Answer:
Role-play different scenes to help children see the difference between telling to get someone IN
trouble or, telling to help someone OUT of trouble.
Examples of tattling: “Sam took Lily’s book.” “Sara won’t play fair.” “Jessica keeps talking to
me.”
Examples of reporting: “Chris is beating up Adam on the playground.” “Melissa keeps calling
Natalie mean names in the rest room.” “Sam was making fun of the way Bill runs and will not
let him play.”
Ask the child:
“Are you telling me (state the behavior) to be harmful (tattling) or helpful (reporting)?”
”Are you trying to get someone in trouble?” (tattling)
”Are you helping a friend who is hurt?” (reporting)
Tips for parents and teachers to prevent bullying on the playground
 Establish a “go to person” for bullying incidents, such as a teacher or playground
supervisor.
ď‚· Avoid bullying hot spots (less well supervised areas on the playground).
ď‚· Ensure enough teachers are supervising outdoor play.
ď‚· Have structured and supervised activities during outdoor play.
ď‚· Inform personnel if a child is being bullied.
Have a simple plan to address bullying
Make sure all staff know what problem signs to look for, such as:
ď‚· A student who is consistently off by themselves.
ď‚· A group of kids restricting other children from playing in a certain area.
ď‚· Children pointing and laughing at someone.
ď‚· A child who seems withdrawn and depressed but is reluctant to give you a reason.
On-the-spot interventions for bullying from the Olweus Bullying Prevention Program
1. Stop the bullying.
2. Support the student who has been bullied.
3. Address the student(s) who bullied by naming the bullying behavior.
Bystanders are crucial to the school environment. Provide them with information on how
to act in the future.
4. Empower bystanders to stand up for others and be a friend!
5. Impose immediate and appropriate consequences for the student(s) who bullied.
6. Take steps to make sure the student who was bullied will be protected from future
bullying.
Avoid these common mistakes
 Don’t ignore it. Don’t think kids can work it out without adult help.
 Don’t immediately try to sort out the facts.
 Don’t force other kids to say publicly what they saw.
 Don’t question the children involved in front of other kids.
Explanation:
