Anti-Bullying Week 2025 - Bullying vs teasing
Lesduur is: 50 minIntroductie
Instructies
- After participating in the lesson, students will have been introduced to the topic of bullying and teasing.
- During the lesson, students become aware of the difference between bullying and teasing.
- After the lesson, students will know the different roles involved in bullying.
- Students will understand what they themselves can do to help stop bullying.
- Smart board with WiFi
- Download and print the worksheet for the students
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Tell the pupils that this lesson is about bullying or teasing.
Through videos, questions, statements and short activities, the lesson explores topics such as the difference between bullying and teasing, and the consequences of bullying.
Tip: Begin by agreeing on some simple ground rules for discussing this topic (listening attentively, showing respect, not laughing at others, letting everyone finish speaking, etc.).
Write it down for yourself.
Ask the pupils to write down as many words as they can think of when they hear the word bullying. There are no right or wrong answers. Then discuss their responses together as a class.
Watch the video in which the youth experts talk with each other.
You discuss several situations with the students. It’s up to them to decide whether they think each situation is bullying or teasing. The situations will appear in the following slides.
Bullying or teasing?
Bullying or teasing?
Bullying or teasing?
Bullying or teasing?
Bullying or teasing?
Watch the video in which the youth experts talk with each other.
Class discussion
Talk with the class about how you can recognize when someone is being left out. Students often think this isn’t the case, for example because they believe they’re “just leaving someone alone.” Make them aware that this is also a form of exclusion. Emphasize that the class is stronger when everyone is included — you can see your class as a team!
Suggestions:
When someone is never asked to work together on an assignment or project.
When someone always sits alone during breaks.
When someone tries to join in but is ignored.
When someone is consistently overlooked.
When someone isn’t added to a group chat.
When someone is never greeted.
When someone is ignored.
When someone doesn’t receive support when being bullied.
Discuss in pairs
Have the students discuss in pairs what they think bystanders can do to stop bullying. Afterwards, talk about their ideas as a class. Emphasize that if your class is a team, that also means sharing responsibilities together.
Suggestions:
Make clear agreements with each other.
Treat each other with respect.
Go to the teacher together.
Stand up for the victim in the moment.
Talk to the victim afterwards: how do they feel, and what do they need?
Watch the video in which the youth experts talk with each other.
Divide the class into groups of five.
Each group assigns the different roles among themselves. Together, they come up with a situation in which someone is being bullied, and then, one by one, they explain what each role does in that situation. Afterwards, discuss the outcomes as a class. Emphasize that each group should work together as a team and immediately apply the earlier suggestions from slide 13.
Differentiation:
If the students are not yet completely clear about the roles, go over them first.
Roles:
Bully: The person who hurts or insults others to seem cool or to be in control.
Victim: The person who is being bullied and often feels powerless.
Follower: Someone who doesn’t bully directly but goes along with the bully, for example by laughing or watching.
Defender: The person who stands up for the victim and tries to stop the bullying.
Bystander: Someone who sees it happening but doesn’t do anything or get involved.
Discuss in pairs
Have the students discuss in pairs what they think the consequences of bullying are. Afterwards, talk about their ideas as a class.
Follow up questions:
How does someone feel?
Does the person suffer from it for a short or a long time?
How might someone still be affected later in life?
What does it do to someone’s self confidence?
Differentiation:
If students find it difficult to see themselves as bystanders, rephrase the question:
What tips would you give a friend who sees someone being bullied?
Watch the video in which the youth experts talk with each other.
Class discussion
Work together with the students to create agreements that ensure no one feels bullied or left out. Let the ideas come as much as possible from the students themselves, and focus on creating a safe and respectful classroom environment.
Suggestions:
Don’t make negative comments about someone’s appearance.
Show interest in each other.
Include someone if they’re being left out.
Ask yourself: does my joke come across the same way to the other person?
“Jokes are only truly funny when everyone can laugh along.”
Read this quote aloud in class.
The clothes the people wear in the video are from America Today.
This is the end of the lesson.
Ask if the pupils have any final questions and ensure the lesson ends on a positive note.
Thank you for taking part!