This e-book was made as one of the final results of the Erasmus+ project "Let's All Go to the Theatre of European Dreams

A guide for students: Stop bullying!

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In the Greek partner school the students do drama and write messages about bullying at school.

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Island - group drawing <ul><li> The group receives markers and a piece of flipchart paper.The task is given to draw an island in which each of thethe group has to draw itself by finding its own place, role, functions of the island.</li><li> Once the island is complete, the presenter can held a discussion about how they worked together. The game could proceed with a dramatization of the roles of the island and relations between its inhabitants.</li></ul>

Authors: Alenka Banić Juričić, Croatian school coordinator at the Elementary School OŠ Marije i Line Umag - SE "Marija e Lina" Umago and Lydmila Tsekova, Bulgarian school coordinator at "Vasil Levski" Primary school, Vratsa, Bulgaria

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Preventing bullying in schools requires a multifaceted approach that involves educators, administrators, parents, and students themselves. Here are some strategies schools can implement: <ul><li>Promote a Positive School Climate and "Good behaviour": foster an environment of respect, empathy, and inclusivity. Encourage students to appreciate diversity and discourage any form of discrimination.</li><li>Educate Students and Staff: Offer comprehensive anti-bullying training to both students and staff members. Ensure everyone understands what constitutes bullying, its impact, and how to intervene effectively.</li><li>Establish Clear Policies and Procedures: Develop and enforce clear, written policies against bullying. Ensure that consequences for bullying behavior are consistently applied and communicated to all students.</li><li>Encourage Reporting: Create multiple channels for students to report incidents of bullying, including anonymous reporting options. Assure students that their reports will be taken seriously and that they will be supported.</li><li>Empower Bystanders: Teach students how to safely intervene when they witness bullying. Encourage them to speak up, offer support to the victim, and report incidents to adults.</li><li>Supervise Common Areas: Increase adult supervision in areas where bullying commonly occurs, such as playgrounds, hallways, and lunchrooms.</li><li>Implement Peer Support Programs: Establish peer mentoring or support programs where older students can mentor younger ones, fostering a sense of community and providing avenues for support.</li><li>Provide Social and Emotional Learning (SEL) Programs: Incorporate SEL curriculum into the school's activities to help students develop empathy, emotional intelligence, and conflict resolution skills.</li></ul>

The children from England have given us a good example with pets... When you touch the dog or another animal... it gives you good vibes!

BOAL'S METHODOLOGY: BODY SCULPTURES - imitating famous sculptures 

Themes in a hat <ul><li>Each participant writes on a piece of paper the topic they want to be discussed by the group.</li><li>The presenter collects all the topic sheets in one hat (or box, bag) then someone in the group draws one of the slips and a discussion is started on the topic which she fell.</li></ul> After the discussion on the topic is over, it is withdrawn another topic sheet. Variants: The participant who downloaded a topic sheet can become leader (facilitator) of the discussion in the group. <ul><li>Note: This way of conducting discussions may is practiced in groups where there are participants who want to pose a problem or topic but are uncomfortable with it make open.</li></ul>

In our school, we conduct training sessions with students from 2nd and 6th grade, inspired by our visit to the Greek school. We act out different conflict situations and analyze the behavior of each participant and their role. For example, how to act properly in a given situation, which is the abuser and which is the abused. These case studies gave us topics to think about and make the right choices.

Let's take a look at some games about collaboration... You can use it in class :)

"Tethering" and "untying" the group <ul><li> The whole group is holding hands in a chain that has firstand last participant.</li><li> The first participant leads the chain so that"tied" by choosing a path under the hands of the others.</li><li>A mandatory condition is that the chain does not break -participants not to let go.</li><li> After the group is "tied" like a ball, creverse row should begin to "untie".</li></ul>

ENCOURAGING GOOD BEHAVIOR AT SCHOOL Students of the class 3A at Primary school OŠ Marije i Line Umag, Croatia

Doing sports also contributes to personality development. It develops qualities and skills such as discipline, respect, performance and fighting spirit.

