5Ds of Bystander Intervention

This lesson supports students to be an upstander when they witness harm.

Learning intentions:

  • Recognise the 5Ds of Bystander Intervention
  • Understand there are a range of actions we can choose from to intervene in harm
  • Practise choosing strategies that work best for them in a range of situations
  • Identify trusted adults who can support Bystander Interventions

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 7+

    Year Level

  • 40-60 minutes

    Course duration

  • One

    Student Handout

    Preparing for the lesson

    Information
    Resources

    ACHPE Objectives

    UNESCO Objectives

    Safety & Wellbeing

    Sequence
    Extension
    In this 5Ds of Bystander Intervention lesson, students will be introduced to the concept of Bystander Intervention.

    They will work in small groups to identify times they could have acted differently, and the barriers to action in those situations. Students will then learn about the five Bystander strategies through a series of short videos, before applying them to real world scenarios to develop awareness and skills in intervening in harm.

    The response options available to Bystanders which are known as the 5 Ds are:
    • Distract
    • Delegate
    • Document
    • Direct
    • Delay
    The lesson will also ask students to consider which adults or friends in their life they might be able to go to for help or support. 

    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

    Student Printouts

    AC9HP8P04: Examine the roles of respect, empathy, power and coercion in developing respectful relationships.
    • Analysing how behaviours, actions and responses to situations can change depending on whether they are by themselves, with friends or family.
    • Proposing strategies for addressing racism towards First Nations Australians, including the role of bystanders in promoting respectful interactions and challenging disrespect and discrimination. 


    AC9HP8P06:     Analyse factors that influence emotional responses and devise strategies to self-manage emotions.
    • Exploring different viewpoints, practising being empathetic and considering alternative ways to respond in a variety of situations, which take into account how they may affect others.  


    AC9HP8P08:     Refine protective behaviours and evaluate community resources to seek help for themselves and others.
    • Exploring help-seeking scenarios young people may encounter and sharing strategies for dealing with each situation. 
    Key concept 1: Relationships
    1.3 Tolerance, Inclusion and Respect
    • Key idea: Stigma and discrimination are harmful.
    • Key idea: It is disrespectful and hurtful to harass or bully anyone on the basis of their social, economic or health status, ethnicity, race, origin, sexual orientation, gender identity, or other differences.
    • Pay attention to the students who struggle to name a trusted adult or supporter in this lesson as this can represent a significant vulnerability. The Pod Mapping activity should be completed before delivery of this lesson. It can be helpful to revisit the Pod Mapping activity individually with some students to assist them with identifying someone in the school and/or a support service for their age group.
    • You will need to be prepared to use protective interrupting to ensure students are not revealing information that is too personal. 
    • Reassure students that we mostly make the best decision we can at the time and we don’t have to feel bad if we didn’t act. This lesson is about gaining knowledge and skills so we can maybe respond differently next time.
    • Students can incorporate Bystander Interventions into creative writing assessments.
    • Maths scenarios can consist of Bystander Interventions eg. Of the 12 people who witnessed the disrespectful behaviour, three Directly intervened and one person created a Distraction. What percentage of people responded to minimise harm?
    • Students can conduct an Observational Study, tallying the number of Bystander Interventions (or inactions) that they witnessed over a given period and present to the class using research and data to back up their findings. 

    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and cybersafety. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. Puberty & Reproduction: A Refresher should be delivered early in the program to ensure students have an understanding of the physical, emotional, and social changes of puberty including menstruation and sperm production.
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