10 Q UESTIONS IN T UTOR A BOUT T B IME OR ULLYING TO C IRCLE T D IME ISCUSS Dr Pooky Knightsmith

How to Use this Resource

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10 questions are provided – these could be shared on your IWB 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.

Further Support

The PSHE Association have written an excellent guide to ‘ Handling sensitive or controversial issues through PSHE education ’ which further explores the context in which these issues might be addressed.

This includes ground rules and distancing techniques to keep children safe.

What is bullying?

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.

Should you fight back if you are being bullied?

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?

Is bullying the same for boys and girls?

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.

What does it feel like to be bullied?

Ask students to discuss how someone who is being bullied might feel - 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.

What does it feel like to have a friend who is being bullied?

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 you feel guilty that it wasn’t happening to you?

What is the role of a friend?

How could you help?

Is there anything you can do to help a friend who is being bullied?

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.

Are bullies bad people?

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?

What does it feel like to be a bully?

Discuss with pupils the feelings someone might get from being a bully – think about how it might make them feel powerful of 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.

How can you stop being a bully?

If, for some reason, you found yourself bullying another pupil, how could you stop that behaviour?

What if you 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).

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

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.

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

Need more support?

Dr Pooky Knightsmith specialises in mental health and emotional well-being in the school setting. She can provide training sessions or workshops for school staff, parents or students on a variety of topics.

For further information and free resources visit www.inourhands.com

Email: [email protected]

Twitter: @PookyH