By the end of the session, students should be able to:

Define the bystander effect and understand the psychology behind it

Recognise situations where intervention is important for personal and community safety

Explore safe and practical ways to be an active bystander

Reflect on barriers to action and how to overcome them

🧠 Key Concepts:

The Bystander Effect: When individuals do not offer help in an emergency because others are present and they assume someone else will act.

Diffusion of Responsibility

Social Influence and Fear of Judgement

Active vs Passive Bystanders

The 5 Steps to Helping in an Emergency:

Notice the event

Interpret it as a problem

Feel responsible

Know how to help

Act

📘 Lesson Activities:

1. Starter Discussion:

“Why do people sometimes do nothing when they see something wrong?”

Show a short real-life video or news clip (e.g. someone being harassed in public, a fight, or someone clearly unwell in a club setting).

2. Exploring the Theory:

Introduce the concept using a case study (e.g. Kitty Genovese or a modern UK example)

Use a simple diagram or flowchart to explain the psychological steps behind the bystander effect.

3. Scenarios Activity:

Small group task: Students are given realistic social/night out scenarios (e.g. friend too drunk, witnessing harassment, seeing someone spike a drink).

For each, discuss:

Is this a situation where action is needed?

What might stop someone from helping?

What safe actions could a person take?

Encourage role play, or provide sentence starters for possible interventions (e.g. “Are you okay?”, “Can I help you get home?”, “Let’s find someone to support you.”)

4. Active Bystander Strategies:

Introduce the 3 D's Framework:

Direct: Step in and speak up

Distract: Interrupt the situation safely

Delegate: Get help from staff, friends, or authorities

5. Reflection Task:

Individual writing: “What would stop me from helping in a risky situation, and how could I overcome that?”

OR create a "Bystander Pledge" – students write one sentence on how they’ll act in future situations.

🧰 Extension/Homework Ideas:

Create a short campaign/poster encouraging others to be active bystanders

Research and present on a real-life case of successful intervention

Watch and evaluate an awareness video (e.g. from “Good Night Out” or “Everyone’s Invited”)

🧩 Assessment for Learning:

Verbal contributions in discussions

Group scenario responses

Exit ticket: “One thing I would do differently after today’s lesson is...”

Video hearing from security guards

https://www.youtube.com/watch?v=9lXNrYkkc_Y&t=132s

Let’s start with the basics: what exactly is a situationship? At its core, it is a form of a romantic relationship—decidedly more than friendship. But unlike a traditional boyfriend/girlfriend relationship, a situationship exists without clear labels, expectations, or commitment. There’s no real timeline, definition, or trajectory attached. Think of it as more of a non-status status—a situation, if you will.

Website: https://axis.org/blog/the-rise-of-situationships-and-what-they-mean-for-teen-relationships/

90% were not reported

11% of UK adults reported being spiked at some point in their lives – 13% of females think they have previously been a victim of drink spiking and 9% of males

LGBTQ+ adults are disproportionately affected. Gender and sexual minorities are significantly more likely to report having ever been a victim of drink spiking (18% vs. 11%; 2022 Drinkaware Monitor survey) compared to cis-heterosexual individuals

Website : https://www.drinkaware.co.uk/news/90-of-drink-spiking-incidents-go-unreported-according-to-research-by-drinkaware-and-anglia-ruskin-university

https://www.ncsc.gov.uk/collection/cyberfirstnavigators

https://www.ncsc.gov.uk/collection/cyberfirstnavigators/practitioner-led-resources

https://thewolfpackproject.org.uk/for-individuals/

https://www.base51.org/support-for-young-people/

1.Create a checklist of 5 things that constitute a safe space for school, home or online.

e.g. inclusion, respect, consent, boundaries

Get the class to feedback and whether they want to change theirs

2.Task: Provide a short unsafe scenario (e.g., someone being excluded from a group chat). Ask:

• What went wrong?

• How could the scenario be rewritten to create a safe space?

Outcome: Students reframe a negative situation into a positive one.

Activities for risks:

Draw a “Risk Radar”: a target with three zones:

• Low Risk (center)

• Medium Risk (middle ring)

• High Risk (outer ring)

Task: Students place scenarios (provided or created by them) into the radar based on perceived risk.
Scenarios might include:

• Sharing your location on social media

• Asking for help from a teacher

• Walking home alone at night

• Having your camera on in a Zoom class

Can use as student led feedback to inform some change

Bystander Effect: A social psychological theory that explains why individuals are less likely to offer help when others are present. The more people there are, the less responsibility each person feels.

