Cyberbullying: Prevention and Response in Schools

Name: Cyberbullying: Prevention and Response in Schools
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

“Exercise their rights” is one of the capabilities named where the Erasmus+ Programme Guide sets out its digital transformation priority: the Programme’s role in helping citizens of all ages acquire “the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services” (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8). That is the operative part here. The week works from the European Commission’s action plan against cyberbullying and from the support machinery that already exists for a child in Europe — the national Safer Internet Centres and the 116 111 helpline — and it ends in a written incident protocol for one named school: who is told, in what order, within what time, and how the evidence is kept.

Source: Erasmus+ Programme Guide 2026, Key Action 1 — School Education Mobility.

Overview

Five days on the three pillars of the EU action plan against cyberbullying, ending in one written incident protocol for your school.

Monday — you place real incidents against the three pillars of the EU action plan and name which pillar your school is least prepared for.
Tuesday — you build prevention pupils agree to rather than being told about, and make a short prevention resource of your own.
Wednesday — you work the newer problem — generated images and cloned voices — and where the legal line now sits.
Thursday — you practise the response itself: de-escalating, preserving evidence, and supporting the target, the bystanders and the child doing the bullying.
Friday — you write and test your own school’s intervention protocol.

You go home with a written protocol for your school — who is told, in what order, within what time, through which channel — short enough to read in a staff meeting. There is nothing to bring; the course supplies anonymised cases for every session.

Description

A pupil shows a teacher a screenshot — a threatening message, a humiliating group chat, a fake account built to mock a classmate. What happens in the next ten minutes usually matters more than anything written in the school’s policy. Does this teacher know the difference between stepping in early and making it worse? Is there a clear next step, or does it depend on who happens to be in the staffroom that morning?

The European Commission has an answer with a shape to it. Its action plan against cyberbullying is built on three pillars — protection, prevention and awareness, and reporting and support — and each one asks something different of a school. Underneath it sits machinery a teacher can actually use on the day. Every member state has a Safer Internet Centre, and 116 111 is the child helpline. The Commission is also rolling out an online safety app, so that a young person can report an incident, store and submit the evidence, and get help without an adult having to work out the process from scratch.

The week takes the three pillars in turn and adds the part that has changed fastest. Monday is recognition: the forms it takes, and which pillar your own school is weakest on. Tuesday is prevention — norms agreed with pupils rather than announced at them, the signals that come before an incident, and a short film that makes the cost visible from three sides.

Wednesday is protection, against the newer problem. Pupils can now generate images and clone voices of each other in minutes, which is a different kind of harm and, increasingly, a different kind of legal matter. Thursday is the response itself — de-escalating, preserving evidence properly, using the real reporting channels, and supporting the target, the bystanders and the child doing the bullying. Friday everything becomes one document.

That document is the point of the week. Not a general commitment to take bullying seriously, but a written protocol for one school: who is told, in what order, within what time, through which channel, and how the evidence is kept. It is short enough to be read in a staff meeting and specific enough to be followed by whoever happens to be there when the screenshot appears.

This course covers harm that happens online, and it ends in a written protocol for your school. How platforms are designed to hold attention, and the default settings they should offer minors, are the work of Digital Literacy: Teaching Students How Platforms Are Designed. Face-to-face conflict, relational aggression inside the room, and the conversations that repair them are covered by Conflict Management, Emotional Intelligence and Bullying Prevention in Schools.

Methodology

The EU's Own Structure, Not a House Model

The week is built on the three pillars of the European Commission's action plan against cyberbullying and on the channels that exist underneath it, so what participants take home connects to services that are already running in their own country.

Realistic Scenarios, Not Generalities

Anonymised incidents, role-play from the bystander's position, and case studies involving generated material — participants decide responses under the same ambiguity a real morning provides, rather than discussing bullying in general. Role-plays are optional and can be joined as an observer; no one is asked to share personal experience.

The Week Produces One Document

Everything converges on a written intervention protocol for the participant's own school, tested by colleagues against a live scenario before it is taken home.

What you'll take home

Place an incident (supplied, or a kind you know from your own school, without names) against the three pillars of the EU action plan, and name which pillar your school is least prepared for.

Set up prevention that pupils have agreed to rather than been told about, and recognise the signals that appear before an incident is reported.

Judge an incident involving generated images or a cloned voice: what the school handles, what has to go further, and what the law now says about non-consensual manipulated material.

Write and test an intervention protocol for your own school — who is told, in what order, within what time, through which channel, and how evidence is preserved.

