1. Hallway Hazards Monday, November 3, 2014

2. Background Transition times at school can provide enjoyable breaks and opportunities to socialize with peers, but they can be prime times when bullying occurs because adult presence is less concentrated. Although it is the primary responsibility of adults to provide careful supervision in hallways and during transitions times, it is also helpful to talk about strategies students can use to stay safe and to help each other as well.

3. Learning Outcomes Students will be able to: Identify the hallway areas where bullying is most likely to occur Give reasons why students’ behavior may vary in different circumstances and places Describe ways adults and peer support can make transition times feel safer Identify practical bystander strategies to deal with other students who are exhibiting bullying behaviors during transition times

4. Opening Activity In today’s meeting, we’re going to use scenarios to role-play possible solutions to bullying problems in hallways. Divide into groups of four for the role-play activity Each group should practice role-playing one way of handling the scenario using positive, assertive action on the part of the bystanders Act out only their positive solution—not the bullying incident Focus on the actions student bystanders can take instead of getting an adult involved. After each group acts out their scene, answer the following questions for their scenario:

5. Questions 1. Was it safe? 2. Was it effective? (Did it stop the bullying behavior?) 3. Was it realistic? 4. Did the bystanders work together? 5. Were there missed opportunities to assist? 6. Comments????

6. Role Play Scenarios Give each group a scenario to role play. Have each group answer the questions on the next slide.

7. # 1 Every day between classes, Ben makes it a point to slam into John hard enough to knock him into the lockers and send John’s books flying. “Oh, dude!” his tormentor smirks and sarcastically says, “I’m so sorry!”

8. #2 Jen often stops to get her books for the next class at her locker. As students pass, they’ve made a game out of either saying mean things to her, or taking something out of her locker and playing Keep-away.

9. #3 Each day a group of students follow Dillon very closely. All the time they are right behind him, they are calling him mean names—whispering softly enough that supervising adults don’t notice. They also threaten that they will “take care of him” after school.

10. #4 The “cool girls” all stick together in the hallway. Between classes, they laugh at other girls, mock their choice of clothes and their choice of friends. They also spread rumors about the other girls.

11. #5 Mosliah immigrated with his family from Iraq just a year ago. Many of the boys in the class call him “Osama” and “Terrorist”. They often stick nasty notes to his locker.

12. Wrap Up: Discussion Questions Why do some students use the hallway/transition times as opportunities to bully others? Why do you think bullying continues to be a problem in the hall? Are there particular hallways or areas in the hall that present more difficulties? What else can be done to reduce bullying in those spots?

13. Wrap Up: Discussion Questions When students are bullied repeatedly in places like our school’s hallways, how do you think it affects their feelings about school in general? What would you like adults to do when they learn about bullying in a hallway?

14. Wrap Up: Discussion Questions Do you think the hallway experience is different for boys and girls? How so? Do you have any comments to add?