To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Evaluate complex, nuanced safety‑related scenarios. 

• Determine when an anonymous report is the safest, most ethical action. 

• Explore issues of confidentiality, stigma, personal responsibility, and digital citizenship. 

• Understand how anonymous reporting complements direct communication or adult involvement. 

Materials 

• Student Paper: Link 

Learning Activities 

Small Group Sort 

• On student paper, have student sort scenario cards into anonymous reporting, trusted‑adult conversations, and non‑reportable events. 

Class Discussion 

Bring class back together. Discuss: 

• “How do we balance someone’s privacy with the need to protect them?” 

• “When is anonymous reporting the most responsible choice?” 

• “What could happen if we misjudge a situation as ‘not serious’?” 

Emphasize:

• Anonymous reporting exists to prevent harm, protect bystanders, and support mental health. 

• It is part of a larger safety system including adults, peers, and trusted communication. 

Optional Exit Ticket 

• Have students answer the following question: “How will you decide in the future to decide if something should be reported anonymously?” 

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Recognize key information that helps adults understand problems 

• Distinguish between helpful information and unrelated details 

• Demonstrate how adding specific details makes a report clearer 

Materials 

• Google Slides: Link

Learning Activities 

Introduction 

• Ask students: “When you are telling a story, what things might you include?” 

Mini-Lesson 

A helpful report includes: 

• WHAT happened (a behavior) 

• WHERE it happened (a place) 

• WHEN it happened (today, yesterday, recess, lunch, etc.) 

• WHO was there (if they know) 

• WHY it’s important (someone could be hurt or needs help) 

• Keep explanations very concrete and age‑appropriate. 

Activity

Instructions:

• Show students a picture of a scenario in Google Slides.

• Discuss each scenario with the class.  

• Optional: Have students discuss in small groups throughout.  

• Classify each scenario under one of the categories: Report anonymously, Talk to an adult, Not needed 
• For the scenarios that students list as anonymous reporting or trusted adult conversation, list pieces of information and have students determine if the different pieces of information are helpful or not needed.  

Guiding Questions:

• “Why would this be something we report anonymously?” 

• “When would talking to a trusted adult be better?” 

• “Is this situation dangerous, hurtful, or simply annoying?” 

• “How does anonymous reporting help someone who might be scared to ask for help?” 

Describe:

• “Here is a picture. Something is happening. We want to figure out what information helps a grown‑up understand what’s going on.” 

Emphasize:

• Reporting is about helping others stay safe, not getting people in trouble. 

• Anonymous reporting keeps people from feeling embarrassed or scared. 

The scenarios are:   

• Scenario 1: Students are playing and another student is sad. The sad student is being left out of playing.  

• Scenario 2: A student bumps into another student and she spills her books. The other student apologizes. 

• Scenario 3: A student falls while a teacher is not there.  

Discussion 

Discuss: 

• “What kinds of clues help grown‑ups the most?” 

• “Why is it good to tell a grown‑up when someone needs help?” 

Optional: Extension for Upper Grades 

• Provide students with an example scenario and have them write a practice report.  

If you would like to download this information as a PDF, please download here.

Even schools that already have well‑designed weather plans should revisit them regularly to confirm they still meet safety expectations, reflect current building conditions, and support the needs of everyone on campus. The list below can be used to identify areas that may require updates, clarification, or additional training. 

1. Quick Access to Shelter 

• Can all students and staff reach designated shelter areas within three minutes? 

• Consider walking distance, number of occupants, traffic flow, and any mobility‑related needs. 

2. Adequate Shelter Capacity 

• Do all identified shelter spaces comfortably hold the number of students and staff assigned to them? 

• Review class schedules, group sizes, and special‑needs considerations to ensure capacity works throughout the day. 

3. Multiple Shelter Zones 

• Are shelters distributed across different parts of the building so no area is too far from protection? 

• Confirm that every wing or hallway has a clearly assigned shelter location. 

4. Structural Strength of Shelter Areas 

• Have shelter rooms been reviewed for strong construction features? 

• Avoid areas with potential weaknesses such as skylights or unstable ceilings. 

