Committee for Children Blog

Helping Bystanders Stand Up to Bullying

Bullying is complex in that it involves more than just the student who is bullying and the student who is being bullied. It frequently involves bystanders, who can contribute to the bullying situation and make it worse. Among some of the bystander roles identified by bullying researcher Dan Olweus are the supporters, who like the bullying, laugh, and draw attention to it; and the followers, who never start the bullying but often do the “dirty work” for the children bullying.

Bystanders

Olweus also identifies the disengaged onlooker role, which is someone who often dislikes the bullying but doesn’t do anything because he/she wants to blend in and does not want to be targeted. One of the most powerful roles identified by Olweus is that of the defender, who strongly dislikes the bullying and is compassionate and empathic. The defender often minimizes the bullying situation by supporting the student being bullied, standing up to the student bullying, or reporting the situation to an adult.

Powerful involvement

According to research by Polanin, Espelage, and Pigott (2012), when bystanders are taught how to intervene safely in bullying situations, there is an increased likelihood that they will. Additionally, when bystanders do intervene on behalf of a victim, they successfully stop victimization more than 50 percent of the time. Research such as this shows the importance of involving students in our efforts to reduce bullying in schools.

Given the important role bystanders play in bullying situations, we recently initiated a Student Leadership Institute effort in Milwaukee Public Schools, starting with 15 schools. We are working with students in grades 4–12 to address bullying in their schools. Although the project is in its early stages, here are some of the details so far:

  • Each school identified 10–12 students to be part of a Student Leadership Group.
  • The students have been working to plan an anti-bullying campaign, educate others about bullying, and be positive bystanders.  
  • So far, most student groups have met on two occasions
  • During their first group meeting, students engaged in activities that helped them learn about what bullying is and how it differs from conflict. They were also taught about the various roles people play in bullying situations, and how, as bystanders, they can help to reduce bullying. The roles were based on Olweus’ work, and we used a video called “Classroom Discussion Starters” to guide conversations. Finally, students learned about the difference between tattling or snitching and reporting.
  • The second student meeting occurred off site, at an outdoor Challenge Education course. Students participated in experiential education activities to facilitate more in-depth discussions about bystanders and bullying. They also developed their own school-based plan for how to reduce bullying in their school.  

More plans are yet to come. As the Student Leadership Institute progresses, I will be sure to keep you updated.

What kinds of things have you done to involve students in bullying prevention within your school or district?

Polanin, J., Espelage, D.L., & Pigott, T.D. (2012). A meta-analysis of school-based bullying prevention programs effects on bystander intervention behavior and empathy attitude. School Psychology Review,41(1).