Stand Beside ThemAustralian parent guideNeed help now

For families, educators, carers and young people in Australia

When something feels wrong, trust the signal.

Bullying is not always bruises or name-calling. It can look like a joke, a friendship problem, a group chat, a rumour or a child who suddenly becomes “fine” and very quiet.

What to do todayI’m a young personUse an email templateFollow on Facebook

Reviewed against Australian sources · 9 August 2026

Immediate danger or risk of self-harm

Stay with them and call Triple Zero (000).

Call 000Kids Helpline · 1800 55 1800Lifeline · 13 11 14Police Assistance · 131 444

If they are talking about suicide or cannot stay safe, do not leave them alone. You can also go to the nearest emergency department. Police Assistance is for non-urgent police help; use 000 for danger now. For urgent online abuse, preserve lawful evidence and use the eSafety reporting pathway.

The first 24 hours

Four steady steps. In this order.

  1. 1

    Listen

    Thank them for telling you. Stay calm. Do not interrogate, blame or rush into solutions.

  2. 2

    Check safety

    Ask about threats, injuries, sexual harm, extortion, self-harm and whether school feels safe tomorrow.

  3. 3

    Preserve facts

    Write dates and exact words. Save screenshots, URLs and usernames before blocking or deleting.

  4. 4

    Make a plan

    Agree on one safe adult, contact the school in writing and set a date to review what changes.

Recognise the pattern

Bullying is about repetition, power and harm.

The Australian definition describes bullying as repeated, intentional use of power or status to harm, upset or intimidate. It can be physical, verbal, social or online, and it can be obvious or hidden.

Read the national definition at Bullying No Way

What it can look like

The forms adults often miss.

Look for repeated behaviour, an imbalance of power and impact — not just whether someone says it was “only a joke”.

01Often mistaken for friendship drama

Social & relational

Repeated exclusion, ghosting, silent treatment, friendship ultimatums, rumour-spreading, public embarrassment or pressuring a group to turn on someone.

02Can be quiet, coded or disguised

Verbal & psychological

Insults, threats, humiliating nicknames, intimidation, cruel imitation, constant criticism or comments designed to make someone doubt themselves.

03A prank stops being funny when harm continues

Physical & property

Hitting, shoving, blocking a path, unwanted touching, damaging or hiding belongings, taking food or money, or repeated rough “jokes”.

04It can follow a child home

Online & technology-based

Group-chat pile-ons, fake accounts, impersonation, doxxing, exclusion from chats, hostile gaming behaviour, edited images, memes, deepfakes or sharing private messages.

05May also be unlawful discrimination

Identity-based

Targeting race, culture, religion, disability, neurodivergence, sex, sexuality, gender identity, appearance, family, health or socioeconomic circumstances.

06One incident can require urgent action

Sexual harassment & image abuse

Sexual comments, rumours, gestures, pressure, unwanted contact, rating bodies, sharing or threatening to share intimate images, or using AI to create sexualised images.

07Power can be social, not just physical

Coercion & control

Using secrets, status, size, popularity or threats to demand money, homework, passwords, images, favours or silence — including sextortion and blackmail.

08The audience can multiply the harm

Bystander & group-enabled

Liking, forwarding, filming, laughing, voting in cruel polls, encouraging a fight or repeatedly staying silent while one person is targeted.

Notice change, not just injuries

Signs a teenager may be carrying something alone.

No single sign proves bullying. A cluster of changes — especially sudden ones — deserves a gentle check-in.

At home and in their body

  • Headaches, stomach aches, poor sleep or nightmares
  • Unexplained bruises, damaged items or missing money
  • Anger, tearfulness, shame, withdrawal or jumpiness
  • Sudden eating changes or loss of interest
  • Saying they are worthless, a burden or want to disappear

At school and with friends

  • School refusal, frequent sick days or falling grades
  • Changing routes, avoiding breaks, buses or activities
  • Sudden loss of friends or never being invited
  • Deleting accounts, panicking at notifications or sleeping with the phone
  • Wanting lifts at unusual times or asking to change schools
Try a softer doorway:“Who feels easy to be around at school?”“Is anyone making school feel smaller or harder?”“If I could change one part of tomorrow, what would help?”

Two private parent check-ins

Notice a pattern without labelling a child.

These reflections are not validated screening tools and cannot prove what is happening. They are a calm starting point for conversation, safety checks and gathering facts. Answers are not saved or sent.

Could my child be experiencing bullying?Could my child be using bullying behaviour?

Could my child be experiencing bullying?

