Before using an anti-bullying worksheet
Start with the school definition, reporting route and safeguarding procedure. A worksheet can support learning, but it should not ask pupils to investigate a real incident, name another child or decide whether someone is guilty of bullying.
Use fictional scenarios and tell pupils where they can speak privately if the activity brings up a concern. Make clear that children can ask for help even when they are unsure whether the right label is bullying, conflict, teasing or one-off unkind behaviour.
Worksheet 1: bullying, conflict or unkind behaviour?
Create a four-column sheet headed: what happened, has it happened before, who has power in the situation, and what help is needed. Add four short fictional examples, such as a disagreement over a game, a repeated nickname, one hurtful comment and repeated exclusion from a group.
Ask pupils to record what they know and what they would still need to know. The learning is not about finding one perfect label. It is about noticing behaviour, repetition or potential repetition, impact and power while recognising that any unsafe or upsetting situation can be shared with an adult.
Worksheet 2: notice the pattern
Use a simple timeline with three fictional events across a week. Pupils can circle what changed, who was present and whether the behaviour became easier or harder for the pupil to stop. Include one example where separate actions form a pattern only when viewed together.
Finish with the prompt: what should an adult check next? Useful answers might include other settings, previous reports, online activity that affects school and whether the pupil is worried about what may happen after telling.
Worksheet 3: my trusted-adult route
Give pupils a map with spaces for class time, break, lunch, travel, clubs and home. Ask them to identify an adult or approved route they could use in each setting. Schools should complete the official contact details before handing out the sheet.
Add three sentence starters: something keeps happening and I need help; I am worried about someone else; and I am not sure what to call this, but it is upsetting me. Children should know they do not need a polished account before starting a conversation.
Worksheet 4: safe bystander choices
Present a fictional playground or classroom scenario with several possible responses: laugh, join in, walk away, check on the pupil privately, distract safely, refuse to forward something or tell a trusted adult. Ask pupils to mark each choice as safer, risky or dependent on the situation.
Discuss why direct confrontation is not always safe. A useful worksheet gives pupils several options and makes adult help normal. It should never imply that a child is responsible for stopping bullying alone.
Worksheet 5: group-chat turning points
Show a fictional group-chat sequence without real names, logos or screenshots. Pause after each message and ask what could reduce harm at that point. Options may include not reacting, not forwarding, keeping relevant evidence private, checking on the pupil, leaving the chat or showing a trusted adult.
Explain the difference between preserving information for an adult and circulating harmful content. Pupils should not remain in an unsafe space or gather more material simply to prove what happened. The school online-safety and safeguarding routes remain the source of truth.
Worksheet 6: what happens after I tell?
Use a short flow with four boxes: an adult listens, checks immediate safety, records or shares the concern through the school route, and explains the next step. Ask pupils what would help them feel informed at each stage.
This activity tests whether the reporting system is understandable. If pupils do not know who receives a concern or when someone will check back, leaders have found a practical communication gap rather than a pupil failure.
Review learning without collecting disclosures
Use three exit questions: can the pupil explain one difference between bullying and conflict, name a safe bystander choice and identify a trusted adult? Collect general learning feedback separately from any route for a personal concern.
Do not ask pupils to hand detailed incident information to a classroom worksheet. If a child needs help, move the conversation into the school private reporting and safeguarding process. Keep completed classroom materials proportionate and follow the school retention rules.
Use the worksheets around the live P4-P7 workshop
Teachers can use one worksheet before the session to establish language and another afterwards to reinforce the school help route. HIP Psychology's live online P4-P7 anti-bullying workshop gives pupils guided clarity around what bullying is, what it is not, power, conflict and safe help-seeking.
The worksheets on this page are free copy-ready ideas rather than a promised downloadable pack. Schools can adapt the wording to their current policy and the age and needs of their pupils.