Contains subject matter which individuals may find upsetting.

What forms of health are impacted by bullying?

What should a bystander do if they see bullying?

Which of these can someone turn to if they are being bullied?

The impact of bullying

Key Stage 3

RSHE (PSHE)

Respectful relationships: Stereotypes and bullying

Hitting or punching someone to make them feel bad

What should a bystander do if they know bullying is happening?

They are likely to be the victim of the bully in future

What may happen to the bystander if they do not intervene to stop the bullying?

﻿Hello, I'm Mr. Nicholson, and welcome to lesson, The Impact of Bullying. In this lesson, we're going to look at some really interesting ideas around bullying and looking at some scenarios. These might be quite difficult to think about or talk about. So discuss this with an adult, carer, parent, or whoever's at home before we start this lesson. And if anything affects you during the lesson, stop the video, talk to them about it again, and see whether we're going to move on. In that way, you can get the most from the lesson by listening and understanding what we are doing. If you're ready to move on, carry on and we will continue with this lesson. Before we start the lesson, make sure you've got a pen with which to write. Also ensure you've got an exercise book with your notes in it or a piece of paper on which you can write down your ideas, what you're thinking about, and how you're going to move forward with this one. When you've got those, proceed with the lesson, carry on so we continue with what we're doing today. Before we start this lesson, please ensure you've done your introductory quiz. This'll get you thinking about what we mean by bullying. That's going to be a key focus of our lesson, and we're going to apply that learning in this lesson as well. The first thing we're going to really do is look at what do we mean by bullying? We're going to come up with a definition of what bullying actually is. That agreed definition will help us carry on with the lesson, will help you understand what bullying can be. We're then going to look at a number of scenarios and decide, are they actually bullying? Are they ways of thinking about bullying and all these people actually being bullied? And we're going to look at two scenarios in that one, you're going to do some work around that for me later on. Also, I will look at how people respond to bullying, taking this into the third person. IE, what do people do when they see someone being bullied? How do they react and what can they do about it? But then I want to get you to think about what you could do about it. If you saw bullying going on, what could you do? How could you help the person being bullied, make sure that their lives are better and that they're no longer being hurt. This is where I want you to write in your book or on your piece of paper. I want you to spend some time thinking about what bullying is and I'd like you to come up with a definition. In thinking about your definition, think about three forms of bullying. Not when people are being bullied but how they are bullied. Think about what they might be. How is that seen in practise when somebody is being bullied? So write down your own definition of bullying and then think about three forms of bullying. Pause the lesson, and when you're ready, you can move on. You'll have written your own idea about what you think bullying is but here's the definition we're going to be working with as well as your own. So maybe add to your own definition something that you see here. Bullying is actually anything that hurts somebody else. So think about that one, the idea that anything that hurts somebody else and is intentional, is seen as bullying. It's how that person perceives it. That's a really important idea behind bullying, is the perception of the person being bullied, that they are being bullied, rather than the perception of the bully or the bystanders. Now three forms of bullying are seen here for you, verbal bullying, physical bullying and emotional bullying, which also includes online bullying. And that's something you'll learn about elsewhere throughout your PSHE or citizenship lessons. But it's important for us to come up with the idea that there are three forms of bullying and this will be really important to the lesson. If you need to, jot these down now, 'cause we're going to move on with our learning based on these three ideas. If you do need to pause the video, do so now to make sure you've got these down in your notes. There are a number of key words I want to look at in this lesson with you. So let's have a look at what they are now. It's important we keep these in our mind as we go through the lesson. The first one we've talked about already, that bullying is anything that hurts someone else. Remember we said earlier, it's about the perception of the bullied person, not the bully themselves. Another one is a bystander, and that's someone who sees the bullying occur and is watching it. And that's going to become an important idea later on, when we look at our scenarios. Keep that one in mind as well. Also, we're going to talk about health. Health is the impact that bullying has in a physical and mental way. We'll talk here about physical and mental wellbeing. How can bullying affect people's physical and mental wellbeing? It's not just about the physical, it's also about how people feel, how they perceive themselves. And that's something important in bullying, that it's not just about the impact it has on their physical person, but also on their perception of themselves and their mental wellbeing. These three are going to become really important as we move through the lesson. Make sure you remember them and keep referring back to them if you need to, so you know what we're going to be doing and what we're talking about. In that way, you will get the most out of this lesson. We're now going to think about these scenarios 'cause we've looked at what bullying actually is and we've looked at the idea of health. Here's a statement made by somebody who's being bullied. I'm really fed up with this now. I wish people would stop picking on me. You may have heard other people say this. You might sometimes have said it yourself. And if this is something important to you, maybe stop and talk to that parent or carer right now. I want you to think about, what is actually this person saying when they say this? It's a statement they've made that I'm really fed up with this now and I wish people would stop picking on me, but what actually are they saying? If we look beyond this, what do they really mean? I want you now to pause your video and write down a few ideas about what they actually mean. Think about it for a few minutes and then jot down your ideas. When you're ready, press play on