The students reflect upon and explain how they would respond to different cases of cyberbullying and offline bullying.
- to understand different forms of bullying (offline and online)
- to identify ways of responding to cyberbullying
- to develop awareness of the consequences of bullying and cyberbullying
- to strengthen competencies and resilience in responding to cyberbullying
- to reflect on different ways how to support kids who are being bullied
- papers, pens
- flipchart and markers
- room setting: enough space for students to move around in the room
- Students will have different levels of awareness and understanding of cyberbullying. You may want to give some information about it in the opening part of the activity. For this purpose it is helpful to explore the resources of INSAFE (e.g. in view of a definition and of understanding the issue, teaching strategies for dealing with cyberbullying and resources etc.). INSAFE is a European network, comprised of 31 national awareness centres, 27 of the EU member states, plus Iceland, Norway, Russia and Serbia).Online issues for teachers and educators:
- Number the corners of the room from 1 to 4.
Step by step description
Part 1: Cases and discussion (30 min.)
1. Start by asking participants:
- What is bullying?
- What are the different ways people bully?
- Why do you think people bully?
- How does bullying affect people who are bullied? And people who bully? The whole community?
- What forms can online bullying (cyberbullying) take?
3. Read the descriptions of the bullying situations and give the students time go to the corresponding corner. Once the participants have taken a position, ask a few in each position, why they chose that response and what they consider to be advantages and disadvantages of this position. Allow those participants, who chose the open corner, to explain their responses.
For the bullying situations see Annex (Bullying scenes).
Part II: Debriefing (20 minutes), see questions for debriefing
Reflection with the students / questions for debriefing
- How did you like the exercise? Did you feel that some of the scenes were difficult to respond to? Which ones and why?
- What do you find most difficult in situations in which you are a silent witness? Why is it hard to confront the bully?
- Can you relate to any of the situations?
- Is there any difference in the ways bullying happens online? What makes it different?
- What are the consequences of cyberbullying for the victims? How does it affect their lives both online and offline?
- How does hate content or hateful comments affect victims of cyberbullying?
- Where can people, who are bullied, find help and support? Who is responsible to help and support people, if they are bullied?
- What can be done to help bullying people change their behaviour?
- Are there any responses to cyberbullying that you can think of?
- Some forms of bullying probably exists among your students. Bullying affects many peoply to varying degrees and can take different forms. Be sensitive to the situations that may already exist in the group and try not to focus on any personal situation.
- Introduce a talking stick or pretend to have a microphone, so that people wanting to speak must wait their turn.
Suggestions for adaptations and variations
A further step to expand the knowledge and understanding of the students about the issue could be to invite someone from a local organisation which is dedicated to the prevention of cyberbullying and support in cases of bullying/cyberbullying. Potentially, you could also consider collaborating with a police department.
Reference / original source of the method
This activity is an adaption of the activity “Bullying Scenes” from Compasito – Manual on Human Rights Education for Children (Council of Europe, 2007). www.eycb.coe.int/compasito/chapter_4/4_8.asp
Further tips and resources
Bookmarks. A Manual for combating hate speech online through human rights education www.nohatespeechmovement.org/bookmarks ( No hate speech movement, Council of Europe, 2014