Justice and empathy are powerful concepts, even for adults to fully grasp. But this month, the children in school-age 2 at RisingOaks | John Sweeney showed remarkable courage in speaking up and drawing strength from one another. Together, they worked to create a safer and more inclusive school community for everyone.
Children learn about the world through play, which is a vital part of their development. Both indoor and outdoor play offer opportunities for imaginative games, structured group activities, and physical exercise. Unfortunately, it’s also during these moments that bullying can occur, disrupting their interactions and social experiences. Whether it’s a child coming to us upset because they were excluded from a game, had their belongings taken, or were bothered by another child, the impact of bullying is always felt.
To address this, we facilitated a special circle time discussion on the topic of bullying. It was an important learning opportunity for the children, guiding them through a deeper understanding of empathy, respect, and personal responsibility. First, the children listened to the story The Juice Box Bully by Bob Sornson. We then discussed the character’s choices and explored how his actions negatively impacted others. One by one, the children pointed out the different ways the bully mistreated others: Gabriel shared that he pushed kids around, Audrey mentioned how he called someone “nerd,” and Cassia noted that he stole a ball from a group of children. The children also reflected on how the bully was disrespectful to his teachers and acted disruptively in the classroom.
Next, the children shared their own experiences of being bullied or witnessing bullying. Each child listened attentively to their peers, showing deep empathy as they connected to each other's stories. It was heartwarming to see how they responded with kindness and understanding. According to Early Learning for Every Child Today (ELECT), children at this age develop empathy by connecting emotionally with others. When children understand the injustice done to someone else and take steps to change it, they make significant progress in developing their social skills and emotional intelligence.
One crucial part of our discussion focused on the importance of not being a bystander. We emphasized how empowering it is to be an upstander—someone who steps in, speaks out, or seeks help when they see bullying. By taking action, the children learn that ensuring everyone feels safe and included is a shared responsibility. This mindset is essential in fostering a supportive community where kindness is the norm, not the exception.
We concluded our special discussion by creating an Anti-Bullying Promise. The children shared the actions they would take to prevent bullying, and we wrote them down. Each child signed the promise, making a commitment to uphold these values. The poster is now displayed on our bulletin board, and we encourage everyone to read what the children have pledged.
This activity may seem simple, but it carries deep significance. One of the key takeaways is social responsibility. Through this process, the children are moving from being passive observers of bullying (bystanders) to active participants in promoting kindness and respect (upstanders). We believe that children are capable and competent. While it’s not always easy, empowering them to take responsibility at an early age shapes their understanding of justice, community, and belonging. They are learning that they can make a difference, that their actions matter, and that they have the power to create a positive, inclusive environment.
Of course, as with any new skill, there will be challenges along the way. We don’t expect the children to always manage their interactions perfectly. But with continued practice, reminders, and guidance, we know that they can uphold their promises—not just for each other, but for the broader community. Together, we can build a foundation where respect and empathy flourish.
