Discussion Questions
Questions you might ask a group to consider to help your organization decide what behavior requirements and expectations should apply to bullying prevention, intervention, and response:
- How do we define bullying in our organization (e.g., repeated harm, power imbalance, intent)?
- What kinds of bullying should we watch for—physical, verbal, relational, or digital?
- Are staff and volunteers expected to intervene in all cases of bullying, including “mild” teasing or exclusion?
- How do we ensure staff understand the difference between conflict and bullying?
- What are our responsibilities when bullying happens outside of our program but affects participant dynamics inside it?
- What strategies do we expect adults to use when witnessing bullying, on the spot and after the fact?
- How do we ensure participants feel safe reporting bullying without fear of retaliation?
- What’s our process for supporting both the person targeted and the person who bullied?
- How do we train staff to recognize subtle bullying (e.g., exclusion, gossip, manipulation)?
- How do we communicate our bullying policy to participants and families?
Behavior Requirements & Expectations
Options to potentially help your organization describe a clear, proactive stance on bullying that reflects both prevention and accountability:
- Bullying in any form—physical, verbal, relational, or online—is strictly prohibited and must be addressed immediately. All staff and volunteers are responsible for stopping bullying behavior the moment it is seen or suspected.
- We recognize that children and vulnerable adults may not always have the language to describe bullying. Staff must be trained to recognize nonverbal cues, relational dynamics, and subtle patterns that suggest harm.
- Any adult who witnesses or is made aware of bullying must intervene calmly and follow the reporting process. “It seemed minor” or “They looked like they were joking” is not an excuse for inaction.
- We believe safe environments are inclusive, supportive, and actively monitored—not just reactive. Staff must create a culture of kindness, encourage ally behavior, and model respect at all times.
- All reports of bullying—whether anonymous, observed, or secondhand—must be taken seriously, documented, and reviewed. Silence discourages trust and erodes the safety net.
- We understand that not all unkind behavior is bullying. Staff are expected to distinguish between conflict and bullying, and to respond appropriately to both.
- Both the person targeted and the person who bullied must be supported with care, guidance, and clear consequences. Discipline must be educational, not shaming, and include restoration when possible.
- Staff must not engage in or tolerate adult-driven bullying (e.g., sarcasm, exclusion, mocking). Adults model the social norms participants internalize—positivity must come from the top.
- Participants must be taught how to report bullying, how to help others, and how to recognize harmful behavior in themselves. Empowerment is a core part of prevention.
- When in doubt, act early. Waiting for a pattern to “prove itself” before responding increases harm and sends the wrong message about our priorities.