A Bullying Survey

In this lesson, students evaluate group practices and propose measures to improve the classroom climate.
Grade Level

  • Students will evaluate group practices and propose measures to improve the classroom climate
  • Students will take personal responsibility for accomplishing anti-bullying goals
  • Students will collect data from real-world situations and represent that information in a simple graphic organizer


Children often benefit from adult support when it comes to expressing their feelings and understanding their experiences. This survey asks them to reflect on their social experiences, perhaps helping them understand what constitutes anti-social behavior so they can stop it or get help from an adult.

Compiling the data from the survey, although it is a simple math task, can also help children see that, if they experience bullying, they are not alone and it is not their fault.

If children see in the data that they are among the bullies, early intervention can help them improve their behavior.

Children who are bystanders also struggle with how to respond when they witness acts of bullying. As they compile the survey data and become more able to name the problem, they also can become more involved in shaping an action plan for the classroom community.

Note: The reading level of the survey is within second grade range, but younger children might be able to participate if guided through the questions.



  • Distribute the survey (PDF) along with a red and blue sheet of paper. Each colored sheet should have tickets numbered 1-8.
  • Explain to students that they are going think about experiences they have had with their friends and classmates.
  • Ask the students to complete the survey independently or help them respond to it by reading each question out loud.
  • Collate the data by collecting a blue slip of paper for a "yes" answer or a red slip for a "no" answer to each question.
  • Using poster paper or overhead projector, display the questions on the board and attach the appropriate blue and red slips of paper to show the response for each question.
  • Use reflection questions (PDF) to help students process the data.
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Welcome to Learning for Justice—Formerly Teaching Tolerance!

Our work has evolved in the last 30 years, from reducing prejudice to tackling systemic injustice. So we’ve chosen a new name that better reflects that evolution: Learning for Justice.

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