5. Clear Shelter Signage 

6. Reliable Alerting Methods 

• Is there a primary system (intercom, tone, bell, etc.) to announce sheltering? 

• Is there a backup, such as a megaphone or air horn, in case power or communication systems fail? 

7. Bus Driver Shelter Awareness 

• Do bus drivers know safe places along their routes—such as sturdy buildings, basements, or natural shelters—to use if weather becomes dangerous? 

• If a Tornado Watch is issued, do bus drivers receive instructions ahead of time about what actions to take if the situation escalates?

8. Regular Practice and Review 

• Is the severe‑weather plan practiced consistently through drills? 

• Are lessons learned from each drill used to improve the plan? 

9. Reliable Weather Monitoring 

• Does the school have dependable tools for receiving real‑time weather updates and warnings? 

• Ensure staff know who monitors alerts and how decisions are communicated. 

A strong severe‑weather plan is only effective when it is up‑to‑date, well‑practiced, and clearly understood by all members of the school community. By using this checklist to review each component of your procedures, you help ensure that students, staff, and drivers are prepared to act quickly and safely when dangerous weather approaches. 

Reference

US Department of Commerce, NOAA, National Weather Service. (2010). Severe Weather Preparedness Guide for Schools. Weather.gov. https://www.weather.gov/grb/schools

If you would like to download this information as a PDF, please download here.

Preparing students for emergencies works best when the information matches their age and emotional needs. Safety drills, when taught calmly and clearly, help students understand what to do without feeling afraid. Just like other everyday safety habits, these routines give children confidence and help them trust that adults are there to keep them safe. 

Younger Grades

Supporting young children through safety drills begins with creating an environment where the routine feels familiar, predictable, and calm. When students know what will happen and see adults modeling confidence, they are far less likely to feel scared or overwhelmed. 

What Can Young Children Do?

Children in early elementary grades are still developing their understanding of danger and usually rely heavily on adults during an emergency. They are still able to participate in and understand simple safety practices, such as: 

• “Get Out” – leaving the classroom or building when asked 

• “Hide Out” – staying out of sight, turning off lights, and remaining quiet 

• “Keep Out” – understanding that adults may lock or block doors to keep danger away 

These concepts should be taught gently and simply, reinforcing that adults are in charge of keeping everyone safe. 

Age-Appropriate Supports for Younger Grades

Use Simple Language and Visual Supports 

Younger students respond best to straightforward, concrete instructions. During drills, teachers can focus on cues such as: 

• “Stay quiet.” 

• “Follow your teacher.” 

• “Find a safe spot.” 

Visual aids, such as pictures, icons, or short videos, can help children understand what to do without feeling overwhelmed. 

Keep Explanations Brief and Reassuring 

For young learners, long or detailed explanations can create unnecessary stress. A simple statement can go a long way, such as: 

“Today we’re practicing a safety drill. The teacher’s job is to keep you safe. We’ll practice sitting still and being as quiet as we can while we listen for directions.” 

This approach keeps the tone calm and the focus on adult responsibility rather than fear. 

Prepare for Common Questions 

It can be helpful to know some of the questions children often ask and simple ways to respond: 

• What is a safety drill? 
  It’s a practice that helps us know what to do if someone who shouldn’t be at school is nearby. 

• Why do we have to do this? 
  Our job is to keep you safe, and practicing helps us do that. 

• Why do I have to be quiet? 
  Being quiet helps us hear important directions. 

• When will it be over? 
  Most drills only last a few minutes, and adults will tell us when it is finished. 

These responses can be adapted to each child’s age, temperament, and emotional needs. 

Help Families Join the Conversation 

Families play an important role in helping children feel comfortable and informed. Schools can support families by offering resources that explain drills in a calm, reassuring way. These materials might include discussion tips, sample phrases, or short explanations of what safety drills look like at school. 

Adults can also remind children that practicing safety is something we already do in everyday life, such as wearing helmets, buckling seatbelts, washing hands, and looking both ways before crossing a street. Safety drills are simply another way we take care of ourselves and each other. 

