Cyberbullying and verbal bullying sound different. What is said online usually would never be said out loud, especially to the victim's face. There are many contributing factors to this difference, including not being seen while typing takes away some perceived guilt of the bully. The bully may feel like what they are saying or doing is not a big deal. They may not recognize any consequences for their actions. Also, not seeing the damage of your words can also take away from the impact of what is said. When texting, posting on social media, etc., bullies can feel instant gratification from attacking others. These are all important concepts for teens to understand while they use technology. This activity will help them self-discover these ideas.
In this activity, students will illustrate a scenario of cyberbullying and verbal bullying situations and explain why it's easier to choose one over the other. This will also provide a perfect discussion starter for class. Ask students open questions like: would you cut someone in line of the grocery store? The students should all say no. Then ask them why do people in cars cut each other off then? The student usually list reasons like, they can’t see your face, etc. Finally ask them, do these reasons make cyberbullying easier too?
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Student Instructions
You will be creating and analyzing cyberbullying and verbal bullying situations.
Guide students to create a class digital citizenship pledge that encourages kindness, empathy, and accountability online. This activity helps foster a positive classroom culture and reminds students to think before posting or commenting. Display the pledge in your physical or virtual classroom and revisit it regularly.
Invite students to share hypothetical digital interactions (both positive and negative) in small groups. Discuss how words might be interpreted differently online and the potential impact on recipients. This encourages critical thinking about online behavior and promotes empathy.
Demonstrate how to respond to unkind online messages with assertive, respectful language. Let students role-play various scenarios, practicing how to handle cyberbullying or defuse tense situations. This builds confidence and practical skills for real-life online interactions.
Explain how students can safely report cyberbullying incidents, whether they witness or experience them. Outline the steps and reassure students that seeking help is always okay. Provide printed or digital guides for easy reference.
Cyberbullying happens online or through digital devices, often anonymously, while verbal bullying occurs face-to-face. The lack of physical presence and visual cues in cyberbullying can make it feel less personal but just as harmful.
People may say harsher things online because they don't see the victim's reaction, feel less accountable, and often act anonymously. This digital distance reduces empathy and perceived consequences.
Use role-play or scenario analysis activities where students compare online and face-to-face bullying, discuss motivations, and reflect on emotional impacts. This helps students self-discover key differences and develop empathy.
Start with questions like, "Would you say this to someone's face?" or use analogies such as cutting in line versus cutting off in traffic. These prompts help students explore why online behavior often differs from real-life actions.
Have students create and analyze examples of cyberbullying and verbal bullying, then explain why online comments can be harsher. This hands-on activity encourages reflection and class discussion.