Discussion guidelines for teachers
Being prepared
Bullying can be a sensitive issue to discuss. Before classroom discussion begins, ensure that:
- there is currently no obvious or immediate bullying issue – if there is, this may not be the right time for class discussion; in some cases, it may be better to delay this discussion until the problem is addressed
- students know the classroom rules for talking and contributing ideas – remind students that bullying is a sensitive topic, and it is important to use respectful listening
- students understand that the discussion is not the appropriate place to share or resolve personal issues, but they can talk to a teacher or a school support person after the lesson if they need to.
Avoiding personal examples
When discussing bullying in the classroom, teachers should encourage students to speak in general terms, referring to the whole school or students generally (rather than specific students). They could use sentences such as:
- Some people might … and this could make someone feel …
- At some schools …
- There have been times when …
Students should also be encouraged to justify their comments and responses. For example, ‘I think this because …’
Justifying and explaining points of view gives everyone a deeper understanding of the thinking and reasoning processes of each member of the group.
Exploring key concepts
Teachers can use different questions to encourage reflection on books, discussions or case studies, and help guide and support students’ thinking. Examples of such questions include:
- What do you think X or Y might have been thinking/feeling? (Include peripheral characters for their perspectives.)
- What beliefs and values are held by this person?
- What qualities do they seem to value?
- Who/what are the influences that shape your and others’ ideas, attitudes, opinions and values? (For example, parents, friends, family, culture and media.)
- What are the meanings of relevant terms and concepts? (For example, identity, beliefs, social hierarchy, power, intention, harm, diversity and inclusion.)
- What other options might they have had for how they acted?
- What other choices could have been made?
- What are the possible positive outcomes for X, Y, Z options?
- What are the possible negative outcomes for X, Y, Z options?
- How could these negative outcomes be addressed?
Speaking in general terms, guiding questions to reflect on books or case studies and managing inappropriate personal disclosure are key discussion guidelines.
Teachers should avoid using class role-play related to this topic as it can cause distress to some students. Any students who become distressed should be referred for support to a guidance officer or other appropriate staff member, and parents or carers should be notified.
Managing inappropriate personal disclosure
If a student begins to disclose personal information or appears likely to do so, a teacher can use the protective interrupting strategy to protect them from revealing inappropriate personal information in front of other students.
Teachers should refer to their school’s policies and procedures for advice about responding to disclosures.
