Bullying Support Hub- Teachers & Educators

Created for teachers, wellbeing staff, school leaders and education support staff, this Hub provides clear, practical guidance to help you recognise bullying, respond with confidence, and support students in a way that prioritises their wellbeing.

At Dolly's Dream, we take a prevention-first approach, focused on early intervention and ongoing support. This Hub is designed to sit alongside your existing school policies, child safety obligations and wellbeing frameworks. It’s not a replacement for them, but a supportive resource you can draw on when navigating real-life situations with students, families and colleagues.

Most importantly, you don’t have to handle bullying alone.

Bullying is behaviour that is:

• Intentional – meant to cause harm or distress
• Repeated – happens more than once, or is likely to continue
• Involves a power imbalance – where one person or group has more social, physical, psychological or digital power over another

This power imbalance might look like popularity, age, physical strength, group size, or control in online spaces.

Bullying vs conflict vs unkind behaviour

It’s important to recognise that not all hurtful behaviour is bullying, even though it can still be upsetting and require support.

• Conflict usually happens between people of similar power. It may involve arguments, disagreements or fallouts where both sides have a voice and responsibility.
• Unkind behaviour can include one-off mean comments, exclusion or thoughtless actions. These moments still matter and should be addressed, but they don’t always meet the definition of bullying.
• Bullying involves an ongoing pattern of harm where someone feels unable to stop it on their own.

Understanding these differences helps educators choose responses that are proportionate, supportive and effective.

In-person bullying and cyberbullying

Bullying can happen face-to-face, online, or across both spaces at once.

• In-person bullying may include physical intimidation, verbal abuse, exclusion or social manipulation.
• Cyberbullying can include harassment in group chats, repeated messages, sharing or threatening to share images, impersonation, or humiliation through posts, comments or screenshots.

Online bullying often follows students beyond the school day, making it harder to escape and sometimes amplifying the impact of harm.

Why definitions matter

Using clear and accurate language helps:

• Avoid minimising harm by dismissing behaviour as “just conflict”
• Prevent over-labelling situations, which can escalate responses unnecessarily
• Support students to understand what’s happening to them and why it matters
• Build trust with parents and carers through transparent, consistent explanations

A helpful way to explain this to students and families is to focus on impact as well as intent:

“Not all hurtful behaviour is bullying, but all harm deserves to be taken seriously and responded to with care.”

This shared understanding allows schools to move beyond labels and focus on what students need to feel safe, supported and heard..

Early identification can make a significant difference. Students don’t always say they’re being bullied, instead the signs show up in their behaviour, emotions or engagement.

When a student is being bullied, their wellbeing comes first. Feeling unsafe, unheard or blamed can deepen harm — while feeling believed and supported can be protective and healing.

This section focuses on practical, student-centred ways educators can help restore safety, confidence and connection, alongside formal school processes.

Helping students feel safe, heard and believed

How an adult responds in the first moments matters.

• Take concerns seriously, even if details are unclear or still emerging
• Listen calmly and without judgement
• Thank the student for speaking up — it often takes courage
• Avoid minimising (“It’s probably not meant that way”) or rushing to solutions
• Reassure them that what’s happening is not their fault

A calm, validating response helps reduce fear and builds trust.

Check-in questions educators can use

Gentle, open questions can help students share at their own pace:

• “Can you tell me what’s been going on for you lately?”
• “How does this make you feel when it happens?”
• “When do you feel most unsafe or worried?”
• “What’s been the hardest part for you?”
• “What would help you feel safer right now?”
• “Is there anyone else you feel comfortable talking to?”

These questions centre the student’s experience and sense of control.

Short-term support strategies in the classroom

While longer-term responses are being coordinated, small adjustments can reduce immediate harm:

• Seating changes or flexible group work arrangements
• Adjusted break-time routines or access to safe spaces
• Modified participation expectations during periods of distress
• Check-ins at the start or end of the day
• Identifying a trusted adult the student can go to if things escalate
• Clear, predictable routines to increase feelings of safety

These supports are not “special treatment” — they are protective measures.

