How to Intervene to Stop Bullying: Tips

for On–the–Spot Intervention at School

As adults, we may feel uncertain about how to handle

bullying when we see or hear it happening. We may

respond in ways that don’t make the best use of the

opportunity to teach a young person the difference

between appropriate and inappropriate behavior.

Bullying among children is inappropriate because it is

aggressive behavior that is intentional and involves

an imbalance of power and strength. If the situation

is not handled appropriately, we could end up

inadvertently promoting, rather than reducing,

bullying. Here are some tips to help respond more

effectively on the spot and make the best use of the

“teachable moment” with all students at school. 

When you see or hear bullying

• Immediately stop the bullying: Stand between the

child or children who bullied and those who were

bullied, preferably blocking eye contact between

them. Don’t send any students away—especially

bystanders. Don’t immediately ask about or

discuss the reason for the bullying or try to sort

out the facts.

• Refer to the bullying behavior and to the relevant

school rules against bullying. Use a matter-of-fact

tone of voice to state what behaviors you

saw/heard. Let students know that bullying is

unacceptable and against school rules (e.g., “Calling

someone names is bullying and is against our

school rules,” or “That was bullying. I won’t allow

students to push or hurt each other that way”).

• Support the bullied child in a way that allows him or

her to regain self-control, to “save face,” and to feel

supported and safe from retaliation. Make a point

to see the child later in private if he or she is

upset, but don’t ask what happened at the time

of the incident. It can be very uncomfortable to

be questioned in front of other students. Let his

or her teachers know what happened so that they

may provide additional support and protection.

Increase supervision to assure that the bullying is

not repeated and does not escalate. 

• Include bystanders in the conversation and give

them guidance about how they might appropriately

intervene or get help next time. Don’t put

bystanders on the spot to explain publicly what

they observed. Use a calm, matter-of-fact,

supportive tone of voice to let them know that

you noticed their inaction or that you are pleased

with the way they tried to help—even if they

weren’t successful. If they did not act, or if they

responded in aggressive ways, encourage them

to take a more active or prosocial role next time

(e.g., “Maybe you weren’t sure what to do. Next

time, please tell the person to stop or get an

adult to help if you feel you can’t work together

to handle the situation”).

• If appropriate, impose immediate consequences for

students who bully others. Do not require students

to apologize or make amends during the heat of

the moment (everyone should have time to cool

off ). All consequences should be logical and

connected to the offense. As a first step, you

might take away social opportunities (e.g., recess,

lunch in the cafeteria). Let students who bully

know that you will be watching them and their 

friends closely to be sure that there is no

retaliation. Notify colleagues. 
These and other materials are available online at: www.stopbullyingnow.hrsa.gov

• Do not require the students to meet and “work

things out.” Unlike conflicts, bullying involves a

power imbalance, which means this strategy will

not work. Trying to find a way to “work things

out” can retraumatize the student who was

bullied and does not generally improve

relationships between the parties. Instead,

encourage the student who bullied to make

amends in a way (after follow-up with an adult)

that would be meaningful for the child who 

was bullied. 

Individual follow-up and support

Even if you make good use of the “teachable

moment” when bullying occurs, you will still

encounter situations in which staff members will

need to provide follow-up interventions. Follow-up is

time-consuming and may not be appropriate in every

case of bullying. In addition, staff members who

provide follow-up are likely to need specialized skills

or training as well as enough time to investigate

problems, to administer out appropriate discipline, or

to provide support or therapeutic intervention. 

• Provide follow-up interventions, as needed, for the

students who were bullied and for those who

bullied. Determine what type of situations and level

of severity of bullying incidents require follow-up

intervention from adults and designate who should

intervene in various circumstances.

• Notify parents of children who are involved, 

as appropriate.

• Bullied students need to process the circumstances

of the bullying, vent their feelings about it, and get

support. Some may need assistance reading or

interpreting social signals, practicing assertive

behavior, building self-esteem, or identifying

friends and classmates who can give them support.

• Students who bully may need help recognizing

their behavior, taking responsibility for their

behavior, developing empathy and perspectivetaking abilities, and finding ways to make amends.

They also may need help to learn how to use power

in socially appropriate ways (e.g,. focusing their

energy on causes they care about). 

• When there are suspicions of bullying, gather more

information by talking privately with bystanders.

Intensify observation and supervision and offer

incentives or positive consequences to active,

helpful bystanders to increase involvement by

students. To be successful, bystanders need

opportunities to discuss and practice responses

outside of the heat of the moment. The more

options they have , the more successful they will be.