How students at Al Nebras International School are learning to recognise cyberbullying, support their friends and seek help from trusted adults.

When an unkind message appears in a group chat, children face a choice. Do they join in, forward it, stay quiet, or reach out for help? Learning how to respond starts with knowing that they have options—and adults they can turn to.

At Al Nebras International School, students in Grades 4–9 explored these everyday choices through assemblies linked to Qatar’s Brotherhood (Ikhaa) Initiative. Guided by the message “My Stance Is Responsibility,” the sessions invited students to think about what kindness looks like in their messages, friendships and online games.

The central idea was simple: taking responsibility means choosing a helpful action when someone is being hurt.

Recognising When Someone Needs Help

Students explored three signs that can help them recognise bullying: repeated behaviour, an intention to hurt or exclude, and an imbalance of power that makes it difficult for the person being targeted to stop what is happening.

The discussions used examples children may recognise: repeated insulting messages, an edited photo shared to embarrass someone, or a player deliberately targeted during a game.

Older students also considered situations involving fake accounts, private information shared without permission, and threatening messages. These conversations encouraged them to take online behaviour seriously and seek adult support.

Children do not need to decide on the right label before asking for help. If something feels hurtful, frightening or unsafe, they can speak to a trusted adult.

Everyone Has a Part to Play

A bullying situation can involve more than the person causing harm and the person being hurt.

Students examined five roles: the person who starts the behaviour, someone who joins in, someone who encourages it, someone who watches, and someone who offers support.

In a group chat, encouragement might be a laughing reaction or a forwarded message. A helpful response might be checking privately on the person being targeted or showing a trusted adult what has happened.

The focus was on practical choices. Children are not expected to confront someone or manage a difficult situation alone.

Five Steps to Remember: S.T.A.N.D.

Both age groups learned a simple guide for supporting a friend:

• S — Save the evidence. Keep a record of what happened to show a trusted adult.
• T — Tell a trusted adult. Ask a parent, teacher or school counsellor for help.
• A — Ask your friend privately. Check how they are feeling and listen.
• N — Never forward, never laugh. Avoid spreading or encouraging hurtful content.
• D — Don’t stay silent. Get support to report the behaviour and block the account where appropriate.

For students in Grades 7–9, one message received particular attention: “Upward, not sideways.”

Evidence should go to a trusted adult, rather than circulate among classmates. Forwarding a hurtful message “so everyone knows” can spread the harm further.

Turning Values into Everyday Choices

Students read and signed a Digital Ikhaa Pledge, making commitments to avoid sharing hurtful messages, support someone who is being targeted, and involve a trusted adult.

These commitments connect responsibility with specific actions: choosing not to forward an embarrassing image, checking on a classmate privately, or asking for help when a conversation becomes unkind.

Continuing the Conversation at Home

A calm conversation at home gives children another opportunity to think through these choices. You might ask:

• “Can you teach me the S.T.A.N.D. steps?”
• “What could you do if someone shared an unkind message about a friend?”
• “Which adult would you feel comfortable asking for help?”

For older children, ask what “upward, not sideways” means and why it matters when saving evidence.

If your child shares a concern, begin by listening and thanking them for telling you. Work together with the school to agree on the next steps.

“My Stance Is Responsibility” is a message children can put into practice one choice at a time—with encouragement, clear guidance and trusted adults beside them.