Older Grades

As students grow older, their ability to make sense of safety procedures and to respond to them appropriately increases significantly. Middle and high school students may be capable of carrying out practiced safety actions on their own, without needing step‑by‑step direction from adults. 

What Can Older Students Do?

Older students typically show a higher level of automaticity during drills. With repeated practice, they may learn to: 

• Respond quickly and appropriately to familiar safety cues 

• Apply safety skills in different types of situations 

• Adapt their actions based on the scenario and information given 

Age-Appropriate Supports and Information for Older Grades

Unlike younger children, older students can usually handle more detailed explanations about why drills exist and what kinds of dangers they are designed to address.  

Schools may choose to: 

• Offer more specific discussions about situational awareness 

• Explain the purpose behind different safety responses 

• Use more realistic examples during lessons or training sessions 

This approach helps students feel informed and capable while still maintaining a supportive and controlled learning environment. 

Balance Realism with Reassurance 

Even though older students can manage more complexity, maintaining a thoughtful, calm tone remains essential. These conversations should empower students and help them understand that preparedness is about being aware and ready rather than being afraid.  

No matter the grade level, safety drills are most effective when they’re simple, supportive, and age‑appropriate. Younger students need clear, calm guidance, while older students can handle more independence and detail. By being prepared, educators can make sure every child feels prepared and protected. 

References

Sigrist, G. (2024). Emergency Drills 2.0: How to Make School Safety Drills More Effective and Less Traumatizing | Safeguard Risk Solutions, LLC. Safeguard Risk Solutions, LLC. https://safeguardrisksolutions.com/emergency-drills-2-0-how-to-make-school-safety-drills-more-effective-and-less-traumatizing/

‌Stay Safe Procedures in Early Childhood Programs. Office of Head Start National Center on Health, Behavioral Health, and Safety. https://headstart.gov/sites/default/files/pdf/03202-stay-safe-procedures-eng.pdf

‌Developmental Levels of Safety Awareness. Safe and Sound Schools. https://d12b1c87-439e-47fd-8767-5821f38c7b68.usrfiles.com/ugd/d12b1c_e6ac755db5bb4caa821015efc78b0fb5.pdf

If you would like to download this information as a PDF, please download here.

When a student returns to school after an injury, the transition can be far more challenging than it appears on the surface. Educators play a critical role in creating supportive, flexible environments that help students rebuild confidence and reconnect with school life. Understanding what students may be experiencing, both physically and emotionally, can guide teachers in offering meaningful, compassionate support. 

Struggles Students May Experience

When a student returns to school with an injury, there are several struggles that they may have, depending on the severity of the injury and the individual experiences of the student.

Physical Pain and Limits – Every injury is unique, and so are the physical limitations that accompany it. While some students may be able to seemingly get through their daily life in a typical fashion, others may have major challenges to overcome.  

Example: A student recovering from a fractured leg may struggle to move between classes quickly, carry heavy books, or sit comfortably for long periods. Even simple tasks like navigating crowded hallways may be exhausting or painful. 

Emotional Distress – Students may feel frustrated, discouraged, or embarrassed when they can’t do things that they used to do easily. 

Example: A previously active student may feel upset when they can’t participate fully in group projects or classroom setups that require movement, causing them to feel like a burden or “different.” 

Feeling isolated – Injuries can disrupt a student’s normal routines and social interactions. This could happen often with students who cannot participate in sports or organized activities that they typically would do. 

Example: A student who typically eats lunch with a sports team may now be sidelined, unable to join practices or games. This separation can lead to feelings of loneliness or detachment from peer groups. 

Anxiety – Students may be anxious about how injuries may affect their future or be fearful about the injury reoccurring. 

Example: A student recovering from a concussion may worry about not getting to return to their sport before the season ends or fearing another head injury will occur. 

Sense of loss – Students may grieve lost opportunities or experiences they had been anticipating. 

Example: Missing an entire sports season, a long‑awaited field trip, or a school performance can make students feel like they’ve lost a piece of their identity or a milestone they’ll never get back. 

How Teachers Can Help

Allow students to ease back into the classroom. Provide gradual transitions, reduced workloads, or modified assignments as needed. 

