Spot Your Moment

• Projector and screen 
• Online High Video 
• Whiteboard and pens
• Post-it Notes
• Pens 
• Flipchart Paper

1. Explain that you are going to be identifying scenarios where people can step up and be an active bystander. Ask the young people what they think you mean by "active bystander". 
2. Introduce or remind the young people of the STEPS framework:

• Step Up: Take action and say something.
• Tell an Adult: Get help from a trusted adult.
• Explain It: Take note of what happened.
• Pull Attention Away: Distract the person from the situation.
• Support Later: Offer help or check in after the situation.

3. Explain that they are going to watch Online High and you want them to focus on identifying where an active bystander could have stepped in. You can pause it as you go along. 

4. Split the group into small groups and provide each group with post-it notes and pens.

• Ask each group to write down key moments from the video on post-it notes, indicating when and how a bystander could have acted using the STEPS framework.

5. Have one person from each group share the moments they identified.

• As each group shares, create a list of potential interventions on the flipchart or whiteboard.
• Once they have all been collected, reflect on what they identified and any opportunities they missed. 

Question Prompts:

• What are some key moments where a friend could have stepped up?
• Which part of the STEPS framework would have been most effective in that moment?
• What were the risks of not stepping in?
• How could an active bystander have approached the situation safely?

6. Discuss the barriers to being an active bystander.

• How easy or difficult it might be to act in these situations.
• What might hold you back from stepping up in a similar real-life situation?
• How can using the STEPS framework help you decide when and how to act?
• Emphasise that being an active bystander involves making tough choices but can be crucial in preventing harm.