Technologies · Foundation · Digital Citizens · Term 3

Cyberbullying, Online Harassment, and Reporting

Addressing the serious issues of cyberbullying and online harassment, including strategies for prevention, intervention, and reporting mechanisms.

• ACARA Content Descriptions
• AC9TDIK03

About This Topic

Cyberbullying involves repeated unkind actions online, such as sending mean messages or sharing hurtful pictures, while online harassment targets individuals with aggressive comments. At Foundation level, students explore these concepts through simple stories and rules for safe digital interactions. They learn to recognise differences between friendly play and harmful behaviour, aligning with AC9TDIK03 on sharing information safely with agreed protocols.

This topic connects to broader digital citizenship by building empathy and responsibility from the start. Students discuss how cyberbullying can make someone feel sad or scared, and practice responses like telling a trusted adult or using reporting buttons on apps. Key strategies include blocking senders and seeking help immediately, fostering resilience and community support.

Active learning shines here through role-plays and group discussions that make abstract online scenarios concrete. When students act out situations with puppets or drawings, they internalise reporting steps and gain confidence to respond in real life. These hands-on methods ensure young learners remember safety rules long-term.

Key Questions

1. Differentiate between cyberbullying, online harassment, and general online conflict.
2. Explain effective strategies for responding to and reporting cyberbullying.
3. Analyze the psychological and social impacts of online harassment on individuals.

Learning Objectives

• Identify examples of cyberbullying and online harassment appropriate for Foundation learners.
• Explain simple strategies for responding to unkind online behaviour, such as telling a trusted adult.
• Demonstrate how to use a blocking feature or reporting button on a simulated digital platform.
• Compare friendly online interactions with those that constitute cyberbullying or harassment.

Before You Start

Understanding Feelings and Emotions

Why: Students need to recognize basic emotions like sadness or fear to understand how cyberbullying affects others.

Identifying Trusted Adults

Why: Foundation students must know who to go to for help before they can be expected to report online issues.

Key Vocabulary

Cyberbullying	Being unkind or mean to someone repeatedly using technology, like sending mean messages or sharing upsetting pictures online.
Online Harassment	When someone is targeted with aggressive or upsetting comments online, which can make them feel scared or uncomfortable.
Trusted Adult	A grown-up, like a parent, teacher, or family member, who can help keep you safe and listen to your problems.
Reporting Button	A special button on websites or apps that lets you tell an adult or the company when something online is not right or makes you feel unsafe.
Blocking	A way to stop someone from sending you messages or seeing what you post online, helping you feel safe.

Watch Out for These Misconceptions

Common Misconception

Online mean words are just jokes and do not hurt.

What to Teach Instead

Explain that words online can make someone very sad, just like face-to-face. Role-plays help students see the receiver's feelings and practice kind alternatives, building empathy through peer feedback.

Common Misconception

You handle cyberbullying alone without telling adults.

What to Teach Instead

Stress that reporting to a trusted adult is the safest step. Group discussions reveal why solo fixes fail, as students share stories and role-play reporting, reinforcing community support.

Common Misconception

Cyberbullying only happens to older kids.

What to Teach Instead

Clarify it can affect anyone online, even young users. Simple scenarios in pairs show early signs, helping students connect to their world and confidently identify issues.

Active Learning Ideas

Role-Play: Kind vs Mean Online

Use puppets or soft toys to act out scenarios: one shows friendly sharing, another mean messages. Students practice saying 'stop' and telling the teacher. End with groups drawing happy/sad faces to show feelings.

30 min·Small Groups

Reporting Station: Practice Blocks

Set up a mock device with buttons for 'block' and 'report'. Students take turns responding to sample mean notes by pressing buttons and writing who to tell. Discuss as a class why it helps.

25 min·Pairs

Safety Poster Walk

In pairs, students draw three rules: be kind, tell an adult, block mean people. Display posters around the room for a gallery walk where they share one rule each.

35 min·Pairs

Story Circle: What If?

Read a picture book on online kindness, then circle up. Each student shares one action if a friend gets a mean message, like 'I tell the teacher'. Teacher notes common ideas on chart paper.

20 min·Whole Class

Real-World Connections

• Children's app developers, like those at ABC Kids, design interfaces with clear 'report' buttons for parents and children to use if they encounter inappropriate content or behaviour.
• School digital citizenship policies, developed by educators and administrators, outline clear steps for students to report incidents of cyberbullying to teachers or school counselors.
• Online gaming platforms for young children often include parental controls and easy-to-find 'block' and 'report' features, managed by community safety teams.

Assessment Ideas

Quick Check

Show students pictures of different online scenarios (e.g., a friend sharing a toy online, someone sending a mean message). Ask students to point to the picture that shows cyberbullying and explain why. This checks their ability to identify unkind online behaviour.

Discussion Prompt

Present a simple scenario: 'Imagine someone sends you a mean picture online. What is one thing you can do to stay safe?' Facilitate a class discussion, guiding students to suggest telling a trusted adult or using a pretend 'report' button.

Exit Ticket

Give each student a card with a drawing of a computer or tablet. Ask them to draw one way they can get help if someone is unkind to them online. Collect these to assess their understanding of seeking support.

Frequently Asked Questions

How do I teach cyberbullying to Foundation students?

Use age-appropriate stories, puppets, and drawings to show mean online actions versus kindness. Focus on feelings and three rules: block, report, tell an adult. Role-plays make it relatable, ensuring students grasp concepts without overwhelming details. Link to daily play for relevance.

What are simple strategies for responding to online harassment?

Teach block the sender, report using app tools, and tell a parent or teacher right away. Practice with mock screens so students memorise steps. Emphasise it is never their fault, building quick response habits through repetition.

How can active learning help teach cyberbullying prevention?

Role-plays and station activities let students experience scenarios safely, practising responses like reporting. This hands-on approach makes rules stick better than lectures, as they discuss impacts and solutions in groups, boosting confidence and retention for real situations.

What are the impacts of cyberbullying on young children?

It can cause sadness, fear, or reluctance to use devices, affecting play and learning. Early lessons on empathy and reporting build emotional strength. Monitor class discussions for signs of worry, and connect families with school resources for support.