Example: Instead of expecting a student to immediately catch up on a week’s worth of work, a teacher might break tasks into manageable chunks and extend deadlines. 

Encourage the student to communicate their needs, feelings, and questions. Be available to talk with the student and reassure them that you are there to help. Provide the student with options for other adults to speak with if necessary, such as counselors or nurses.  

Example: A teacher might check in privately to ask, “How are you feeling today? Are there any adjustments that would make things easier?” 

Help the student set realistic goals and expectations. Many times, the student is experiencing an injury for the first time and does not know what to expect and needs guidance. Setting realistic goals can help students build confidence.  

Example: If a student is frustrated that they can’t write for long periods due to a wrist injury, the teacher might help set a goal like writing for five minutes at a time, gradually building up. 

Celebrate progress while understanding when students make mistakes.  

Example: Applauding a student for moving from using a wheelchair to crutches, or for completing a modified assignment, can boost confidence and motivation. 

Be positive. While students may get down, your encouragement can help students stay hopeful during a difficult time. 

Example: Remind students that injuries are temporary, and that healing often happens step by step. Your steady reassurance can help them stay emotionally resilient. 

Learn More!

One frequently encountered injury that requires student support is a traumatic brain injury, such as a concussion. 

If you would like to learn more about how to support students with traumatic brain injuries, click here to take a 1 hour online professional development module. 

Supporting students after injuries requires empathy, flexibility, and open communication. By recognizing both the visible and invisible challenges students may experience, educators can help them re-engage academically and socially in a safe, affirming way. Educators can make a significant difference in a student’s recovery journey.  

Reference

Returning to School After a Sports Injury. (2023, August 23). Alliance Orthopedics. https://allianceortho.com/returning-to-school-after-a-sports-injury/

If you would like to download this information as a PDF, please download here.

Winter months and transitions from time out of school can often bring added stress, fatigue, and feelings of isolation. By taking time to check in and assess students’ well-being, educators can create a supportive environment that promotes emotional wellness and trust.  

When observing students’ mental health, it is important to look for signs of depression and anxiety.  

Signs of Depression 

• Persistent sadness  

• No longer interested in things they used to enjoy 

• Changes in habits, including eating, sleeping, or daily interactions 

• Withdrawal  

Signs of Anxiety 

• Difficulty concentrating due to worrying  

• Unusually irritable or upset  

• Fatigue 

• Restlessness 

When you are observing students for mental health issues, look at the following:  

• Behavioral indicators in classroom or campus settings 

• Changes in attendance or engagement 

• Shifts in mood or behavior 

• Physical appearance and energy levels 

Educators can have conversations that lead to identifying any mental health issues. It is helpful to ask open-ended questions that emphasize emotional well-being.  

Conversation Starters 

• How are you feeling about being back after the break? 

• What’s been the hardest part of returning to school? 

• Is there anything you need to feel more supported? 

When having conversations with students about their mental health, keep in mind the following tips: 

• Ensure privacy during conversations. 

• Avoid judgmental language. 

• Respect cultural and personal differences. 

Try This!

Beyond conversations and observations, educators can also be intentional with checking in on students through their procedures. View the links below for examples and templates of different check in methods.

Elementary Paper Check In:

https://www.teachingchannel.com/k12-hub/downloadable/student-mental-health-check-in-template/

Secondary Google Form:

https://docs.google.com/forms/d/1ldLI3Mq54QcZh5p6cpXFhYfv3YCMqYZ32ZsZ1A4JYjw/copy

Reference 

Centers for Disease Control and Prevention. Anxiety and depression in children. https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html 

If you would like to download this information as a PDF, please download here.

Educators are often the first trusted adults who notice when something feels off with a student. In cases of human trafficking, noticing the signs and intervening can make a significant difference in a student’s safety.

Definitions 

• Human Trafficking: The act of exploiting individuals through force, deception, or coercion for the purpose of involuntary labor, sexual exploitation, or both. 

• Child Sex Trafficking: Causing a minor under the age of 18 to engage in a commercial sexual act, regardless of whether force, fraud, or coercion is involved. 

