Activity 1: kind, unkind or bullying
Give pupils a set of fictional classroom and playground examples. Ask them to sort each example into kind, unkind, conflict or bullying behaviour. The aim is not to catch pupils out; it is to help them notice repetition, power imbalance and impact.
Finish by asking what a trusted adult could do next and what a safe friend could do next.
Activity 2: trusted adult map
Ask pupils to draw a simple map of school and mark where they could find trusted adults during different parts of the day: playground, lunch, corridor, classroom, club and home time.
This turns help-seeking into a real route. It is especially useful for younger pupils who know they should tell someone but are not sure who is available in the moment.
Activity 3: odd socks reflection
After Odd Socks Day, ask pupils to write or draw one way people can be different and still belong. Then link the conversation back to silence: why might someone stay quiet if they feel left out, and what can the class do to make telling easier?
Activity 4: sentence practice
Practise short help-seeking sentences out loud: I need help with something, someone is being left out, I saw something unkind, or I am worried about a message. Keep the task gentle and normal so pupils do not feel they need perfect words before asking for help.