Your school is implementing LifeSkills Training, an evidence-based prevention program proven to reduce problem behavior including aggression, delinquency, and substance use initiation among children, adolescents, and young adults.

The learning objectives for this module include:

• Identify the most common types and roles in bullying situations 
• Understand how to apply the 3Rs strategy, Recognize, Respond, and Report, to bullying incidents 
• Learn ways to support students involved in bullying situations
• Teach students how to make healthy and responsible decisions to prevent bullying 
• Teach students how to be responsible and safe digital citizens

Bullying is repeatedly using harmful words, images, or actions to hurt someone on purpose.

Common types of bullying are: 

• Verbal
• Physical
• Social
• Cyber

Bullying is a serious public health concern that affects all communities, as evidenced by several key findings:

• Research from national studies indicate that bullying is prevalent even among elementary school students.
• Boys are more likely to engage in physical bullying, whereas girls are more likely to engage in some forms of social bullying.
• Both boys and girls engage in verbal bullying and cyberbullying.

• In 2023-2024, nearly half (45%) of elementary-aged children reported being bullied, picked on, or excluded in the past year.
• These statistics show that bullying is common even at a young age, underscoring the importance of intervening early. 

There are four common roles in bullying incidents:

• Bully
• Target
• Bystander
• Defender

A child’s behavior does not define who they are as a person.

It’s also important to know that a child can take one role in one situation and a completely different role in another situation.

A Bully may engage in this behavior for any number of reasons, including: 

• Desire for status: They may enjoy being "looked up to" or having a sense of power. 
• Lack of empathy: They may not care about or understand the feelings of others. 
• Difficulty with emotional regulation: They may lack the skills to manage negative emotions like anger and frustration. 

A Target is the person or group on the receiving end of the bullying. Children who are Targets may possess any of the following characteristics:

• Social tendencies: They may be shy or anxious around others or have fewer friends.
• Appearance: They may be perceived as being "different" from others.
• Health conditions: Students with visible physical disabilities or chronic illnesses are frequently targeted.

A Bystander is someone who witnesses the incident, but does not address it, for reasons including: 

• The "Bystander Effect": Situations in which people feel less responsibility to act because others aren't doing anything to help either. 
• Retribution: They may fear being excluded or becoming a Target themselves. 
• Misinterpretation: Children may not recognize bullying if it is subtle or disguised as “play.”

A Defender knows what to do when he or she sees someone being bullied and takes action to help. Children who are Defenders are likely to have the following characteristics: 

• Strong Moral Compass: They believe that bullying is wrong and feel a responsibility to help others.
• Empathetic: They can identify with the feelings of the Target.
• Self-efficacy: They feel confident that their actions will improve the situation. 
• Strong Support Systems: They have parents and teachers who model and reward Defender behavior.

As educators, you observe daily interactions among students and are often the first to notice changes in their relationships with peers and friends. 

There are often telltale signs that a student may be affected by bullying. Three steps you can take to help prevent and stop bullying are Recognize, Respond, and Report.

Look out for sudden changes in students' behavior, physical health, or emotional state.

Signs a child is being bullied or may be bullying others include:

• Frequent headaches and/or stomachaches
• Sudden loss of friends
• Loss of interest in favorite activities 
• Frequent fighting 
• Lack of empathy for others
• Poor emotional regulation

If you witness a bullying situation, separate the Target and Bully, if it is safe to do so. If it’s not, ask other school staff members for assistance. Once separated:

• Make sure both parties are safe and ensure any health needs are addressed.
• If a Defender stepped up, acknowledge and thank them for their actions.

By stepping in, you are sending a clear message that bullying is not tolerated.

Report the incident according to school guidelines and promptly inform the caregivers, ensuring you adhere to the following:

• Documentation: Create a written record after the incident, focusing on objective observations.
• Confidentiality and Privacy: When informing parents, adhere to student privacy laws (like FERPA).
• External Referrals: If necessary, follow mandatory reporting protocol as required by state law.
• Digital Preservation: In cases of cyberbullying, advise parents or caregivers to save screenshots or recordings of the behavior to assist in the school’s investigation.

Bullying can have both short- and long-term effects on students’ well-being, which is why early intervention is critical. Modeling empathy and compassion toward everyone involved after an incident helps foster a safe, healthy environment for all.

When speaking with the Target, demonstrate empathy and reassure them that the incident is not their fault. Never tell the student to ignore the incident.

Sample sentences to use: 

• “I’m sorry this happened to you, and I am glad you told me.”
• “What you experienced is not okay, and it’s not your fault.” 
• “I’m so glad you told me. I’m here to help you.”

Bullying behavior among children is often a sign that they need support and guidance. Fostering empathy helps children understand the impact of their actions and encourages them to find healthier ways to handle difficult emotions.

Sample sentences to use: 

• “How do you think your actions made the other person feel?”
• “Next time you feel [angry/jealous/ignored], what is a healthier way you could handle that feeling so no one gets hurt?”

Following an incident, ensure that children are aware of the resources available. Reach out to qualified staff members who can provide guidance and emotional support for everyone affected.

Sample sentences to use:

• “There are people at school whose job is to help when things like this happen.”
• “It might help to talk with someone who can listen and help us work through what happened. How does that sound?" 
• “Do you want me to help you talk to the counselor?”

When children learn to manage their emotions effectively, they are better equipped to make responsible decisions. Educators can reinforce this and help prevent bullying by teaching the “Stop–Think–Go!” decision-making method: 

• STOP: Pause and take a deep breath.
• THINK: Consider the pros and cons of your words or actions.
• GO: If your response is kind, proceed with confidence. 

Congratulations on completing this module! Your role matters. Responding thoughtfully to bullying helps promote a safe, supportive learning environment.