Daily activities
The following short (5-10 min) daily activities can be used as part of ongoing bullying prevention. They are suitable for use in home pastoral care or wellbeing classes.
Initially developed for Bullying No Way week 2024, these activities can worked through in order across a week or a number of weeks. They can be used to help build a positive culture of belonging in our schools – enhancing this important protective factor against bullying.
Day 1: Challenge stereotypes
This activity is designed to:
- encourage critical thinking and discussions about stereotypes and/or prejudice
- help students recognise and challenge biased beliefs they may hold
- promote a culture of acceptance and inclusion.
Challenge stereotypes
[Upbeat thoughtful music plays while camera pans across group of students aged approximately 9-16 years as they talk and look like they are thinking]
[Student uses a recording clapperboard]
[Text reading “Challenge stereotypes” appears on screen before camera returns to group of youth. They take turns sharing their thoughts on what stereotypes are, speaking one after the other]
What is a stereotype?
What is a stereotype? I'm actually not too sure.
A stereotype is when you judge someone based on their looks the first time you meet them. It's like judging a book by its cover, never judge a book by its cover.
It's a label. Judging people by what they look like, where they live, or where they come from.
What good things happen when we challenge stereotypes?
You learn new things about people.
Everyone feels accepted.
Big changes happen.
Challenging stereotypes helps us all belong.
There’s less chance of being judged.
What’s on the outside isn’t everything about a person, you need to get to know what’s on the inside too.
We need to remember that everyone is different, and that’s okay.
[Students all agree with each other]
Yeah, yeah, yes.
It would be really boring if everyone was the same.
[The group shouts at the same time]
This is belonging.
[Upbeat thoughtful music outro]
Activity
Examine different kinds of stereotypes (gender, race, class, (dis)ability, age, nationality, political, religious). Deconstruct those stereotypes and begin to challenge the bias and prejudice that create stereotypes. For example, girls can’t understand maths or science; all people with a disability need help to do everything; if you are good at sport then you’re probably not that smart.
Day 2: Promote empathy
Promote empathy
[Upbeat thoughtful music plays while group of students aged approximately 9 to 16 high-five and gather together]
[Text appears on screen reading “Promote empathy”]
[Student reads question from phone which appears on screen as a text message. Camera pans between students as they share ideas between them]
What does empathy mean?
Empathy means understanding and supporting someone,
checking in with somebody, showing you care about them.
It's being in someone else's shoes, knowing how they feel.
It helps people feel connected.
Yeah, like they’re part of something.
It makes your friendships stronger.
Being passionate and kind.
Treating people how you would like to be treated.
What good things can happen when we show empathy?
When someone shows empathy, we feel less alone.
It makes bad times feel not as bad.
When we have empathy, bullying has no effect, because you wouldn’t want to feel that way.
[Students agree out loud together]
Yeah
When you show people empathy, they feel loved and supported,
and that they belong.
[Students all shout together]
This is belonging
[Upbeat thoughtful music]
Activity
Empathy fosters understanding and compassion, making it less likely for students to engage in hurtful behaviour. We can teach empathy skills by encouraging students to imagine what it would be like be in the position of others (or to be in others’ shoes) and consider how words and actions might impact someone else.
Day 3: Embrace diversity
This activity is designed to:
- encourage students to appreciate and celebrate the diversity of backgrounds, interests and identities within their class/es and the school community
- help students understand that differences make us unique and enrich our experience of life.
Embrace diversity
[Upbeat music plays while students gather together greeting one another, talking and using a filming clapperboard]
[Text appears on screen reading “Embrace diversity” before transitioning back to the students. The camera pans between them as they discuss the topic, jumping in with ideas one after the other]
What does diversity mean?
Diversity means having lots of different people, ideas and backgrounds all mixed together.
Everyone’s different and no one is exactly the same.
Everybody brings something unique.
It’s like a big melting pot where everyone brings something different to the table.
How can we embrace diversity?
Ask questions about other people’s diversities.
Stand up for fairness.
Make new friends.
We can make everybody feel safe, welcomed and accepted.
What good things can happen when we embrace diversity?
We all learn from each other.
Yeah, we’re stronger together.
[Students agree together, they nod heads, smile and high-five]
Yeah, yeah!
When we embrace diversity, everyone belongs.
There are lots of different ideas and ways of thinking.
When we embrace diversity, the world’s a better place.
[Students shout together]
This is belonging!
[Upbeat music plays for outro]
Activity
Students fill in cards with some of their favourite things or interests (such as sport, food, movies, music/artist, colour, school subject, place to visit on weekends). Students use their list to find (and note) things they have in common with others in the class and those that are unique to them (or just a couple of others) – both of which are great! Students can keep the cards in their diaries or a school book as a reminder to embrace diversity.
Day 4: Foster positive relationships
This activity is designed to:
- encourage positive relationships and connections among students by promoting teamwork, collaboration and kindness.
- When students feel connected to their peers and want to help one another, they are less likely to engage in bullying behaviour.
Foster positive relationships
[Upbeat thoughtful music plays as group of students aged approximately 9-16 years walk onto the set. They get comfortable as they laugh and talk together]
[Text appears on screen reading “Foster positive relationships”]
[Student reads from phone as a text bubble appears on screen]
What is a positive relationship?
[Camera pans quickly between students as they share ideas]
Friendship, where you've got your mate’s back.
It’s when you have a really strong bond and you cheer each other on.
When you can talk to someone about anything,
and make sure they feel like they belong.
How can we create a positive relationship?
Always choose to be kind and help out.
It’s about listening to each other,
being committed to kindness,
and sharing your feelings.
[Student reads from phone]
What good things happen when we have positive relationships?
[Youth take turns answering question]
You can make mistakes and not feel bad about them.
You get to know someone deeply.
You just always know you’ve got that person there the whole time.
You feel more confident about yourself.
[Group agrees together]
Yeah.
With a positive relationship, there’s no place for bullying.
[Group shout together]
This is belonging!
[Upbeat musical outro]
Activity
Initially arranged in a circle (or a couple of smaller circles) students reach across to connect their hands with different people. The group then tries to unravel the “human knot” by unthreading their bodies without letting go of each other people's hands. Reflect on the different ways group members helped each other to solve the problem.
Day 5: Providing support
This activity is designed to:
- identify resources and support services for students who may be experiencing bullying or struggling with their identity
- ensure that students know where to turn for help and that their concerns will be taken seriously and addressed promptly.
Provide support
[Upbeat htoughful music plays. A group of youth aged approximately 9-16 years are gathered together, laughing, talking and clapping]
[Student reads from phone, as message appears on screen]
What does support mean?
Support means having each other’s back — a safety net that’s going to catch you.
You’ve got someone there to guide you and help you.
It’s also about helping others.
Yeah, yeah!
[Student reads from phone]
What does support look like in schools?
[Others answer question]
It could be a guidance counsellor or a fun group.
I’d probably speak to a teacher who I think would understand.
You can speak to your parents.
There’s also Kids Helpline.
It’s about focusing on students’ mental health.
What good things happen when we have support?
You can do anything you put your mind to.
There’s no way you’ll fall down.
You know that you’re not alone — and no matter what path you take,
someone will always be there to support you.
[Students shout together]
This is belonging!
[Music plays for outro]
Activity
Use cards or technology to create separate (jumbled) lists of school staff members’ names and their support roles within the school. Ask/assist students to match staff names with the role they play. Final lists could be decorated and displayed in common areas around the school with a catch-phrase such as ‘It’s ok to seek support.’.