Lesson 2 – When Things Feel Bad

Slide 1 - Introduction: Am I Cool?

Seat children in a circle and facilitate the game, ‘Am I Cool?’

• Secretly decide a simple physical rule that will make children ‘cool’, e.g. their arms or ankles are crossed; they are wearing a certain item of school uniform; they make eye contact when asking the question etc.
• Children should then take turns around the circle asking the teacher ‘Am I cool?’ If the child fulfils the rule, you say “Yes, you’re cool!” and if they don’t say, “No, you’re not cool”.
• Continue playing for a few minutes then ask the pupils to guess why some people are cool and some people are not; if they don’t guess, reveal your real reason.
• After you have explained the rule, make sure you have a final circuit where all children are told, “Yes, you’re cool.”

Ask children how they felt, especially if they were stuck being ‘not cool’ for most of the game.

Slide 2: Group Activity: When Things Feel Good and Bad

Distribute one big sheet of paper per group and ensure it has been divided in half (eg folded or a line drawn down the middle).

In groups, give children one minute to write down on one side of the sheet things that people say or do that make them feel good.

Share some examples from each group.

Slide 3: Group Activity: When Things Feel Good and Bad

Explain that sometimes people say and do things that make others feel bad – these might be clues that the relationship is an unhappy/unsafe one.

Give children two minutes to write down on a sheet of paper things people do that might make them feel bad.

Discuss some examples from each group and then click to reveal the following list to see how they did:

• saying or texting something nasty or unkind about the person;
• saying something about the person’s family or friends; name-calling
• laughing at someone or making fun of someone (imitating them)
• leaving someone out or not responding to someone when they talk to you
• rolling eyes, etc.
• physically hurting someone
• persuading someone to do something that might be harmful

Slide 4 - Film and Discussion: Andrew and Molly

There are 2 animated stories to show here.

• Andrew’s Story deals with physical bullying
• Molly’s Story deals with emotional bullying (online)

After each story, open up a discussion with the pupils using the prompt questions below.

Andrew’s Story
In this film, Andrew is being physically bullied by his ‘friend’.

Click to play the film.

Slide 5 - Film and Discussion: Andrew and Molly

Explain to the pupils that this is an example of Physical Bullying.

Then explore the issues using these or your own questions:

• What does Andrew say everyone does whenever he tries to join in playing football? How do you think this makes him feel?
• Who picks on Andrew most?
• What did Jake do last week, and what did Andrew do about it?
• How did Jake make Andrew feel scared and threatened?
• Do you think Andrew was right not to tell anyone, even though he is still scared to be out on the playground?

Slide 6 - Film and Discussion: Andrew and Molly

Molly’s Story
In this film, Molly is called names and ridiculed in an online chat app.

Click to play the film.

Slide 7 - Film and Discussion: Andrew and Molly

Explain to the pupils that this is an example of Emotional Bullying.

Then explore the issues using these or your own questions:

• Who was Molly in a group with and what were they sending each other?
• Molly said that Carol, Emilie and Harriet are ‘the popular girls in the class’ and she was ‘amazed that they wanted to chat in a group with her’. Can you think of a word to describe this group of friends? (Learned in the previous session – clique)
• What is Molly’s kitten called and why?
• What does Molly send to the group and what is the response?
• Why do you imagine Carol, Emilie and Harriet responded the way they did?
• How do you think their response made Molly feel?

Slide 8 - Film and Discussion: Andrew and Molly

To conclude, our characters return to tell us how they responded to the situation; they reveal that they each told a trusted adult who then responded positively to the disclosure.

Click to play the film.

Slide 9 - Film and Discussion: Andrew and Molly

If you have already completed Module 1, Unit 3 on Emotional Well-Being, you will have already discussed the word ‘Resilient’. If not, discuss the words Pressure and Resilience here

Explain, or remind the pupils, that:

Pressure means having a feeling that you should do something you don’t want to do, usually because somebody or something else is influencing you (give examples)

Resilience means not letting a feeling of pressure influence the way you act.

Click to reveal the characters of Andrew and Molly with the questions:

How was Andrew resilient?
How was Molly resilient?

Ask pupils to discuss in pairs, reminding them of some of the key characteristics of pressure and resilience.

In class discussion, ensure that children understand the following key points:

• We might feel pressure because people threaten to hurt us physically or hurt us emotionally.
• We can be resilient by being honest with the people we trust.
Resilience can be practised every day.

Group Activity: Your Stories

Depending on time, the following activity can be omitted at this point in the lesson and added as a drama activity at a different time. It is very helpful as it allows the pupils to imagine and role-play scenarios in which they respond positively to an experience of bullying or abuse.

How to lead
Children should plan, practice and present their own imagined stories of bullying. There should be three parts to these scenes:

The situation, e.g. never getting picked for the football team
How do the characters feel (Pressure)? e.g. like they aren’t good enough to be part of the gang
What happened next (Resilience)? How might the characters end/continue their relationship?

Give time for children to develop and practice their role-plays. Then present some of the scenarios back to the class and discuss:

• Whether the audience was happy with the outcome. If not what would they suggest?
• Whether the children in the stories resisted pressure or not. What could they have done differently?
• How the characters could develop their resilience, and who they could talk to about the issues they are facing.

Slide 10 - Reflection

Ask children to summarise what they have learned. Then reiterate that we don’t have to be best friends with everyone. However, we are all human beings who have dignity and deserve respect. We all have the right not to be bullied!

Slide 11 - Final Prayer

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