Bystander Intervention

Learning Objectives:

●Discussing the importance of bystander intervention and learning the different forms of intervening when witnessing violent and problematic situations

● Fostering the skills to advance equity, inclusion and bystander intervention to challenge sexist behaviour, objectification of women and different types of violence including sex trafficking and child sexual exploitation

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Notes for Educators:

This lesson focuses on how bystanders can intervene to support others facing a variety of challenges, including gender-based violence, sexism at conversational and behavioural levels, and homophobia. Bystander Intervention is a term with a broad scope – and this lesson will look at examples that include “before”, “during”, and “after” the worrisome, unsafe, or illegal behaviour. The lesson provides multiple entry points for discussion and problem-solving and draws from learning around consent, bullying, allyship, child sexual exploitation and sex trafficking. 

It may be useful to talk about the perpetrator (who is causing the problem), the facilitator (who is enabling the perpetrator), and the apathetic bystander (who is watching, and therefore letting it happen), to build the moral imperative for students to take action. 

Please note that discussing bystander intervention might trigger emotional trauma in students who have had relatable experiences. It is important that the students are given tools/tips to not only to support the person who is disclosing the abuse, but to support themselves afterwards.

Curriculum Connections: 

English Literacy Development Level 4 (ELDDO):

• 2.3 Identify needs that all people share and needs that are different because of culture, religion,language background, age, and/or gender role

Civics and Citizenship Gr 10 (CHV2O):

• C1.2 Describe a variety of ways in which they could make a civic contribution at the local, national, and/or global level 

• C1.3 Explain how various actions can contribute to the common good at the local, national, and/or global level

Politics in Action: Making Change Gr 11 (CPC30):

• B 1.5 Explain, with reference to the perspectives of bystanders and upstanders, why people choose to take action on, or not get involved in, political issues (e.g., bystanders may be apathetic or fearful, may feel powerless, or may not feel strongly about the issue at hand; upstanders may be highly motivated by their sense of justice and concern for others or may be personally affected by the issue), and analyse possible consequences of both stands

Equity and Social Justice: From Theory to Practice Gr. 12 (HSE4M): 

• C2.2 Explain how the combination of circumstances and personal qualities and skills resulted in specific individuals’ becoming effective agents of change