Ages 11 - 15. 

• Awareness and here and now: This activity encourages participants to be fully present and engaged with the unfolding scene and the emotions it elicits. It promotes awareness of one's own responses to bullying scenarios and the immediate impact of such actions on all involved.

• Contact and relationship: Through role-playing and "hot seat" discussions, participants explore the dynamics of interpersonal relationships in bullying situations. This principle is highlighted as participants navigate the complexities of empathy, aggression, and boundary-setting within these interactions.

• Responsibility: The activity emphasizes personal responsibility by encouraging participants to consider how their actions and decisions impact themselves and others. It invites reflection on the role of bystanders, victims, and bullies, and the collective responsibility to address and prevent bullying.

• Creative adjustment and experimentation: By engaging in improvisation and exploring alternative outcomes, participants are invited to creatively adjust to the challenges presented by bullying scenarios. This fosters adaptability and the ability to envision and implement different responses to difficult situations.

• School scene props (backpacks, balls, snacks, etc.) and other items characters might have in a bullying scenario.

60 minutes or more, depending on the extent of discussion.

Preparation with volunteers: Select two volunteers to play the roles of the bully and the victim. Brief them on creating an improvisational scene that portrays a bullying situation, ending with the bully about to physically attack the victim, but freezing at that moment.

Forum theatre: After the scene freezes, facilitate a "forum theatre" where participants can approach the characters, touch their shoulders, and express what they think the characters are feeling.

Hot seat: Place the actors on "hot seats" where they, pretending not to hear each other, respond to audience questions. These questions should cover three levels: social, friendship, and intimacy, with actors removing an accessory to signify a deeper level of interaction.

For younger children, use storybooks or puppets to illustrate bullying scenarios gently. For older students, include role-plays or debates to explore different perspectives. In mixed-ability groups, use visual aids and simplified language to ensure understanding. For culturally diverse groups, tailor examples to reflect their experiences and norms. For virtual settings, use breakout rooms for small-group discussions or digital storytelling tools to share experiences safely.

Ask students how they felt during the activity, what stood out to them, and what they found challenging or easy.

Engage the audience in discussing their reactions to the scenes, their thoughts on bullying, and how common they believe such events are.

Enhanced awareness and understanding of the bullying dynamics.

Increased empathy towards both bullies and victims, exploring their motivations and feelings.

Identification of intervention strategies and support mechanisms for those involved in bullying.

This activity should be conducted in a safe and respectful environment. The facilitator must ensure that discussions are constructive and that participants feel supported throughout the process. It's crucial to debrief with the actors and audience afterward to process emotions and reflections elicited during the activity.