Activity 1: sort the situation
Prepare fictional examples of kindness, disagreement, one-off unkind behaviour and repeated bullying behaviour. Ask small groups to sort them and explain what information they would need before deciding.
The discussion should focus on behaviour, repetition, impact and power. Remind pupils that serious one-off harm still needs adult help even when it is not labelled bullying.
Activity 2: map trusted adults and safe routes
Ask pupils to map where they can find help during lessons, break, lunch, travel, clubs and online situations that affect school. Include more than one adult and explain what happens after a concern is shared.
For younger pupils, use a simple school map. Older pupils can compare formal and informal routes and identify what makes reporting feel safer.
Activity 3: practise bystander choices
Give pupils a scenario and several possible responses: join in, ignore it, check on the pupil privately, interrupt safely, keep relevant evidence or tell an adult. Ask which choices could reduce harm without putting another pupil at risk.
Avoid telling pupils they must confront someone directly. Safe support can be quiet, private and adult-led.
Activity 4: trace an online turning point
Use a fictional group-chat sequence and pause at each turning point. Pupils can identify where forwarding, reacting, screenshotting, leaving, reporting or checking on someone changes the situation.
Do not use real messages from the school community. Keep the example fictional and link the exercise to the school's current online-safety and reporting procedures.
Activity 5: test the reporting route
Ask pupils to write down who they would contact and what they expect to happen next. Collect answers anonymously and use the pattern as feedback for the pastoral team.
If pupils cannot name the route, repeat it in assemblies, classrooms and parent communication. The exercise measures clarity without asking anyone to disclose a personal incident.