1. Give pupils clarity about what bullying is
Children need age-appropriate language for repeated or potentially repeated harmful behaviour, impact and power. They also need to understand that a disagreement, friendship fallout or one-off unkind action may require help even when it is not classified as bullying.
This distinction should never become a reason to dismiss a child. Ask pupils to describe what happened, how often, who was involved, what made it difficult to stop and what support they need. Adults can then apply the school procedure rather than expecting children to diagnose the situation.
2. Make the reporting route easy to remember
Name the adults, places and approved systems pupils and families can use. Explain what happens after a report and how the route works when the usual contact is absent. Repeat the same information in assemblies, classrooms, parent communication and online school information.
Test the route rather than assuming it is clear. Ask pupils anonymously who they would speak to and what they expect to happen next. If answers vary widely, simplify and repeat the message.
3. Make the first adult response consistent
The first response shapes whether pupils report again. Adults should listen calmly, thank the pupil, check immediate safety, avoid promising secrecy and explain who needs to receive the concern next. Staff should record the pupil's words and relevant facts through the approved school route.
Avoid demanding a complete account in the first conversation or making the child repeat it unnecessarily. Where there is serious risk, threats, coercion, abuse or another safeguarding indicator, follow the school safeguarding process promptly.
4. Look for patterns across settings
Bullying may appear as small incidents across classrooms, breaks, transport, clubs and online spaces. One member of staff may see only one part. Good recording helps leaders notice repetition, group dynamics, retaliation and changes in attendance or participation.
Record behaviour and action rather than relying only on a label. Check what happened before and after the reported incident, who had influence, whether the pupil could leave or object safely and whether online behaviour is affecting school life.
5. Support the pupil and address the behaviour
Immediate support might include a named adult, safer transitions, supervision changes, help with online evidence or a clear family contact. Avoid making the pupil targeted responsible for avoiding every risky place or changing their whole routine.
Work with the pupil displaying the behaviour to make the required change clear, consider the function and context of the behaviour and set proportionate boundaries. Consequences alone do not show whether the behaviour has stopped, so support and monitoring are still needed.
6. Change the peer conditions around bullying
Bullying often gains power from an audience. Teach pupils realistic bystander choices: do not join in, do not forward harmful content, check privately, include someone safely and get adult help. Do not tell children they must confront someone directly.
Use fictional scenarios rather than a live case. Whole-class learning should strengthen safety and belonging without identifying the pupils involved or turning a personal concern into a public lesson.
7. Follow up until the behaviour has stopped
Set a review date with the pupil and the adults responsible. Check safety, attendance, participation, online impact and whether agreed actions are working. Keep communication with families clear while protecting information about other children.
A case should not close simply because an initial conversation or sanction took place. The practical test is whether the harmful behaviour has stopped, the pupil feels safer and the reporting route remains trusted.
8. Reinforce prevention throughout the year
Anti-Bullying Week can focus attention, but prevention needs consistent language, staff induction, parent communication, pupil voice, policy review and classroom teaching across the year. Review where and when concerns occur and use that information to improve routines and supervision.
Primary schools can use the anti-bullying activity guide and the copy-ready worksheet ideas to reinforce practical choices without encouraging public disclosure.
Make Anti-Bullying Week a clear teaching moment
HIP Psychology's live online Hip N Healthy workshop helps P4-P7 pupils understand what bullying is, what it is not, how conflict differs and what to do when something is not right.
The workshop is one focused part of the school approach. It works best when staff brief pupils on the local reporting route beforehand and repeat the same help-seeking language after the session.