Print enough copies of this worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute the worksheets to be completed and signed by pupils
  • Help pupils understand the instructions at the top
  • Collect the worksheets when they are completed and signed

Rationale: This exercise enables pupils to reflect on the real nature of bullying. While some of the examples are fairly obvious, some are designed to create a doubt as to whether they really involve bullying, perhaps leading to disagreement and generating useful debate. The essential character-istics of bullying are that it is deliberate, hurtful behaviour that is repeated either in act (e.g. name-calling) or in impact (e.g. putting something nasty on facebook just once but leaving it there to upset someone day after day). This makes bullying behaviour recognisable even for children. It is different from other kinds of human behaviour including "horseplay" and "messing." Additional examples, real or otherwise, can be substituted by the anti-bullying team in a school and subsequently shared with other schools.

Adapted with kind permission from "Bullying and Conflict Resolution" by Prim-Ed Publishing.

Check out this and other excellent photocopiable Prim-Ed resources for dealing with bullying

and conflict resolution at

Third Class (Age 9) Exercise 1.3.2 . . . Early October

"Strength in Numbers" - Video

Coordinator:

  • Print enough copies of the accompanying worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute copies of the worksheet to be completed and signed by pupils
  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Collect the worksheets when they are completed and signed

Rationale: This is an excellent, thought-provoking anti-bullying video from Dunsford Elementary School, Ontario, Canada. Watching this video clip at least twice and answering the questions in the accompanying worksheet can help pupils learn how unacceptable bullying is and how important it is to show support for targeted pupils. This exercise can also remind pupils of many of the hurtful words that children sometimes use to each other and about each other. Seen all together in this video clip, messages about their hurtful impact and unacceptability are reinforced. You may wish to show the pupils the video clip one last time after they have completed the worksheets.

Third Class (Age 9) Exercise 1.3.3 . . . Early November

“It’s up to You” - Video

Coordinator:

  • Print enough copies of the accompanying worksheet for each class group doing this exercise
  • Give sufficient copies of the worksheet to each teacher overseeing the exercise for their pupils

Teacher:

  • Distribute copies of the worksheet to be completed and signed by pupils
  • Show the video clip at least twice (e.g. from the USEFUL WEB LINKS page of our website so you don't need to use your username or password in front of your pupils, using data projector and screen or electronic whiteboard)
  • Collect the worksheets when they are completed and signed

Rationale: This anti-cyber-bullying YouTube video could also be used in a lesson about deliberate exclusion. Watching this anti-cyber-bullying and anti-exclusion video at least twice and then answering the questions in the Accompanying Worksheet can help pupils to understand what cyber-bullying and exclusion are and what they should do and not do if they know about cyber-bullying or exclusion.