#StandTogether Educational Resource

#StandTogether is about recognizing our diversity, embracing our differences, and coming together in solidarity to prevent bullying. This educational resource will offer practical tools, discussion prompts, and lesson-based activities for BULLYING, DIVERSITY, & KINDNESS




Bullying is one of the greatest threats to youth safety, security, and wellbeing today. It is the unfortunate reality that much of the research on bullying points to ‘perceived differences’ as the major culprit for such behaviour and interactions. As our classrooms continue to diversify, it is becoming increasingly important to

  • address concerns about bullying
  • promote diversity education
  • nurture kindness and compassion among students


StandTogether Opening Icebreaker Activity: (15 minutes)

  • Objective: To introduce the StandTogether theme and help students discover how our socks can help us learn to embrace diversity,  stop bullying and encourage kindness.
  • Materials needed: a pair of “StandTogether” socks


  1. The teacher requests a volunteer who is wearing socks to come to the front of the classroom.
  2. The student is asked if his/her socks match, and how he/she can tell. The class helps by offering helpful answers. (they are the same colour and pattern, they are the same size, they can fit on either foot …they are the same. So they MATCH.) Volunteer sits down.
  3. The students are asked to imagine they are a soc which doesn’t have a matching sock. They must look around the room and try to see if there is another “sock” that is exactly the same as they are…same colour hair, same height, etc. so they can become a matching pair.
  4. The teacher guides a brief discussion as they discover that there are no exact matches for any of the “sock people” in the class.
  5. Teacher holds up the StandTogether socks and poses the question:
  • Why do you think these socks are a good way to help us understand that everyone doesn’t have to be the same?
  • What else can these socks say to us when we wear them on our two feet?

Wrap up: Students pick a partner who they would like to be their other StandTogether sock and draw a picture about how they look when they StandTogether as a pair of socks.


[PDF available here]

Bullying is one of the most prevalent and harmful issues facing youth today. Not only does bullying make children feel unsafe, but it puts their mental, social, and physical wellbeing at risk. Schools are essential spaces for providing youth with a sense of safety and security. They are also critical to the promotion of bullying education. Bullying education is needed to prevent and reduce instances of bullying and to enhance positive interactions, inclusion, and safe school climates.

 Discussion Prompts:
Using the prompts below, have a conversation with your students or children about bullying.
What is bullying?
  • It’s bullying when someone repeatedly does something on purpose to hurt you or make you feel bad, and it’s hard to get them to stop.

What are different types of bullying?

  • Verbal Bullying
    • Calling someone names
    • Taunting
    • Saying hurtful things
    • Telling someone they are not your friend
  • Physical Bullying
    • Hitting, kicking, throwing things, etc.
  • Social Bullying
    • Saying mean things about someone behind their back
    • Leaving someone out
    • Making someone feel bad or upset
  • Cyber Bullying
    • for more information about cyber-bullying specifically click here (link to cyber-bullying resource)

How does bullying make people feel?

  • Sad, angry, hurt, afraid, hopeless, anxious, frustrated, rejected, alone, excluded, worthless

What effects can bullying have on mental health and wellbeing?

  • It can cause:
    • Poor academic achievement or giving up on school
    • Anxiety
    • Depression
    • Psychosomatic symptoms (ie. headaches, abdominal pain)
    • Reliance on drugs or alcohol to cope
    • Thoughts about self-harm or suicide

What should you do if you are being bullied?

  • Avoid the person who is bullying you
  • Ignore acts of bullying – don’t react or interact with the bully
  • Refuse to let them hurt you, stand up for yourself
  • Surround yourself with allies
  • Tell someone – and ask for their help

What should you do if you see someone else being bullied?

  • Be an ‘upstander’, not a ‘bystander’

What is a ‘bystander’?

  • Someone who witnesses bullying, but doesn’t help. A bystander may participate in bullying by:
    • Starting the bullying
    • Encouraging the person who is bullying by laughing or giving them their attention
    • Joining in on the bullying
    • Staying silent and not offering support or reporting when bullying happens

What is an ‘upstander’?

  • Someone who does something to prevent or reduce bullying. They may take different actions to help, including:
    • Telling the bully to stop if it is safe to do so
    • Helping the victim of bullying and showing them kindness
    • Reminding the victim that you are their friend
    • Reporting the bullying incident to a parent, teacher, or another adult who can help

What else can we do to prevent bullying in the classroom?

  • Create classroom rules around bullying
  • Be a friend
  • Be kind, polite, and respectful to others
  • Include everyone, make sure no one feels left out



Use these activities in your classroom to help your students learn about bullying.

The 3 Rs of Bullying (Grades K-6, can be adjusted by using books of different reading levels)

Sock Puppet Skits (Grades 2-5)

Two Solutions, One Problem (Grades 2-6)

Let’s Role Play (Grades 2-9, with varying types of bullying being addressed according to age)

Bullying Comic Strips(Grades 6-12)


[PDF available here]

Many children tend to see difference as a negative quality. They may judge one another for any number of reasons such as where they live, the clothes they wear, their sexual orientation, gender, race, ability – the list goes on. Diversity education is essential to creating equitable, inclusive, and bully-free learning environments. Through diversity education, students are invited to reflect on their own identities and the identities of others. They may learn to celebrate multiculturalism and to honour the vast possibilities of the human experience. They are moved from a scope of tolerance to one of acceptance, respect, and appreciation for others. Through practice, students can learn the value of diversity; they can recognize that our differences are generally a positive thing. The lessons and activities outlined below are designed for students to reflect on their positionality, to embrace diversity, and to recognize their humanity in meaningful ways.