the video and we'll carry on. Here are some possible ideas for you about what that person was actually saying. They want it to stop, people keep picking on them and they don't want it to happen anymore. But also, it implies that they're feeling down and bad about themselves. So it's actually affecting their mental wellbeing and impacting on that health issue we talked about and therefore their health is suffering. Remember, we talked about the idea of physical and mental health. In this one they're feeling bad, they're feeling down and therefore their mental health is suffering. Also, they're trying to say that people are bullying them. This idea of being picked on is not something they want to happen, and we can tell that from the statement. So that's something else we need to think about but also, they may have low self esteem. They're feeling bad about themselves. They want it to stop but they don't know how, they need somebody to help them. And it's these ideas that are important, when we look at Robin and Ibrahim, our two case studies that are coming up next I'll be asking you to think about what we can do to help them to make them feel better about themselves. But also, is it bullying? You're going to be thinking about all the time, is Robin being bullied is Ibrahim bullied and why? And what effect is this having on them? Think carefully about these possible ideas because they're going to become really important over the next few slides and the next part of this lesson. In this scenario, we're going to look at Robin. Robin's having some issues in his PE lessons and what can we do about it? So look carefully at the scenario and think all the time, what could we do to help Robin? What could other people do to help Robin? Obviously he's not happy, but we need to know why and we need to know what we can do about it. Here's Robin's story, always happens in PE and he's waiting to be chosen for a game, but they leave him till the end because they don't want their team to lose, because they say he's bad at PE. So read carefully what I've written here about the story of Robin, because when you use this to decide what we can do to help Robin, what others can do to help Robin and how we can make Robin feel better about himself. Spend a few minutes just reading the story and thinking carefully about what you would do. I asked you what you could do to help Robin but I want to channel our ideas in these four areas. How could Robin's friends help him feel better about himself? Obviously he's not happy in PE and sport, but he needs to do something about it or we need to help him. What could the school do to help Robin to make him feel better about PE and games? What could his family do and what online support could he access? What I want you to do is pause the video and jot down some of your own ideas in these four areas. They will help us in our thinking and help us moving forward to decide what we're going to do and who we can call on to help Robin. In this way, you could use some of this in your own life when helping other people or when helping yourself. It's important that we think about this in PSHE, to decide what we're going to do and how we can help people. So pause the video now, and when you're ready, press play. You've come up your own ideas, but here's some of mine. Maybe Robin's friends could ask the teacher to put them in a team with Robin, so he doesn't feel left out. So he doesn't feel isolated from everybody else. The school could decide that the staff will choose the teams, rather than letting the students decide. In that way, Robin will always be chosen by the staff and he won't feel as though he's being picked on by other students. His family could contact the school and explain what's happening to Robin, how it's making him feel and that they should monitor it and deal with it when it happens. In this way, Robin will feel better about being in PE and games that he hates doing at the moment. But Robin can also find advice online. There are many websites and many institutions offering online guidance and support for people who are being bullied. This will give Robin some ideas about how he can help himself, as well as what he can say at school, to his family and to his friends. This way Robin's helping himself and helping other people help him as well. Think about what you've written and think about the similarities and differences between what I've put and what you've put. In PSHE as I say, that doesn't matter. What's important is we're thinking about these ideas and we're moving forward in our learning. We're now going to move on and look at another scenario. This time we're going to look at Ibrahim and his story about what's happening to him. Use the same skills you just developed when looking at Robin, to think about what support Ibrahim can access in terms of helping him feel better about himself. Here's Ibrahim's story. Probably pause the video here and read the story carefully, see what's happening to Ibrahim and try and get behind the ideas of what he feels like, what's actually happening to him in school, and what is the impact it's having on him? Think about the idea here of the over the next few weeks. That's a really important idea because it's not a one-off event here for Ibrahim, it goes on and on, as it did for Robin in PE in games. So think about the long-term impact, this is having on Ibrahim. Just also think about again how we can help Ibrahim, what we can do to ensure that he is safe, he feels better about himself. When you've read the story, carry on with the video. It's important you read it carefully so you know exactly what is happening to him. Once again, think about the support Ibrahim can get in these four areas. How can his friends help him? How can school help him, how can his family help him? What online support can he get? As you did with Robin, pause the video, write down your ideas. We'll come back to them shortly. But think carefully about how you applied your learning to Robin's scenario and do the same with Ibrahim. Think about health and wellbeing as we talked about before and also how Ibrahim is being hurt in this one. Make sure your notes contain ideas about what we can actually do. Concrete examples of what can be done to support Ibrahim in his time in school. When you've done that, press play and carry on with the lesson. As before you've come with your own ideas, but here's some of mine to help us think about what we've said. His friends could actually ensure that he does not feel alone when he's at school. That actually they support him, they're there for him and they will look after him. But also by helping other people, which is what Ibrahim's been doing, They're showing him it's the normal thing to do. It's not something you should be bullied about or ever feel bad about doing. The school could have an