Bystander Revolution: Bella | Facebook Story( Apr 18, 2014) [ YouTube ] 

https://www.youtube.com/watch?v=ChIimw3gcCg&feature=emb_rel_end

In this video, it clearly explained collge student Bella and her school mate use social media to intervene to bully for future harm. We often think it is easy to speak up, but in Dorthy Espelege’s video, research has shown that most bystanders don’t feel like stepping into a bullying situation, because of many emotional reasons. The safe space is very pivotal for those situations.

In today’s classrooms, most students have probably seen and are familiar with signs saying, “This is a safe space,” or hear a professor utter the same words as they read through the course syllabus. But what does this mean, exactly?

The Oxford Dictionary defines a safe space as “a place or environment in which a person or category of people can feel confident that they will not be exposed to discrimination, criticism, harassment or any other emotional or physical harm.”

Usually, this has the implication of especially trying to be for those with marginalized identities to ensure they feel welcomed. At the most idealized it’s an attempt to foster the concept of being kind, considerate and respectful of others, regardless of whether one can empathize with their background.

Creating the concept of a safe space is especially important in education, since the best learning happens when students are able to apply themselves fully, and are only able to do that when they can be completely open.

The sphere of education isn’t just limited to in-person classroom environments either. Considering most students’ lives are heavily based around school, it can apply to all spaces, such as clubs, online discussion areas and social media. In fact, learning about safe spaces can be beneficial to students — as they may be able to apply the core ideas and values to broader aspects of their life.

Without a safe space, students — especially those with marginalized identities — can suffer. A Time article noted “a lack of safe spaces can also compound the mental toll of racism, even subtle racism,” and teachers may not recognize racial bullying because of how they perceive students’ interethnic relationships. ( The Daily Cardinal Editorial Board, February 27, 2020)

Train Student to Play an Active Role in Intervening in Bullying.

Bystander Revolution: Jamie Lee Curtis | Sitting Next To Someone( 
Apr 18, 2014) [Youtube]

https://www.youtube.com/watch?v=_vrsiKntQp8

An effective way to reduce bullying is to teach bystanders that they can (and should) intervene to support the victim when they witness bullying. Consider using the 4-step lesson plan below to train students to be proactive 'bully-prevention' agents:

1. Introduce the term 'bullying'. Ask the group to come up with definitions and write these definitions on the board. Then summarize the student contributions to compile a single working definition for bullying. (An example of a simplified definition would be "Bullying is when one person or group hurts another person on purpose by using mean words, physically harming the person, or damaging their property.")
2. Tell students that bullying hurts the entire school and that everybody has a responsibility to help prevent it. Ask the group to brainstorm rules that the entire class can follow to prevent bullying. Write these rules on the board. Then work with the group to condense these ideas into a final set of rules of conduct. NOTE: Limit the final set of rules to no more than 3-4 so that they are easy to remember. Also, if possible, state each rule as a 'do' statement (e.g., "Treat others with courtesy and respect") rather than as a 'don't' statement (e.g., "Don't yell at or insult others."). A sample set of 'anti-bullying' rules may be: Treat others with courtesy and respect. Make everyone feel welcome and included. Help others who are being bullied or picked on.
3. Draw a distinction for the students between 'tattling' and 'telling'. Tattling is when a student tells an adult what another student did simply to get him or her into trouble. Telling is when a student tells an adult what another student did because that student's actions were unsafe or hurt another person. Say to students, "It is important that we tell adults whenever we see something that is unsafe or hurts other people."
4. [Optional but recommended] Invite individuals in your school who are 'trusted adults' (e.g., principal, school counselor, school psychologist, social worker, nurse) as visitors to your classroom. Tell students that these visitors are staff members to whom students can safely report incidents of bullying. Allow each visitor several minutes to introduce himself or herself and to tell students how to get in touch with them to report bullying or other issues of concern.
5. Tell students that, when they witness bullying, they should never encourage the bully or join in the bullying. (Remind them that bystanders who egg on or help the bully are considered to be as responsible for the bullying as the bullies themselves!) Instead, bystanders need to take action to stop the bullying:In incidents of direct bullying, the bystander who feels safe confronting the bully should assertively remind the bully of the classroom rules for treating others and tell the bully to stop picking on the victim. If the bystander does not feel safe confronting the bully, the student should tell an adult about the bullying as soon as possible. In incidents of indirect bullying by an individual or group (e.g., malicious gossip), the bystander should not participate in the bullying in any way. If possible, the bystander should also point out to the individual or group that they are engaging in bullying behavior. If the bullying persists, the student should tell an adult about the bullying as soon as possible. 
6.  Have the group think of other positive ways that a student could respond if they witness bullying and list those ideas on the board. (TIP: You may want to have students take the best of these suggestions and turn them into colorful posters to be displayed in the classroom.)

References

Batsche, G.M., & Knoff, H.M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 22, 165-174.

Olweus, D. (1993). Bullying in school: What we know and what we can do. Oxford, UK: Blackwell Publishers.

Snell, J.L., MacKenzie, E.P., & Frey, K.S. (2002). Bullying prevention in elementary schools: The importance of adult leadership, peer group support, and student social-emotional skills. In M.A. Shinn, H.M. Walker, & G.Stoner (Eds.) Interventions for academic and behavior problems: Preventive and remedial approaches. (2nd ed., pp.351-372). Bethesda, MD: National Association of School Psychologists.

US Department of Education (1998). Preventing bullying: A manual for schools and communities. Retrieved 3 April 2003 from: http://www.cde.ca.gov/spbranch/ssp/bullymanual.htm

The Daily Cardinal Editorial Board Safe spaces: Acknowledging privilege. Retrieved February 27, 2020 from https://www.dailycardinal.com/article/2020/02/safe-spaces-acknowledging-privilege