Bullying can leave lasting effects not just on someone’s day, but on how they see themselves. It often shows up through repeated hurtful words, actions, or moments that make a person feel powerless. That’s why it’s important to not only address the bullying behavior but also help young people build inner strength and learn how to respond.
The Bullying Worksheets include two separate, but complementary worksheets. Dealing With My Bully invites clients to check which emotions a bully triggered and note the words or actions that hurt most. Building Strength: My Anti-Bullying Plan shifts toward empowerment by helping clients identify their strengths, plan self-care routines, and choose positive thoughts to hold on to.
Completing these worksheets can remind a child or teen that being bullied doesn’t define who they are—it’s something they can face and overcome. A helpful step could be writing their favorite positive statement from the worksheet on a small card they can keep in their pocket or backpack as a daily reminder.
Parents or teachers can also set up a private “Talk Time Box” in the classroom or home, where kids can leave anonymous notes about what they’re going through. It’s a simple, judgment-free way for them to express themselves when speaking up feels tough.
Our How To Cope With Bullying handout nicely complements these worksheets.
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Want more resources like this? Check out our full catalog of social skills worksheets.
References:
- Hellström, L., & Lundberg, A. (2020). Understanding bullying from young people’s perspectives: An exploratory study. Educational Research, 62(4), 414-433. https://doi.org/10.1080/00131881.2020.1821388
- Landstedt, E., & Persson, S. (2014). Bullying, cyberbullying, and mental health in young people. Scandinavian Journal of Public Health, 42(4), 393-399. https://doi.org/10.1177/1403494814525004
- Side, J., & Johnson, K. (2014). Bullying in schools: Why it happens, how it makes young people feel and what we can do about it. Educational Psychology in Practice, 30(3), 217-231. https://doi.org/10.1080/02667363.2014.915209