Daily programme

Icebreaker: "Digital Footprint Circle" — in pairs, participants map the platforms their own students use most, surfacing where cyberbullying actually happens before the course frames it theoretically
Presentations of participants' schools
The forms it takes: exclusion, impersonation, fake accounts, sustained group-chat pressure, image-based harassment — and how differently each one looks from the outside
The European Commission's action plan against cyberbullying: its three pillars — protection, prevention and awareness, and reporting and support — and what each one asks of a school
Working session: each participant places two incidents — supplied by the course, or a kind of incident you know from your own school, described without names — against the three pillars and names the pillar their school is least prepared for

Warm-up: “Agreed or announced?” — in pairs, sort a few classroom expectations into ones pupils helped agree and ones simply announced to them, and predict which last longer; it opens the day on prevention
What prevention actually consists of: norms agreed with a class rather than announced to it, and the behaviour signals that tend to appear before an incident is ever reported
Short film screening and discussion: the cost seen from three sides — the target, the bystander and the child doing the bullying
Making a prevention resource, starting from the #NotOnOurFeed toolkit: participants build a short visual narrative on cyberbullying — on a device or as a paper storyboard — of the kind they can produce with their own class
Peer feedback on the visual narratives, judged on whether a pupil of the age you teach would sit through them

What pupils can now make of each other in minutes — a face in a photograph they never posed for, a voice saying something never said — and why "do not share photos" no longer covers the risk
Where the legal line moved: Directive (EU) 2024/1385 requires every member state to criminalise non-consensual intimate or manipulated material, including sexualised deepfakes, with national law due by June 2027
Labelling and evidence: what the EU AI Act's transparency rules, applying from August 2026, ask of providers and deployers of generated content (with marking phased in for older systems), and why a screenshot on its own is a weak record
Case-study analysis: anonymised incidents involving generated material — deciding for each whether it is a classroom matter, a safeguarding matter or a police matter
What to say to the parents of both children, and what not to promise either of them

Reacting when it surfaces: de-escalation, what reliably makes it worse, and the difference between acting early and acting loudly
Preserving evidence properly, and the online safety app the Commission is rolling out so a young person can report an incident and submit evidence directly
The #NotOnOurFeed toolkit for classroom use, and the channels that actually exist: your national Safer Internet Centre, the 116 111 child helpline, and the platforms' own reporting flows — practised, not listed
Small-group role-play: responding to an incident from the bystander's position, which is where most incidents are first visible
Supporting all three parties: the target, the bystanders who saw it, and the child who did it — including what changes when that child is eleven rather than fifteen

Writing session: each participant writes the protocol for their own school — who is told, in what order, within what time, through which channel, and how evidence is kept
Protocol review in small groups: three colleagues run a scenario from Day 3 and an ordinary group-chat case against it and check that it closes the gap in the pillar you named on Monday, naming any weak spot
Revision time: participants amend their own protocol before taking it home
Course evaluation: round-up of competencies, feedback and discussion
Awarding of the Course Certificate of Attendance

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

The three pillars of the European Commission's action plan against cyberbullying, used from Day 1 as the framework the week is organised around

The #NotOnOurFeed toolkit — more than 230 cyberbullying resources gathered by the European Safer Internet Centres (the collection keeps growing), used on Day 2 and Day 4

The national Safer Internet Centres and the 116 111 child helpline — the channels rehearsed on Day 4, with each participant locating their own country's centre

Anonymised case studies, including incidents involving generated images and cloned voices, used on Day 3

A written intervention protocol for your own school, produced and tested on Day 5 and taken home

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Cyberbullying: Prevention and Response in Schools · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

It helps to know whether your school has an anti-bullying or e-safety policy, because the protocol you write on Friday should sit alongside it; describing it from memory is enough.

There is nothing you need to bring: the course supplies anonymised cases for every session. If you like, think of one kind of incident that worries you most; no details or names are needed.

No technical knowledge is required, and the Day 2 visual narrative can be made on a phone, tablet or laptop, or simply as a paper storyboard. Nothing in the week asks you to be a cybersecurity specialist — the skill being built is judgement about what to do and in what order.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's Erasmus+ objectives. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their Certificate of Attendance and the co-signed Europass Mobility document.

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: an email group is created for idea exchange, self-evaluation materials are provided, and participants receive a follow-up check-in after 3 months — by which point the protocol may have met its first real incident, which is when its gaps become obvious.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, the co-signed Europass Mobility document and a half-day guided tour of the host city with a local guide. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

“Exercise their rights” is one of the capabilities named where the Erasmus+ Programme Guide sets out its digital transformation priority: the Programme’s role in helping citizens of all ages acquire “the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services” (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8). That is the operative part here. The week works from the European Commission’s action plan against cyberbullying and from the support machinery that already exists for a child in Europe — the national Safer Internet Centres and the 116 111 helpline — and it ends in a written incident protocol for one named school: who is told, in what order, within what time, and how the evidence is kept. Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.