Look for change, fear and loss of choice.

Think about the last four to six weeks. Answer from what you have seen or been told. A serious one-off incident can still need urgent action even if it is not repeated bullying.

01Has your child started avoiding school, a class, the bus, breaks, sport or another regular activity?

Look for a sudden change, repeated sick days, requests for lifts or fear about a particular place or time.

02Have you noticed a marked change in mood, sleep, eating, confidence or interest in things they usually enjoy?

Changes have many possible causes. A cluster of changes is a reason for a gentle, private conversation.

03Are belongings, food or money repeatedly missing, damaged or unexplained?

Also notice frequent requests for extra money or a reluctance to explain damaged clothing or devices.

04Do notifications, group chats, gaming or social media now cause panic, tears, anger or sudden secrecy?

Your child may delete accounts, sleep with their phone, avoid opening messages near you or seem distressed after going online.

05Has your child suddenly lost friends, been left out repeatedly or become the regular punchline in a group?

Social bullying can be disguised as friendship drama, banter, ghosting, polls, rumours or ‘just a joke’.

06Are there repeated headaches, stomach aches, injuries, nightmares or other physical signs without a clear explanation?

Physical symptoms can be real signs of stress even when a young person cannot yet explain what is happening.

07Has schoolwork, attendance or concentration changed sharply?

Fear, poor sleep and trying to avoid particular students or places can make learning much harder.

08Does your child blame themselves, minimise what happened or say adults will make it worse?

Shame, fear of retaliation or worry about losing device access can keep teenagers silent.

09Has someone repeatedly used popularity, size, age, secrets, identity, disability or a group against your child?

Power can be social or digital, not only physical. Notice whether your child feels unable to make it stop.

10Has another student, parent, sibling, coach or staff member raised a concern about how your child is being treated?

Treat a report as useful information to check, even if your child is not ready to talk yet.

11Has the harmful behaviour happened more than once, continued after a boundary, or followed your child between school and online spaces?

Repetition, power and impact are central to bullying, but a serious one-off incident still needs action.

12Is there talk of suicide or self-harm, an injury, assault, stalking, extortion, sexual harm, a weapon or a credible threat?

Any one of these needs an immediate safety response, regardless of the rest of the questionnaire.

Could my child be using bullying behaviour?

Focus on actions, accountability and change.

Children are more than their worst behaviour. This check does not diagnose or label a young person as “a bully”. It helps identify conduct that may need a clear boundary, school support and safe repair.

01Is the same person repeatedly the target of your child’s jokes, comments or pranks?

Look at who is laughing — and whether the target has asked for it to stop.

02Has your child excluded someone, used silent treatment or pressured friends to block, ghost or avoid them?

A one-off friendship change is different from repeatedly using exclusion as punishment or control.

03Have they shared rumours, screenshots, photos, videos, memes or private information to embarrass someone?

Forwarding and reacting can contribute to harm even if they did not create the post.

04Do they use popularity, age, size, secrets, status or a group to make another young person feel unable to stop what is happening?

Power can be real or simply felt by the other child.

05Have they used identity, disability, appearance, sexuality, gender, culture, religion or family circumstances as a target?

“Banter” is not harmless when it repeatedly humiliates or isolates someone.

06Have friends laughed while one person is regularly made the punchline, blamed or left out?

Group approval can hide how serious the impact is.

07When challenged, do they say the other person is ‘too sensitive’, ‘deserved it’ or should ‘learn to take a joke’?

Minimising impact can be a sign that empathy and accountability need support.

08Has your child become unusually secretive about group chats, extra accounts or what happened after an online conflict?

This is not proof on its own — use it as a reason for a calm conversation.

09Has a school, coach, parent, friend or sibling reported that your child is frightening, controlling or repeatedly hurting someone?

Treat a report as information to check carefully, not as a label or a verdict.

10Has the behaviour continued after the other young person, an adult or the school asked for it to stop?

Repetition after a clear boundary is a strong warning sign.

11Have there been threats, assault, stalking, extortion, unwanted sexual contact or intimate-image sharing?

Any one of these needs prompt adult action, regardless of the questionnaire result.

Approach both sides safely

Protect dignity. Stop harm. Keep adults in the lead.

Supporting the child being harmed

Start with belief and choice.