Active Bystander: Someone who takes action to help in a situation where someone may be at risk.

e.g. A student in your year group is regularly left out of group work and often mocked quietly during lessons. Everyone knows it happens, but no one says anything — even the teachers seem to ignore it

Task: In small groups or pairs, ask:

1. What is happening here?

2. Why might people be staying silent?

3. What could an active bystander do in this situation?
   (e.g. Report it, support the student, challenge the behaviour respectfully, etc.)

2. What happens next task:

   Real life case study that created the psychology behind it

Scenario-Based Task: What Happens Next?

Work in pairs or small groups. Read each part of the story and choose what happens next. After each choice, we’ll explore what people could have done instead.

Scene 1: The Noise Outside

It’s 3:15 AM. You live in an apartment building. You hear shouting from outside — it sounds like someone is arguing or in distress.

What do you do?

A) Ignore it. It’s probably a couple having a fight — none of your business.
B) Look out the window to see what’s going on.
C) Call the police just in case.

Best answer: C — Call the police.

• Many residents heard the noise but assumed someone else would take action.

• This is a classic example of diffusion of responsibility — "Someone else will deal with it."

Active Bystander Moment #1: Call authorities even if you’re unsure. It’s better to be safe.

Scene 2: You See Something

You decide to look out the window. You see a woman struggling with a man near a parked car. It looks serious.

What do you do?

A) Shut the curtains — it’s scary, and you don’t want to get involved.
B) Call out to the attacker to stop.
C) Call 911 (or the police equivalent).

Best answer: C — Call the police.

• In the actual case, someone did shout and the attacker ran away briefly — showing that even small actions can interrupt harm.

• But no one called the police during the early stages of the attack.

Active Bystander Moment #2: Get help. Calling for help is action — and it can save lives.

Scene 3: You Hesitate

The noise stops. You assume it’s over. You're tired. No one else is reacting.

What do you do?

A) Go back to bed. If it were serious, someone else would’ve called.
B) Check on the person — from a safe distance or from your window.
C) Text a neighbour or alert someone else to help check.

Best answers: B or C — Check or alert someone.

• Inaction often happens not because people don’t care, but because they assume someone else will take responsibility.

Active Bystander Moment #3: Small actions — like checking, alerting others, or documenting — can break the cycle of inaction.

Discussion Prompts (after the task)

• Why do you think people chose to do nothing in each scene?

• Which decision points felt most difficult or uncertain?

• What could help you feel more confident in stepping in if someone was in danger?

Green flags:

Open communication, respect, emotional safety, boundaries are spoken about (seeing other people, personal), check ins, consistent behaviour

Red flags:

one sided investment, mixed signals, ghosting/inconsistency, avoidance of conversations/ no clear boundaries, second guessing or anxiety, downplaying own feelings, being a 'secret'

2. Get students to understand what boundaries they would put in place

e.g. I would want open channels of communication, I want to keep it casual but if you were interested in other people to tell me and be respectful

• D – Danger – Check it's safe for you to approach

• R – Response – Are they conscious? Speak/tap

• A – Airway – Gently tilt head back if unresponsive

• B – Breathing – Check for normal breathing (look/listen/feel)

• C – Circulation/Call 999 – If not breathing, start chest compressions and get help

If in doubt call 999

https://www.youtube.com/watch?v=Mlp5dRIJk4M

Introduction to equipment

• AED (Defibrillator)

  • Usually found in shopping centres, schools, gyms

  • Turns on with a button and gives simple audio instructions

  • Safe to use — it won’t shock unless needed

Video: https://www.youtube.com/watch?v=UFvL7wTFzl0

• Bleed Control Kit

  • Contains gloves, tourniquets, gauze, and wound dressings

  • Used for catastrophic bleeding (e.g., knife wounds)

  • Can save lives while waiting for paramedics

  • Dealing with shock

https://www.youtube.com/watch?v=V8KiNURVjgk

https://www.youtube.com/watch?v=NxO5LvgqZe0

First aiders - how do you get hold of one?

Where?

Devices that are located closest to the college

What to do - series of events

Ask:

“If a friend said they were really struggling with their mental health — what would you do?”

Definitions:

Mental Health First Aid:
Providing initial support to someone experiencing emotional distress, a mental health issue, or a crisis, until professional help is available or the situation improves

You are a first responder then a professional can deal with it

You respond but who is there to help long term:

Young minds:

https://uat-ym.youngminds.org.uk/young-person/youngminds-textline/

Kooth (tools and support)

https://www.kooth.com/

Samaritans

https://www.samaritans.org/how-we-can-help/contact-samaritan/

1. "Screenshots of private messages can get you in legal trouble."
   ✅ True – If they’re used to harass, threaten, or publicly shame someone, this can breach privacy or harassment laws.