Discussion Prompts:
Using the prompts below, have a conversation with your students or children about diversity and inclusion.

What is diversity?

  • Many different kinds of people coming from many different kinds of backgrounds and experiences

What are some ways we might feel “different?”

  • The way we look
  • The things we believe
  • Our families, friends, communities
  • Our likes and dislikes

What is identity?

  • The personal characteristics, beliefs, expressions, etc. that make someone who they are; self-concept

What are some of the aspects of one’s identity?

  • Family, culture, community, ethnicity, heritage, education, hobbies, etc.

What is a community?

  • A group of people who share something in common
  • Members of a community may live, work, play, or learn together

How does diversity help make communities stronger? 

  • Brings different experiences, perspectives, skills, attitudes, talents, ideas, etc. to communities
  • Offers people in the community a chance to connect and learn from one another
  • Encourages people to grow outside of their boundaries
  • Promotes awareness
  • Being accustomed to people different from you reduces likelihood of prejudice, stereotyping, and discrimination
  • Helps us to understand how our different lenses influence our perception of the world

What is prejudice?

  • The prejudgment of or attitude towards an individual based on their membership to a particular social group. Preconceived notions about groups or individuals based on misinformation, bias, or stereotypes.

What are some different forms of prejudice?

  • Racism, sexism, genderism, ageism, classism, ableism

What are stereotypes?

  • A false or generalized, and usually negative conception of a group of people that results in the unconscious or conscious categorization of each member of that group, without regard for individual differences

What might stereotypes be based on?

  • Race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability

What is discrimination?

  • behaviour or actions towards someone based on the social, cultural or racial group in which they belong or are perceived to belong

What are different examples of discrimination?

  • unfair treatment of a person
  • laws or policies that exclude certain groups, put them at a disadvantage, or even harm them
  • harassment – offensive, humiliating or intimidating acts against someone
  • sexual harassment- offensive, humiliating or intimidating acts of a sexual nature
  • victimization – unfair treatment towards someone who has claimed or supported claims of discrimination

How can we prevent individuals and groups from being discriminated against?

  • learn about other cultures, people, and ways of life
  • recognize the value and importance of diversity
  • create safe, equitable, and inclusive communities
  • establish culture of respect and acceptance within communities


Use these activities in your classroom to help your students learn about diversity.

The Safe Schools Story Book (Grades K-3)


The Safe Schools Story Book Contest (Grades 4-8)


It’s Okay to Be Different (Grades K-3)


Eric (Grades K-3)


Classroom Diversity Quilt (Grades 2-10)


Where does the Wildcard go? (Grades 5-12, with variations in follow-up discussion)


Zoom (Grades 3-12)


Disable the Label (Grades 6-12)


Body Mapping ‘Isms’ (Grades 9-12)


[PDF available here]

Kindness is an essential part of wellness and positive development.  Being kind can involve anything from doing good deeds and offering encouraging words to showing compassion and support for oneself and for others.  When children and youth are kind to one another, numerous physical, emotional, and mental health benefits occur.  Not only does kindness increase happiness and wellbeing, but it can enhance trust and belonging and allow individuals to develop meaningful connections with one another.  It is important that kindness is nurtured in schools and classrooms so that children may thrive and develop into happy, healthy individuals.

 Discussion Prompts:
Using the prompts below, have a conversation with your students or children about kindness.

 What is kindness? 

  • Kindness is a way of acting and being. It involves showing yourself and others you care.  An act of kindness can come in any size and lead to greater happiness, healthiness, and even social change.

What are examples of kindness?

  • Doing good deeds
  • Offering encouraging, supportive words
  • Complimenting others, positive affirmations
  • Acting in ways that show you care

What are the benefits of kindness?

  • Physical –strengthened immune system, lowered blood pressure, better heart health, reduced aches and pains, more energy, improved sleep, improved digestion
  • Mental – improved concentration, improved memory, improved creativity, better academic performance
  • Emotional – reduced stress and depression, better coping skills, enhanced self-esteem, improved general mood, greater happiness and gratitude
  • Social –reduced bullying, better relationships, enhanced compassion and empathy, inclusion, acceptance, trust, and belonging

Share a time when another person showed you kindness.

Share a time when you showed another person kindness. 

Why do you think people are unkind to each other?

  • Unkindness is generally not personal – it may reflect the way people are feeling about themselves or how they feel about their circumstances
  • Unkindness may reflect someone’s inability or unwillingness to show compassion or empathy for another person
  • Unkindness is an unhealthy coping strategy
  • Sometimes, unkindness is a learned attitude or behaviour

How does kindness ‘ripple’?

  • Kindness makes people want to pay it forward – when someone witnesses a kind act or is the recipient of a kind act, they may want to do a kind act too. Kindness continued to ripple out.
  • It makes everyone involved including the person who performed the act feel good.

What is empathy?

  • Awareness of the feelings and emotions of others
  • The ability to step into someone else’s shoes and imagine what they are experiencing

What is compassion?

  • The awareness of the feelings and emotions of others, and the desire to help them

What is inclusion?

  • The valuing, respect, and belonging of all people
  • Equitable access to participation and opportunities


Use these activities in your classroom to help your students learn about kindness.

Friendship Pie (Grades K-4)


Fill Your Bucket! (Grades K-5)


Random Acts of Kindness Charades (Grades 1-6)


Compliment Wheel (Grades 1-8)




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