• Child Labor Trafficking: Forcing, deceiving, or coercing a minor under 18 to perform work or services against their will. 

Traffickers often target vulnerable youth, especially those experiencing instability or unmet needs. Since educators and other school staff interact with students daily, you may be the first person to help a student get out of these dangerous situations. 

A student is more likely to be at risk of being trafficked if they: 

• Are living in a home that is instable or in poverty 

• Have abuse or substance abuse within their home 

• Have experienced forms of neglect or abuse previously. 

• Do not have support socially. 

• Have low self-esteem.  

• Are currently homeless 

• Have been in foster care or other government programs 

• Have disabilities or notable differences 

• Are a part of migrant families 

Overall Indicators:  

• Signs of extreme fatigue, depression, or post-traumatic stress symptoms 

• Poor physical condition or evidence of malnutrition 

• Visible injuries such as bruises, scars, or other physical harm 

• Untreated health problems, including sexually transmitted infections, work-related injuries, or exposure-related illnesses 

• No personal control over finances, identification documents, travel papers, or daily schedule 

• Engages in harmful or self-destructive behaviors 

• Provides answers to questions that appear scripted or rehearsed 

Specifically Sex-Trafficking Indicators 

• Regular travel to different cities or across state lines 

• Frequently observed at motels or hotels 

• Noticeable drop in school performance 

• Sudden changes in personality, behavior, or social connections 

• Possession of new phones, clothing, or other expensive items 

• Altered grooming habits or personal hygiene 

• Displays sexualized behavior or language that is inappropriate for their age 

Specifically Labor Trafficking Indicators 

• Works without pay, receives extremely low wages, or is compensated only through tips 

• Allows employer to make personal or educational decisions on their behalf 

• Assigned chores or duties that are excessive or unsuitable for their age 

• Contributes to family expenses for rent, food, or clothing, or resides in insufficient living conditions 

Human trafficking can affect any anyone, and victims of human trafficking can easily be walking the halls of your school. Promoting awareness and proactive measures can make a life-changing difference for these students. 

What to Teach and Tell Students about Human Trafficking  

Elementary 

• Use the buddy system. Make sure you always have a buddy (someone with you). 

• Make plans for if students get separated from staff, especially during trips.  

• Make sure students know their information (phone number, address, full name, etc). 

Middle School 

• Engage in safe online and texting behavior. Do not send information to people you do not know. Do not send inappropriate images to others.  

• Teach students about what might be inappropriate for someone to ask them to do. 

High School 

• Discuss the definitions of trafficking and what that might look like 

• Safety measures to take when going places alone.  

• Be aware of your surroundings.  

• If you are being trafficked or know someone who might be, tell a trusted adult.  

Overall School Actions  

1. Create a Safe Space 

• Foster trust by listening without judgment, and ensure students know where to go for help 

• Display posters and resources about trafficking awareness in common areas 

2. Educate Students 

• Discuss healthy relationships and boundaries 

• Encourage students to speak up if they feel unsafe 

3. Establish Clear Reporting Protocols 

• Make sure all staff know the steps to take if they suspect trafficking 

• Keep emergency contacts and procedures easily accessible 

Your vigilance matters. By staying informed and proactive, schools can help prevent trafficking and protect the most vulnerable students in our communities. 

References

Human trafficking in America’s schools. https://www.ed.gov/sites/ed/files/documents/human-trafficking/human-trafficking-americas-schools.pdf 

Kid-safe conversations about human trafficking. SOS International. (2024, January 18). https://sosresponds.org/blog/kid-safe-conversations-about-human-trafficking/ 

If you would like to download this information as a PDF, please download here.

Every year, people across the world set goals to make the new year better than the last from getting healthier to learning a new skill. But what about school safety? As 2026 begins, it’s the perfect time to reflect on the last year and how you can create a safer environment for your students, staff, and community.  

When reflecting on the past year or semester, consider the following questions:  

• What steps have you already taken to improve safety? 

• Are existing protocols being followed consistently? 

• Do staff and students feel safe and informed? 

• What areas still feel vulnerable (physical spaces, digital security, emergency preparedness)? 

