How the findings from this research can be used to improve student bystander
behaviour
An approach to promoting positive bystander behaviour
1. Involve the whole class
2. Recognize the futility of telling children what to do as bystanders
Provide copies of the questionnaire to everyone and ask them to complete it.
They need not provide their names
3. Take in the questionnaires (link
to word file) and prepare for the next lesson in which you can share with them
what students have written.
4. Read out to students some of the things that they have written about why
they would respond as they had indicated.
5. Begin by selecting the positive things. Commonly students will
spontaneously ‘own’ what they have written. But do not pressure anyone to do so.
6. Acknowledge the misgivings some children may have about helping by picking
out written comments that indicate a reluctance to do so and discuss the reasons
that have been given.
7. Discuss with the class ways in which bystanders can discourage bullying
without taking unacceptable risks.
8. With the support of the class, undertake a project in which students as
bystanders try out ways of discouraging bullying.
9. Role playing of situations and possible responses by bystanders could be
tried.
10. Get the class to report back periodically on the actions they have taken
and the outcomes. This will enable the students and the teacher to learn from
experience together.
Note Bear in mind that classroom work on other matters relevant to countering
bullying is also important, for example, promoting cooperative learning and
helping students to become both more empathic and more assertive. For a useful
account of how students typically respond see
Playground heroes
Copyright Ken Rigby, 2008
Please feel free to use for research purposes or in working with students , together with the questionnaire on bystander behaviour. However, this material must not be used commercially except with the author’s permission.