Many children and young people experience problems in your interaction with others. One of the reasons for this is that they haven't had enough opportunity to play with their own peers, with younger children and with adults. Already grown up people usually associate gaming only with sports activities in which there is neccessarily a winner and a loser. So they get even furthey from the real game in which everyone has the opportunity to achieve success and feel good. Although sports are an ideal place to play, they can often be transformed into an anti-game. When adults turn it into work, and when they replace the joy of play with achievement and glory to the victor, it is now a sure condition that the game has lost its meaning. In any real game, the goal of the player is to connect with it - in this he finds its meaning and not just in winning. Therefore, most of the games we offer here are not competitive. Their main purpose is to connect people. Games are one of the best means for building closeness. All games in some way represent different interpretations of the relationship of the person with others (even when playing alone). However, there are games whose main essence is contact. They are counted among them the games we offer here. In games, people learn to live by the rules. Therefore, children who cannot follow rules often do not play. The games we offer here cannot be played if the rules are not followed by everyone. In games, people learn to be kind and treat each other each other well. Games also have this purpose - help children and young people to increase confidence and to develop partnership skills. When a person is related to others as equal and worthy, they are also related to themselves. And that is a way into self-developments and personal growth. That's why we say games create a special relationship of a person with himself.

How to express empathy - we have learned that from the students from the Turskish partner school.

Visiting cultural institutions also contributed to reducing aggression between students. When children discover their interest and puts dilligence and energy into developing in a given area, the greater the chance of staying away from violence.

Talking about bullying at school is very important! - Students from Romania

Director <ul><li>◊ The group is standing in a circle. The host must ask a volunteer to step outside the room.</li><li>◊ The rest of the group choose who will be the "conductor".The conductor has the task of showing some movements with hands, feet and body and change them periodically. The rest participants must follow it. The target is the entire group (egorchestra), to simultaneously perform the movements that her shows the conductor and change them when he changes them.</li><li>◊ The volunteer walks back into the room and starts movinginside the circle of players. His task is to recognize who the "conductor" is. If he recognizes it, he takes it his place in the circle, and the participant who played the roleof the "conductor" goes out of the room.</li><li>◊ The group again agrees on who will be the "conductor" and so on the game continues.</li></ul>

The students from Malta have shown us how extra activities in school can be useful for us!

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To deal with violence we need to talk and share our feelings and thoughts. Every child can do it like we did we wrote letters to the Violence!

All Together we create our Future! Be good! Be kind ! Love the World! √ Erasmus team children - Romania, Bulgaria, Croatia, Malta,Greece,Turkey and England

Why do I like this card? <ul><li> This game is similar to the previous one. The presenter puts in middle of the group different cards so theirimage to remain hidden from users. The number of cards must correspond to the number of people in the group.</li><li>Each participant takes a card from a common bowl, comments on it and answers to the group the question: "Why do I like it?" this card?” It would be good if the presenter first answer the question.</li></ul>

Representatives of the non-governmental organization ASOCIATIA CONTAB ETIC EXPERT held interesting educational workshops entitled "Boal's Methodology -Theater Forum" aimed at applying the methodology of Augusto Boal, a Brazilian dramatist and theater pedagogue for educational purposes to prevent bullying at partner schools. According to Augusto Boal, the theater is one of the fundamental human activities, it is an inner human impulse. It arises when a person realizes that they can observe themselves in action; they become actors and spectators within the same person. This allows them control and also to change their behavior and their actions. Forum Theater is based on this principle. The basis is action, motivating the spectator-actor to take action, to change the model set in the forum scene. Through action, spectator-actors observe themselves and thus learn through experience.

A GUIDE TO PREVENT PEER BULLYING AT SCHOOLS

with examples of good practices in the Croatian, Bulgarian and other partner schools

This book has been made by the collaboration of the Croatian coordinator Alenka and the Bulgarian coordinator Lucy.

It is extremely important to talk and share problems and issues with a school psychologist, teacher or an adult we trust.

<ul><li>Promote Positive Role Models: Highlight positive behavior and celebrate acts of kindness. Showcase students who demonstrate empathy, inclusivity, and respect for others as role models.</li></ul> <ul><li>Involve Parents and Guardians: Educate parents about bullying prevention strategies and encourage them to reinforce positive behaviors at home. Establish open communication channels between school staff and parents to address concerns promptly.</li></ul> <ul><li>Conduct Regular Assessments: Periodically assess the effectiveness of bullying prevention efforts through surveys, focus groups, or other evaluation methods. Use feedback to adjust strategies as needed.</li></ul> <ul><li>Provide Support for Victims: Offer counseling services and support groups for victims of bullying to help them cope with the emotional impact and build resilience.</li></ul> <ul><li>Collaborate with Community Organizations: Partner with local organizations that specialize in bullying prevention to access additional resources and expertise.</li></ul> By implementing a combination of these strategies and fostering a culture of respect and empathy, schools can create safer and more inclusive environments where bullying is less likely to occur.

STOP BULLYING! Erasmus corner in the Croatian school OŠ Marije i Line Umag

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