• Is there a need for refresher courses or new drills? 

• Are emergency alerts and safety instructions clear and accessible? 

• Are there resources for students and staff to feel emotionally safe? 

• Are there new technologies or strategies worth adopting? 

• What short-term and long-term goals can you set for safety enhancement? 

Whether you are wanting to improve safety in your classroom, your school, or your overall school district, there are steps you can take now to begin working toward your goals. 

Classroom Level Goals 

Goal 1: Secure Your Classroom Environment 

Steps:  

• Keep classroom doors locked during instruction. 

• Position furniture to avoid blocking exits. 

• Post emergency procedures near the door. 

Goal 2: Build Student Awareness 

Steps:  

• Review safety protocols with students monthly and discuss their importance. 

• Practice age-appropriate drills (fire, lockdown). 

• Encourage students to report concerns anonymously. 

Goal 3: Support Mental Health 

Steps:  

• Create a calm corner for students feeling overwhelmed. 

• Learn warning signs of stress or crisis. 

• Share mental health resources with families. 

Try This!

Use these discussion prompts with students  

Before or After a Safety Drill: 

• Why do you think schools have safety drills? 

• How do you feel during drills, and what can make them easier for everyone? 

• What can you do to help make drills go smoothly? 

• Why is it important to take drills seriously, even if they feel routine? 

 

During Safety Protocol Explanations: 

• How do safety protocols help keep everyone safe? 

• Why is it important to stay calm and follow directions during an emergency? 

• What role does each person play in keeping the class safe during an emergency? 

• How does following these rules protect not just you, but your friends and teachers?  

 

School-Level Goals 

Goal 1: Strengthen Building Security 

Steps:  

• Ensure all exterior doors are locked and monitored. 

• Install or upgrade security cameras in high-traffic areas. 

• Implement a visitor management system with ID checks. 

Goal 2: Improve Emergency Preparedness 

Steps:  

• Update emergency plans and assign staff roles. 

• Schedule drills for fire, lockdown, and severe weather. 

• Conduct quarterly safety audits. 

Goal 3: Enhance Communication 

Steps:  

• Adopt a mass notification system for staff and parents. 

• Create quick-reference emergency guides for classrooms. 

• Test communication channels monthly. 

Try This!

When creating a quick-reference emergency guide for classrooms, consider including the following information: 

• Emergency and key internal contact numbers 

• Condensed versions of emergency procedures 

• Communication Protocol – who to contact 

• Location of emergency kits 

District-Level Goals 

Goal 1: Standardize Safety Policies Across Schools 

Steps:  

• Develop district-wide safety protocols and training. 

• Ensure consistency in visitor management and emergency plans. 

• Provide funding for security upgrades. 

Goal 2: Invest in Mental Health and Crisis Response 

Steps:  

• Hire or contract mental health professionals for schools. 

• Offer district-wide staff training on crisis intervention. 

• Create a centralized reporting system for threats or concerns. 

Goal 3: Leverage Technology for Safety 

Steps:  

• Implement district-wide emergency alert systems. 

• Use analytics to monitor safety trends and incidents. 

• Ensure cybersecurity measures protect student data. 

Try This!

Create a safety walkthrough checklist. Consider including the following questions:  

• Are all exterior and classroom doors locked during school hours? 

• Are visitor badges visible and properly logged? 

• Are emergency maps posted in every classroom? 

• Are drill logs up to date? 

While considering new goals or continuing to work on previous goals, focus on committing to 2-3 actions to start and build momentum over time. At the end of the school year, reflect on how well those actions are building toward your goal. By the end of 2026, you can build a safer place for students and staff! 

As you set new goals or continue working on existing ones, start by committing to just 2–3 actionable steps. Small, consistent progress creates momentum that lasts. At the end of the school year, take time to reflect on how these actions have moved you closer to your safety goals. By committing to your goals with actionable steps, you can create a safer environment for students and staff in 2026! 

