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Cyberbullying Support Resources

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Cyberbullying Support Resources

Read the scenario and the New Zealand support guide. Then work through the choices, reporting plan and response tasks. There may be more than one safe next step. If you or someone else is in immediate danger, contact 111. You do not have to manage this alone.

Scenario: the group chat

Talia is repeatedly mocked in a group chat. Someone has shared an embarrassing image of her without permission, and a message says, “You’ll regret it tomorrow.” Talia has saved screenshots, but she feels anxious about telling anyone because she does not want the situation to get worse. Her friend Maia wants to help.

New Zealand support guide

Netsafe offers advice about online harm and can help people understand reporting options. Visit netsafe.org.nz or call 0508 NETSAFE (0508 638 723). Youthline offers support for young people: call 0800 376 633, text 234, or use its online chat at youthline.co.nz. A trusted adult, school counsellor, whānau member or health professional can also help. Use the platform’s report and block tools where appropriate. Save relevant evidence, such as screenshots, dates and usernames, if it is safe to do so; avoid resharing harmful content. Contact Police on 111 for immediate danger. For non-emergency Police matters, use 105. Support services and contact details can change, so check their official websites for current options.

Choose safe and useful next steps

Use the scenario and support guide for Questions 1–4.

1.Which service in the guide specialises in advice about online harm?
  • Youthline
  • Netsafe
  • 105
  • A social media platform
2.Maia wants to help Talia. Choose two helpful actions and explain why each could help.
3.True or false: Talia should forward the embarrassing image to more people so they can judge what happened.
TrueFalse
4.Complete the sentence: Saving screenshots, dates and usernames can help keep a record of .

Make a reporting and support plan

There is no single required order for every situation. Choose steps that are safe and suitable; urgent danger needs an urgent response.

5.Talia says the message makes her fear someone may hurt her tomorrow. What is the safest response?
  • Wait a few days to see what happens
  • Tell a trusted adult immediately and contact 111 if there is immediate danger
  • Reply with a threat of her own
  • Delete everything and say nothing
6.Put these actions into a sensible plan for a non-urgent case. Number them 1–4: tell a trusted adult; save relevant evidence safely; use the platform’s report/block tools; contact Netsafe for advice. Explain that the order may change if safety needs make another step more urgent.
7.Give one reason Talia might find reporting difficult, then suggest a practical way to reduce that barrier.
8.Match each support option to the kind of help described in the guide.
  • Netsafe
  • Youthline
  • Platform report/block tools
  • 111
  • Support for young people by phone, text or online chat
  • Police emergency response when someone is in immediate danger
  • Flag or limit contact with harmful accounts
  • Advice about online harm and reporting options

Support without taking over

Support should respect the person’s choices while not keeping immediate danger secret. A friend can listen and help connect someone with trusted adults or services, but should not promise to solve everything alone.

9.Talia asks Maia not to tell anyone. Write a respectful response Maia could use that explains she will support Talia and why she may need to involve a trusted adult if safety is at risk.
10.Write a brief message Maia could send to a trusted adult asking for help. Include what is happening, one safety concern, and a suitable next step.

3 printable pages

  • Cyberbullying Support Resources, page 1 of 3: Scenario: the group chat, New Zealand support guide, Choose safe and useful next steps

    Page 1

  • Cyberbullying Support Resources, page 2 of 3: Make a reporting and support plan

    Page 2

  • Cyberbullying Support Resources, page 3 of 3: Support without taking over

    Page 3

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