2. "You can say whatever you want online because of freedom of speech."
   ❌ False – Freedom of speech does not protect hate speech, harassment, or threats.

3. "It’s illegal to share an image of someone under 18 in their underwear — even if they sent it to you."
   ✅ True – This could be classed as possession or distribution of indecent images of a minor under the Sexual Offences Act.

4. "If you delete a harmful post, you can’t be held responsible."
   ❌ False – You are still responsible for content you created or shared, even if it’s later removed.

5. "Reposting a violent fight video is illegal."
   ✅ True – Sharing graphic or violent content, especially involving minors, can breach laws around harmful content or inciting violence.

6. "Creating a fake account pretending to be someone else is just a joke."
   ❌ False – Impersonation can be illegal, especially if it causes distress or reputational damage (identity fraud, harassment).

7. "Sending constant unwanted messages could be considered harassment."
   ✅ True – Persistent messaging that causes distress may be classed as harassment under UK law.

8. "If a friend sends you a nude and you don’t share it, you’ve done nothing wrong."
   ❌ False – Possessing explicit images of anyone under 18 is illegal, even if you don’t share it.

9. "You can be held legally responsible for something offensive you retweet or repost."
   ✅ True – Sharing harmful or illegal content can be treated the same as creating it.

10. "What you post on private stories or group chats can’t be used against you."
    ❌ False – Even private messages or stories can be screenshotted or reported — and can lead to real-world consequences, including police involvement or school sanctions.

Scenarios:

Scenario A – Peer Pressure

You’re hanging out with friends. One of them shows you a knife and jokes, “Just in case anything kicks off.” They offer to give it to you while they run into a shop. What do you do?

Questions to discuss:

• What are the risks to you legally and personally?

• What pressures might stop you from saying no?

• What is the best and safest response?

Scenario B – Bystander Dilemma

You see someone at college posting a Snap of themselves holding a knife. It looks like a joke, but you're not sure. What are your options?

Questions to discuss:

• Is this illegal? (Possibly – especially if it’s threatening or glamorising weapons)

• What could happen if you ignore it?

• Who can you report it to safely?

Scenario C – “For Protection”

A younger cousin tells you they’re thinking about carrying a knife because they feel unsafe in their area. What advice would you give?

Discussion prompts:

• Is this a good idea? (No – it increases danger, not safety)

• What safer alternatives could you suggest?

• Who could they speak to for support?

1. Carrying a knife makes you more vulnerable, not safer

2. Peer pressure is the biggest reason young people carry knives

3. Knife crime should be treated more as a public health issue than a criminal one

4. Schools should introduce mandatory searches for weapons

5. More should be done to support young people at risk than to punish them

Nottingham is 5th for the highest number of possession of weapons offences

https://www.get-licensed.co.uk/reports/knife-crime-england-2024

In Islam alcohol is considered haram

Judaism is not forbideen but moderation is encouraged

Sikhism generally forbidden

Buddism believe can cloud the mind and refrain from intoxicants

Moronism forbid drinking

It is important to be aware of the affect of culture even if you are not part of this relgion understanding it may prevent making some one feel uncomfortable

Task: You are throwing a party, how could you create an inclusive environment and respect peoples decision not to drink?

https://rapecrisis.org.uk/get-informed/about-sexual-violence/sexual-consent/

"You’re out with friends at a gig. It’s 11:30 PM and the group is splitting up. One friend says they’ll walk home alone, another has a lift from someone you don’t know. What do you do?"

Options:
A. Let them go — it’s their choice
B. Offer to walk/call someone with them
C. Suggest a taxi or group up
D. Text to check they got home later

Discuss feedback

Used without signal or data

You can:

• Create a meeting location for exact location

• Use it as maps to find the location

• Can send it to friends or emergency services if lost

"You and two friends are going to a late movie. It ends at 11:15 PM. You don’t drive, and buses stop running at 10:30."

Ask students in pairs or groups to quickly plan:

• How will you get there and back?

• What are your check-in plans?

• What would you do if someone gets separated?

You can add roles (e.g. one person doesn’t have a phone, one is drinking, etc.) to make it more challenging.

Can be done through generalisations

e.g. "men are trash"

David Bowie - how it can affect you

https://youtube.com/shorts/yQGe8qpHW3c?feature=shared

Page information:

https://benkinsella.org.uk/idris-elbas-dont-stop-your-future-campaign/

Stephen Bear shared videos of his ex girlfriend on the platform onlyfans without her permission.

He was ordered to pay her £27,000 in damages and was sentenced to 21 months in prison.