In Years 7-8, peer influence is strong. In group chats and online spaces, students may laugh along, “like” harmful content, or stay silent to fit in or avoid becoming a target — yet peers often decide whether a situation escalates or starts to change. Online features like anonymity, large audiences and permanence can make cyberbullying feel more intense.
The Bystander Impact session helps ākonga understand the impact of bystanders and build confidence to act in safe, realistic ways. In broad terms, students learn what “active bystander” choices can look like online and offline, explore what gets in the way, and practise selecting options that are safe, supportive and effective.
This session
Theme: Recognise the impact of bystanders and practise safe, realistic ways to move from doing nothing or reinforcing harm to taking positive action that supports others.
Learning outcomes: In this session, students will learn to:
- Define what a bystander is in both online and offline contexts
- Recognise the difference between unhelpful bystander behaviours and helpful ones
- Identify barriers that make it difficult to act and explore ways to overcome them
- Practise safe, realistic options for being an active bystander in both in-the moment and follow-up situations
- Reflect on their own confidence and commit to one positive bystander action they could use in the future
Activities:
- Small group discussion, 5 mins: Everyday reactions
- Small group activity, 10 mins: Diamond ranking — PDF handout
- Class activity, 10 mins: Barrier breakers
- Small group activity, 15 mins: Choice points
- Class, small group, individual activity, 10 mins: Reflection – what kind of bystander will I be
- Extensions:
- Active bystander playlist
- Cyber comic strip
- Online advice column
- Quick action posts
Key messages:
- Everybody is a bystander sometimes - what matters is the choice you make
- Doing nothing has an impact: silence can make harmful behaviour seem acceptable
- Small actions matter: even a quiet word or private message can change someone’s experience
- Safety first: choose actions that are safe for you. Walking away but then getting someone else, seeking advice or helping later still counts.
- Skills grow with practice: you may not always act perfectly, but reflecting helps you build confidence
Classroom resources:
- Slide deck: Bystander impact session
- PDF Handout: Diamond ranking (cut and paste activity)
Teacher support:
- Facilitator guide – with context, research, and learning progression.
- Activity plan – with step by step instructions.
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Related Tools and Resources
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