Let pupils talk
Create space for pupils to share what they want, in their own way, and listen without interruption. Avoid jumping in, even when you feel you understand the situation. Use gentle prompts where appropriate, but allow the pupil to lead the conversation.

Respond calmly and without judgement
A calm, measured response helps pupils feel safe and supported. Showing shock, embarrassment, or judgement may discourage them from seeking help again. While some online behaviours may feel unfamiliar, the underlying experiences are often consistent with those faced by young people in previous generations.

Reassure pupils about technology
Pupils often fear that reporting concerns will result in their device being confiscated. Reassure them that raising a concern is about ensuring their safety and wellbeing, and will not automatically result in loss of access to their device.

Encourage non-retaliation
It may feel natural for a pupil to respond to cyberbullying, but retaliation can escalate the situation. Most perpetrators seek a reaction. Pupils should be encouraged not to engage directly, and instead be supported to report the issue.

Preserve evidence
Advise pupils to keep any evidence of cyberbullying, such as screenshots or saved messages. This information is essential when investigating and responding to incidents.

Engage with school processes
Schools play a vital role in addressing online abuse. Use established safeguarding and anti-bullying policies, and relevant tools, to support resolution. Where appropriate, gather all relevant information, including evidence, context, and the duration of the issue. Work collaboratively with the pupil and, where suitable, their family.

Involve external agencies where necessary
If a pupil is in immediate danger, or if there are credible threats of violence or harm, contact the police without delay. While many incidents can be resolved through school-based support, serious concerns must be escalated appropriately in line with safeguarding procedures.