Empowering Upstanders Against Bullying

Year 9 Health — Standing Up Together

Name:

Date:

Class:

Students standing together supporting each other

📖 Part 1: Key Concepts

1. In your own words, define what an upstander is and explain how they are different from a bystander.

2. Which of the following best describes an upstander? (Circle ONE answer)

Someone who watches bullying happen but does nothing.

Someone who actively supports and defends a person being bullied.

Someone who joins in with the bullying behaviour.

Someone who avoids the situation entirely.

3. Tick ALL of the behaviours that describe an upstander's responsibilities.

Speaking out against bullying behaviour

Ignoring the situation to avoid conflict

Offering support and comfort to the person being bullied

Seeking help from a trusted adult or kaitiaki

Documenting or reporting incidents

Laughing along so you don't stand out

🏡 Part 2: Te Whare Tapa Whā — Well-being Impact

Te Whare Tapa Whā is a Māori model of health that describes well-being through four dimensions. When an upstander takes action, it can positively affect all four dimensions for the person being bullied.

4. Complete the table below. For each dimension, explain how an upstander's actions can support the well-being of someone who is being bullied.

Taha Tinana (Physical Health) — How does upstander action protect physical safety?

Taha Hinengaro (Mental/Emotional Health) — How does support from an upstander reduce emotional harm?

Taha Whānau (Social Health) — How does an upstander help someone feel connected and included?

Taha Wairua (Spiritual Health) — How does an upstander help restore someone's mana and sense of self-worth?

5. Why is it important to consider all four dimensions of Te Whare Tapa Whā when thinking about the impact of bullying?

💡 Part 3: Applying Anti-Bullying Strategies

Read the two scenarios below and answer the questions that follow.

Scenario A — Cyberbullying: Aroha notices that her classmate Tane is being targeted on social media. A group chat has been set up to share embarrassing photos of him and post cruel comments. Tane has stopped coming to school.

6. Identify two specific anti-bullying strategies Aroha could use as an upstander in this cyberbullying situation.

Scenario B — Verbal Bullying: During lunch, Mia watches a group of students repeatedly mock and make fun of a new student, James, about his accent. James looks upset and is sitting alone.

7. Describe what Mia could do as an upstander. Include at least two steps she could take.

8. Anti-Bullying Strategy Checklist — Tick the strategies you would include in a written response about responding to bullying as an upstander.

Report cyberbullying to the social media platform

Block and screenshot evidence of online harassment

Tell a trusted adult (e.g., kaitiaki, teacher, whānau)

Offer to sit with or walk alongside the person being bullied

Document incidents with dates, times, and details

Use safe, calm intervention to redirect the situation

Encourage the target to speak to school support staff

9. Written Response Practice: Using what you have learnt today, write a structured paragraph that explains the role of an upstander and how their actions support the well-being of someone being bullied. Use Te Whare Tapa Whā in your response.

💡 Hint: Include — definition of upstander | responsibilities/actions | well-being impact using Te Whare Tapa Whā | at least one anti-bullying strategy