Restoring confidence, connection and belonging

Bullying can erode a student’s sense of self and place in the school community. Support should aim to rebuild:

• Opportunities for positive peer connection and inclusion
• Strength-based feedback that reinforces competence and identity
• Encouragement to participate in activities where the student feels valued
• Consistent messages that they matter and belong
• Adult advocacy when power imbalances are present

Belonging is a key protective factor for wellbeing and engagement.

A note on school and state policy

Alongside day-to-day support, it’s important for educators to be familiar with their state or territory’s anti-bullying policy and how it applies in their school.

These policies:

• Provide clear guidance on responsibilities and response pathways
• Support consistent, fair and trauma-informed approaches
• Help ensure student safety while protecting the rights of all involved

Knowing the policy means educators don’t have to rely on instinct alone. It offers a shared framework to support students confidently and appropriately.

When a student is bullying others, it’s important to respond in a way that holds them accountable without labelling or shaming them. Students who bully are still young people who need guidance, boundaries and support to change their behaviour — not just punishment.

Bullying behaviour often comes from unmet needs, not “bad kids”. Responding with curiosity and structure helps create safer outcomes for everyone involved.

Understanding what’s driving the behaviour

Students who bully may be:

• Struggling with big emotions they don’t yet know how to manage
• Seeking power, control or status among peers
• Experiencing stress, trauma, exclusion or bullying themselves
• Lacking skills in empathy, communication or conflict resolution

Understanding the why doesn’t excuse the behaviour — but it helps educators respond in ways that actually reduce harm and prevent repetition.

Why punishment alone doesn’t change behaviour

Punitive responses on their own can:

• Increase shame and defensiveness
• Push behaviour underground rather than stopping it
• Miss opportunities to build insight, empathy and accountability

Consequences are sometimes necessary, but they are most effective when paired with learning, reflection and repair.

Teaching empathy, responsibility and repair

Effective responses focus on:

• Helping the student understand the impact of their behaviour
• Encouraging ownership and responsibility (not blame-shifting)
• Supporting repair where appropriate and safe
• Teaching alternative behaviours for managing conflict or emotions

This supports long-term change while reinforcing that harm is taken seriously.

Language that separates behaviour from identity

The words educators use matter. Language should clearly challenge the behaviour without defining the student by it.

Helpful examples:

• “This behaviour isn’t okay” (not “You are a bully”)
• “Let’s talk about what happened and who it affected”
• “You’re responsible for fixing this — and we’ll help you do that”

This keeps dignity intact while reinforcing accountability.

Strengths-based and restorative approaches

Where appropriate, restorative practices can:

• Build empathy and perspective-taking
• Repair relationships and trust
• Reduce repeat incidents
• Support social and emotional skill development

Strengths-based approaches help students recognise their capacity to make better choices and contribute positively to their school community.

Supporting change while keeping others safe

Supporting a student who has bullied others should never come at the expense of safety.

Educators should:

• Maintain clear boundaries and expectations
• Put protective measures in place for targeted students
• Involve wellbeing staff early
• Monitor behaviour over time, not just at the point of incident

Remember: Change takes time.

You don’t have to navigate bullying responses alone. Dolly’s Dream works alongside schools to support prevention, early intervention and student wellbeing.

Our whole-school approach

Dolly’s Dream takes a whole-school approach to bullying prevention, recognising that lasting change happens when students, staff and families are supported together.

Our approach focuses on:

• Building kind, inclusive school cultures
• Strengthening student voice and peer connection
• Supporting educator confidence in responding to bullying
• Encouraging early support, not just reactive responses

This approach complements existing school policies and wellbeing frameworks, helping schools move beyond discipline-only responses.

School workshops and education

We deliver age-appropriate, evidence-informed workshops for primary and secondary students, designed to:

• Help students understand bullying and online harm
• Build empathy, help-seeking and bystander skills
• Reinforce that students are not alone and support is available

Explore our School Workshops to see what’s available and how we can support your school community.

Bullying Support Line

Dolly’s Dream also provides access to our Bullying Support Line, offering:

• Confidential support for young people and families
• Guidance for educators supporting students impacted by bullying
• A safe space to talk through next steps and options

This support sits alongside school responses and can be especially helpful when:

• Students or families need additional guidance
• Situations extend beyond the school gate or online
• Wellbeing concerns are emerging or escalating