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.
Activity 6: practise a help-seeking sentence
Give pupils short sentence starters they can adapt: something keeps happening and I need help; I am worried about someone else; or I do not know if this is bullying, but it is upsetting me.
Pairs can practise saying the sentence to a fictional trusted adult. Make clear that pupils can also write, use an agreed check-in route or bring a friend when speaking feels difficult.
Activity 7: belonging without forced sharing
Ask pupils to identify actions that make a class feel welcoming: inviting someone into a game, using names respectfully, making space in a group and noticing when someone is repeatedly left out.
Keep reflection general. Pupils should not be asked to name who is included or excluded in the real class, because that can expose relationships and increase harm.
Activity 8: one action after Anti-Bullying Week
Each class chooses one realistic action it will continue after the campaign, such as repeating the trusted-adult route, reviewing group-chat expectations or using a weekly belonging check-in.
Set a review date. The activity becomes more credible when pupils see what the school did with their learning rather than moving straight to the next awareness theme.
Use the free posters as activity prompts
The free primary-school anti-bullying posters can introduce a sorting activity, trusted-adult discussion or safe-upstander lesson. Print the relevant A4 page, then ask pupils to explain one message in their own words.
Keep pupil additions general. Real names, screenshots and incident details belong in the school's private reporting route, not on a classroom or corridor display.
Use activities alongside live P4-P7 delivery
Classroom activities can prepare pupils and reinforce language after a workshop. HIP Psychology's one Anti-Bullying Week offer is the live online Hip N Healthy workshop for P4-P7 pupils.
See the live online workshop for the audience, format, learning and booking route.