The Arkansas Trauma Resource Initiative for Schools (TRIS) provides training and resources to school personnel of K-12 schools in Arkansas to recognize and respond to the impact of trauma on students and staff.  Most recently the team of trauma experts have created a Crisis Support Toolkit.  Your step-by-step guide to support your school community immediately following a difficult event.  Visit their webpage to learn more. 

https://www.tris-ar.org

If you would like to download this information as a PDF, please download here.

As educators, you play a vital role in shaping safe, inclusive learning environments where every student feels seen, heard, and protected. Taking action not only helps prevent the escalation of harmful behavior but also provides meaningful support to victims. By modeling and teaching these principles, you contribute to building safer communities both inside and beyond the classroom.

What is a bystander?

A bystander is a person who witnesses an unsafe or problematic situation and can affect the situation by their actions. Bystanders often do not intervene.

What is an upstander?

An upstander is a person who notices a situation and chooses to act in a way that could stop the situation or positively impact the victim and overall outcome.

Educators can encourage students to become upstanders instead of just bystanders.

Common Barriers to Bystander Intervention

There are many reasons that students choose to not intervene in bullying or harmful situations.

Some of these reasons are:

• Social backlash of intervening 
• Fear of not being taken seriously by others 
• Believing that it is not their responsibility to intervene 
• Believing someone else will intervene 
• Desire to avoid conflict
• Viewing the perpetrator as having high status
• Not intervening being seen as normal
• Believing that their actions could not impact the situation
• Not interpreting a situation as harmful or dangerous

Teaching Students about Bystander Intervention

Before teaching students how to intervene, it is important to understand the basic steps and methods typically used in bystander intervention.

Intervention Steps

1. Notice the situation.
2. Determine if the situation is problematic.
3. Decide to intervene.
4. Identify the best way to intervene.
5. Actively intervene in the situation.

Intervention Methods

• Disrupt: Interrupt the situation in some way.
• Delegate: Ask someone else to help, such as a teacher.
• Document: Create evidence for an investigation, such as writing down what people involved say or do.
• Delay: Support the victim by helping them or checking in.
• Direct: Actively intervene to stop the situation.

There are many ways to teach students how to intervene.

1. Build a Supportive Culture – Create an environment where empathy, respect, and responsibility are consistently modeled and reinforced.

Example: Begin each class with a quick “check-in” activity where students share positive observations about peers, promoting mutual respect.

2. Model Upstander Behavior – Demonstrate how to respond to conflict, exclusion, or unsafe situations with courage and compassion in everyday interactions.

Example: If a student is being left out of a group activity, calmly invite them to join and explain why inclusion matters.

3. Conduct Awareness Campaigns – Use posters, videos, and social media to highlight the importance of speaking up and supporting others.

Example: Create a school-wide campaign with the slogan “Be the One Who Steps Up” featuring student testimonials and statistics about the impact of intervention.

4. Teach Safe Intervention – Teach students about the steps and strategies for assessing situations and choosing effective, safe actions.

Example: Create flowcharts or checklists that guide students through decision-making based on the intervention steps and methods.

5. Use Discussion Prompts – Facilitate open conversations that encourage reflection and critical thinking about intervention.

Example: Use prompts like “What would you do if you saw someone being bullied?” or “Have you ever wanted to help but didn’t know how?” to spark dialogue and explore barriers to action.

6. Practice with Role-Play Scenarios – Engage students in practicing responses to real-life situations involving bullying, harassment, or safety threats.

Example: Set up small groups where students act out scenarios like witnessing name-calling or exclusion and then discuss different intervention strategies.

Try This!

Use the following role-play scenario to help students understand and practice bystander intervention.

Scenario Description: During lunch at school, a group of students is sitting together. One student, Jordan, begins teasing another student, Alex, about their clothes and appearance. The teasing escalates into name-calling and laughter from others at the table. A few students nearby notice what’s happening but don’t say anything.

Roles: Jordan, Alex, Bystanders, Upstander

Instructions: Act out the scenario with no upstander. Discuss what could be a helpful intervention. Repeat the scenario with the upstander and the intervention. Discuss the outcome of the intervention.

 

Reference

American Psychological Association. (n.d.). Bystander Intervention Tip Sheet. American Psychological Association. https://www.apa.org/pi/health-equity/bystander-intervention