assembly where they thank people. Once again, it makes it the norm and in this way, Ibrahim thinks he's doing the right thing, which he is, but he's being made to feel bad about it. School celebrating it will stop him feeling bad and to become part of the common life of the school. His family could ring the school or talk to somebody at school and ask them what they can do to monitor it and keep an eye on it. And they can support Ibrahim at home by telling him well done and celebrating what he's done to help other people. Once again, you can look online at what other people have done and how they've been celebrated for when they've done things to help other people. You can see these as role models and see what he's doing is not out of the ordinary but some people are picking on him for no reason whatsoever. When you thought about your ideas, maybe jot some of these down and we'll move on with the lesson. We're going to look in more depth about what impact this is having on Robin and Ibrahim, but these four ideas, both Robin and Ibrahim will help us in that learning. This question here, brings all our learning together so far. What made Robin and Ibrahim feel they were being bullied? I want you to pause the video and think about this carefully. Maybe give concrete examples from what you've read about Robin and Ibrahim, but also about how they felt when this has happened to them. Remember right back at the beginning of this, we looked at the idea of emotional wellbeing, physical wellbeing but also the idea is the perception of the person being bullied, that they are being bullied. So think carefully about those ideas and bring that learning together here. So pause the video, think carefully, maybe jot some ideas down if you want to before we move on. And when you're ready, press play and we'll continue with this lesson. Here are some of my ideas and you can read carefully. I've broken it down to those three types of bullying, emotional bullying, physical bullying and verbal bullying. Notice there's an impact on both Robin and Ibrahim in different ways. Look at what you've written and decide, did you give examples of emotional, physical or verbal bullying? Label them in your notes and make sure it's clear that that's what it says. If you need to add some more then think about pausing the video now, using some of these ideas or maybe some more you've just thought about and add these to your thinking. These are the impacts that this has hard on both Robin and Ibrahim, and it's made them feel bad about themselves. Therefore by feeling bad about themselves, it's hurt them and using our definition from earlier, this is an example of bullying. We've also looked to how we can stop this one. So these ideas here are ways we can help them to stop what's actually happening to them. In that way, they can feel happier in PE and games or happier in school in general. In that way they can take part in what they want to do. We've just looked at this idea, but here's a statement, do you think it's true or false? Point to the screen to decide whether you think it's true or it's false? I would suggest pausing the video here so you think carefully about it. Think about the impact, think about our definition of bullying. Think about how bullying links together. When you're ready, press play and we'll move on in our thinking and our learning, but think carefully, were are they being bullied? Is it true that they were being bullied. Was it false? They were not being bullied. By now, you should be able to come up with your own ideas and think about all we've done. When you ready press play, and we can move on. You'll notice here, I put a red line around false. That means it's the wrong statement. It's true Robin and Ibrahim were being bullied because they felt hurt. Once again, as I said earlier, that was their perception that they felt hurt, that they felt they were being bullied. In this sense, we know it is bullying. And in that way, friends, school, family can do something about it as we looked earlier that both Robin and Ibrahim, could actually look online to find support about how they can help themselves or find someone to talk to if they don't think anybody else will listen to them. Here's another question for you to think about. What impact in terms of mental and physical wellbeing do you think the bullying had on Robin and Ibrahim? We've now decided it was bullying, but let's break it down into the idea of mental and physical wellbeing. I want you to jot down your ideas and your notes, in your book or on a piece of paper and to do that, pause the video. Think carefully here, and when you've written down your ideas, press play and we'll move on to look at what you've written and how we can think about supporting both Robin and Ibrahim, in terms of getting help to stop the bullying happening to them. Here are some ideas around the idea of mental hurt and physical hurt. Maybe are these to your your own, but your own ideas are perfectly valid and what impact this will have had on them. Think about the idea of nobody liking them as a person, it's emotional, that's mental hurt. They may feel they don't want to go to school anymore. They feel they're doing something wrong when they actually aren't, and therefore they begin to question what they do. In terms of physical, Robin will start to think he's rubbish at sport. And therefore that will impact on his physical health. He may not want to take part in games. You may not want to do PE and therefore, it will impact on his longterm health, not just short term health. Ibrahim may start avoiding parts of the school where he doesn't feel safe, where he knows people who bullied him will be, and therefore it will limit what you can do and where he can do it. These are all having negative impacts on both Robin and Ibrahim, and it's something that should be stopped. In this sense, think about how you would have acted in these cases and what you would have done to support it. We've looked clearly what other people can do. And I've asked you to think all along about what you're going to do. We've now spent this lesson defining bullying, looking at the impact it has, and looked at two clear scenarios, both from Robin and Ibrahim. Thank you for taking part in this lesson. If you want to share you work with the Oak Academy please do. Also complete your exit quiz. That'll help you consolidate your learning from this lesson, will help you think even more about what we've done and bring to mind some of the activities you've completed. Thank you for taking part the lesson and goodbye.

The impact of bullying

The impact of bullying

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Exit quiz

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Lesson appears in

UnitRSHE (PSHE) / Respectful relationships: Stereotypes and bullying

RSHE (PSHE)