1. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 10 Questions About Bullying to discuss in a planned PSHE lesson, or in tutor time or circle time Classroom resource & teacher notes

2. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 How to Use this Resource 10 questions are provided – these could be shared on your IWB or laminated and handed out You might consider them all in one session or consider two or three per session and build on your learning Additional notes are provided for teacher reference, these should be removed before working with students Choose which questions to use and adapt the language depending on your pupils’ abilities and needs It is important to make sure the question and the subsequent discussion are in the third person. Distancing the learning from the learner in this way is a vital element of creating a safe teaching and learning environment. Each time you discuss bullying remind pupils where and how they can access support if needed for themselves or a friend

3. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Further Support The PSHE Association guide to Handling sensitive or controversial issues through PSHE education further explores the context in which these issues might be addressed.Handling sensitive or controversial issues through PSHE education This includes ground rules and distancing techniques to keep children safe.

4. What is bullying?

5. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Depending on their age and personal experiences, different children are likely to come up with different answers to this question. Many pupils, especially younger ones, will focus on the physical aspects of bullying. Explore with the class the different impact of verbal or psychological bullying and bullying that takes place online as well as physical bullying. Also consider the major impact that even un-malicious teasing can have on more vulnerable pupils and help students to think more carefully about times when they may inadvertently have teased or bullied a classmate. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

6. Should someone who is being bullied fight back?

7. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Some people would argue that if you’re being bullied that you should retaliate and ‘give as good as you get’ or ‘stand up for yourself’. Explore with the class whether this is likely to be an effective way of dealing with bullying and why / why not. What might be a better way of addressing the problem? TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

8. Is bullying the same for boys and girls?

9. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 It is not uncommon for girls to experience more psychological bullying (e.g. being ignored / kept out of a group) whereas for boys, bullying is often more physical in nature. Explore the possible differences with your class and think about why these differences might exist. It’s important to understand that all different forms of bullying can be as damaging as each other and pupils should be encouraged to share their concerns regarding any type of bullying. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

10. How would someone who is being bullied feel?

11. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Ask students to discuss how someone who is being bullied might feel. It is important to ensure the question and the subsequent discussions are in the third person. Distancing the learning from the learner in this way is a vital element of creating a safe teaching and learning environment, allowing us to explore the question safely and objectively. There are lots of different answers here which often depend on the severity and type of bullying and what period of time it goes on for. Some of the ways that people may feel when they’re being bullied are: lonely, sad, angry, upset, helpless and anxious. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

12. How would it feel to have a friend who is being bullied?

13. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Talk with the class about what it would feel like to have a friend who was being bullied whilst you weren’t being bullied yourself – would the friend feel guilty that it wasn’t happening to them? What is the role of a friend? How could they help? It’s important to make sure the question and the subsequent discussion are in the third person. Distancing the learning from the learner in this way is a vital element of creating a safe teaching and learning environment. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

14. What could a friend of someone who was being bullied do to help?

15. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Think about the supportive role a friend can play. Think especially about how sometimes being a good friend may mean not keeping secrets and doing something your friend has asked you NOT to do (e.g. telling a teacher that they are being bullied). Be sure to share specific details about who pupils can talk to at school if there are bullying concerns and explain what is likely to happen next as this is something which often deeply concerns pupils and can put them off sharing their concerns. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

16. Are bullies bad people?

17. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Think with the class about the different reasons that someone might become a bully. Perhaps they were once bullied themselves, have been through a difficult time or are being encouraged by their peers. Why might these different scenarios make someone more likely to be a bully and what could that person do instead of becoming a bully? TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

18. How would it feel to bully other people?

19. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Discuss with pupils the feelings someone might get from being a bully – think about how it might make them feel powerful or in control but think too about how it might make them feel mean or sad when they reflect on what they’ve done. Consider how they might not think about how much they are hurting the person they are bullying. Remember it is important to make sure the question and the subsequent discussion are in the third person, in order to distance the learner from the learning. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

20. How could someone stop their bullying behaviour?

21. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 How could someone who found themselves bullying another pupil stop that behaviour? What if they were being encouraged by others to bully someone? Talk with pupils about how it is never too late to change your behaviour and that if you are honest with a teacher about your concerns then they will do their best to help you (and the person you have been bullying). TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING

22. Why don’t people who are being bullied always tell someone?

23. @PSHEassociation | www.pshe-association.org.uk | 020 7922 7950 Explore the different reasons that someone who is being subjected to being bullied might have for not telling a supportive adult. These reasons might include that they are scared that the bullying might get worse if they tell or that their concerns might not get taken seriously for some reason or that they don’t want to worry their parents. Discuss each concern in turn and try to support and reassure students in understanding that it is always important to tell an adult where bullying is concerned. TEACHER NOTES REMOVE BEFORE TEACHING TEACHER NOTES REMOVE BEFORE TEACHING