Anti-Bullying Workshops For Schools: What To Ask Before Booking
Anti-bullying workshops for schools are most useful when they reinforce clear reporting routes and the school’s everyday approach to inclusion. Before booking, decide what pupils need to learn and how staff will support that message after the visitor leaves.
This guide helps school leaders and PSHE leads compare workshop proposals. It focuses on the booking decision, while our Anti-Bullying Week planning guide offers activities for the annual campaign.
Start With Your School’s Priorities
Write a short brief explaining the year groups, setting and learning objectives. You may want pupils to recognise harmful behaviour, understand how to seek help or practise a safe response when they witness bullying.
Discuss general themes with the provider without sharing unnecessary individual information. A workshop should not ask pupils to name classmates, recount personal incidents publicly or resolve an ongoing concern in front of a group.
Compare Anti-Bullying Workshops For Schools By Their Content
Request an outline of the activities, examples and key messages. Ask how these change for primary, secondary and SEND groups. A clear outline makes it easier to judge suitability than a promise that a session will be powerful or inspiring.
- What should pupils understand by the end?
- How are language and examples adapted for the group?
- How are online and face-to-face situations handled?
- Can pupils participate without sharing personal experiences?
- How will the school’s routes to help be reinforced?
The PSHE Association’s external visitor guidance supports planning sessions as part of a wider programme. Use it when reviewing how a visitor contributes to your curriculum.
Agree Staff Roles And Reporting Arrangements
Confirm which school adults will attend, who the visitor should contact and how questions or disclosures will be managed. Make the school’s reporting process clear before delivery. Staff should know what to do if a pupil needs immediate support.
Include relevant teaching assistants, pastoral colleagues and supply staff in the briefing. A pupil may approach a familiar adult after the session, so the message needs to continue beyond the assembly hall.
Check What The Booking Includes
Ask for written confirmation of the session format, group size, duration, equipment and preparation. Clarify the price, any travel or additional charges, cancellation terms and what follow-up materials are included.
If the proposal combines an assembly and workshops, confirm how pupils move between them and which age groups each part serves. Agree accessibility arrangements with staff who know the pupils.
Plan Follow-Up Before The Visit
Decide which messages teachers will revisit and how pupils can ask questions privately. Use accessible ways to check whether pupils know where to seek help. Keep reporting concerns separate from an anonymous activity that cannot provide an individual response.
Do not treat one workshop as proof that bullying has reduced. Review understanding, staff feedback and appropriate school evidence over time, while continuing established support for pupils.
Explore Anti-Bullying Workshops Through Unbottled
Unbottled Live, powered by Milk Education, lists bullying and kindness among its session topics. Its wider offer includes assemblies, workshops and sessions shaped around different school settings.
Unbottled Live offers in-person delivery, while Unbottled Online supports learning through digital resources. Ask the team which option fits your pupils, what preparation and follow-up are included and how the proposed content relates to your school’s objectives.
Ready to discuss anti-bullying workshops for schools? Enquire about Unbottled Live with your setting, pupil groups and preferred dates. For wider planning, read Milk’s PSHE, staffing and student support guide.
Frequently Asked Questions
Do Workshops Have To Take Place During Anti-Bullying Week?
Plan around your curriculum and pupils’ needs, then check the provider’s availability. The topic can be revisited throughout the year.
Should A Workshop Address A Specific Pupil Incident?
Manage individual concerns through school procedures. Brief the provider on suitable general themes without turning a group session into a discussion of identifiable pupils.
How Should We Evaluate A Visit?
Agree learning objectives beforehand, review pupils’ understanding and staff feedback, and decide what teaching or support should follow. Avoid promising an outcome that one visit cannot establish.
Can Parents Or Carers Be Involved In Follow-Up?
Ask whether the provider offers suitable information or resources for families. Agree with school leaders what to share, how it supports the school’s approach and who families should contact with concerns.
What If The Proposed Workshop Does Not Fit Our School’s Approach?
Discuss the mismatch before booking. Ask to review the language, activities and intended messages, and choose a session that fits your school’s policy and planned teaching.
