Alternatives to bullying

Goals of the exercise: to facilitate the understanding of the causes and the consequences of bullying; to explore ways to facilitate the control of the phenomenon.
Age of the participants: 13+
Number of participants: 10 to 25
Duration of the exercise: 90 minutes
Materials: bullying theater scenes printed, one on each sheet of paper

Step by step

  1. The monitor introduces the theme with a “brainstorm” about the identification of different bullying situations.
  2. He/She then divides the participants into 4 groups and gives to each group one of the scripts for a theater scene about bullying.
  3. Each group is given 15 minutes to analyze the text and to prepare the presentation of the scene. After the presentation of the 4 dramatizations, the monitor promotes a debate.

Scenes to be represented

Scene 1

A group of girls are in the school bathroom and one of them makes fun of a schoolmate who arrives for being very tall, humiliating her until the victim runs out of the bathroom very afraid. From the way the girls act, it is clear that this type of behavior of the aggressor and the victim is already habitual.

Scene 2

Several 7th grade students arrive to the lunch queue at the school cafeteria and pass a 5th grader at the end of the line. Even without saying anything and having gone away immediately, they make him feel bad just because he is younger. Schoolmates who are also in the queue watch this situation without saying anything.

Scene 3

A group of students tries to talk to their colleague who is bullying a younger classmate.

Scene 4

Several students join to talk about a friend who is being bullied by a school group. They want to help their friend and try to analyze the various possibilities.


Some topics for discussion:

  • What did you like the most and what did you like the least? Why?
  • Are the scenes realistic?
  • In scene 1, what would you do if you were the victim?
  • In scene 2, what can be done in order to improve the situation?
  • In scene 3, how did you feel while talking to the bullying abuser? What techniques may have more positive/negative effects?
  • Regarding scene 4, how should one speak to a person who is being bullied? How can you find solutions that are acceptable to the victim?
  • What forms of bullying were represented here?
  • Bullying happens when there is an imbalance of power. How could we see this imbalance in the scenes represented?

More questions:

  • How do the victims of bullying feel?
  • Is the victim of bullying responsible for the violence in any way?
  • Are bullying abusers trying to prove anything? Is bullying a power issue?
  • What can a friend of a bullied victim do?
  • What are the most frequent prejudices towards victims?
  • Who can be responsible for controlling a bullying problem?
  • How can each of us contribute to solving this problem?

Authorship/adaptation or source: CooLabora

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