  1. Find privacy. Choose a quiet time; stay beside them rather than across like an interview.
  2. Thank and believe. Say: “I’m glad you told me. This is not your fault.”
  3. Check immediate risk. Ask directly about threats, injury, sexual harm and self-harm.
  4. Give controlled choices. “Would you like me to email tonight or call tomorrow with you there?”
  5. Agree on a school signal. A named adult, safe place and discreet way to ask for help.
  6. Keep checking. Ask whether the plan is reducing harm, not simply whether an investigation ended.
Say this“I won’t take over without explaining what I’m doing. If someone is in danger, I will get help.”
Addressing your child’s harmful behaviour

Be calm, firm and specific.

  1. Describe behaviour, not identity. “Sharing that screenshot caused harm” — not “you are a bully”.
  2. Listen without excusing. Ask what happened before, during and after; check peer pressure and whether they are also being harmed.
  3. Set the boundary. The behaviour stops now, including posts, forwarding, retaliation and contact through friends.
  4. Work with the school. Agree on supervision, skill-building, related consequences and a review date.
  5. Repair safely. Remove or correct content. An apology or restorative meeting happens only if the harmed child freely agrees and adults consider it safe.
  6. Get extra support. A GP, counsellor or psychologist can help with trauma, anger, empathy, impulse control or social skills.
Say this“I love you. I will listen to you. The behaviour is not okay, and I will help you stop it and repair what can safely be repaired.”

Do not directly confront another child or their family.

It can escalate conflict, frighten a young person, expose private information and complicate the school response. Contact the school, club or organisation. If you witness immediate danger, get a responsible adult or emergency help and intervene only to the extent it is safe.

Official parent guidance

For teenagers and young people

You can tell someone safely — even if you are not ready to give your name.

You can report something happening to you or to someone else. You are not “snitching”; you are helping an adult understand a safety problem. If anyone is in immediate danger, call 000 or get a trusted adult now.

01

Get somewhere safer

Move near a trusted adult or friend. Do not meet the person alone or reply to threats to prove anything.

02

Write the facts

Record when, where, what happened, who was there and what may happen next. Save lawful screenshots before blocking — never save or forward sexual images of a person under 18.

03

Choose a reporting path

Use your school’s form, wellbeing team, counsellor, trusted teacher or anonymous tool if it has one. You can ask what will stay private before you share details.

04

Keep asking for help

If nothing changes, tell another safe adult, the principal, your school authority or a support service. Keep the report number or a screenshot showing when you asked for help.

Words you can use
“I need to report something that is happening to me. I would like my name kept private and not shared with other students unless someone is in immediate danger. The behaviour happened on [date/time] at [place/platform]. This is what happened: [facts]. I am worried about [safety/retaliation]. The safest way to contact me is [method].”

Anonymous, confidential or identified?

Know what each option really means.

There is no single anonymous national bullying form for every Australian school. Anonymous means you do not give your name. Confidential means a service knows who you are but limits who is told. If someone may be in danger, an adult or counsellor may need to share enough information to protect them.

Varies by school

Your school

Look for an online form, wellbeing email, reporting box, student portal or a private conversation with a trusted staff member.

Ask: “Can I report without my name, and who will see this?”
Anonymous support available

Kids Helpline

Free, private and confidential counselling for ages 5–25. You can remain anonymous. It supports you but does not replace a school or police report.

Call 1800 55 1800Use webchat
Your details required

eSafety Commissioner

For serious cyberbullying of an Australian child, report to the platform first. An eSafety complaint is not anonymous.

Report serious cyberbullying
Anonymous crime information

Crime Stoppers

Use this only when violence, threats, stalking, extortion, sexual harm or another possible crime is involved. It is not a general bullying service.

Report crime information
This website does not receive bullying reports.

Use one of the real reporting paths above. Even with an anonymous tool, details in the report may reveal who was present, so share only what is needed for safety. Never promise another young person absolute secrecy; say you will involve a safe adult if someone could be harmed.

For teachers, carers and trusted adults

When a young person tells you, your first response matters.

You do not need to solve everything in the first conversation. Make the young person safe, listen without judgement, record what was said and connect the concern to the right people and process.

Teachers & school staffCounsellors & wellbeing teamsFoster, kinship & residential carersCoaches & youth workersOther trusted adults
Words that protect trust
“Thank you for telling me. I will take this seriously. I cannot promise to keep danger secret, but I will only tell people who need to help, and I will explain what happens next.”

The first response

Six steps to use in the moment.

  1. 01

    Make it private and safe

    Move away from peers. Check whether there is danger now, a credible threat, injury, sexual harm or risk of self-harm.

  2. 02

    Listen and steady the moment

    Thank them for telling you. Take the concern seriously, avoid minimising it and let them use their own words.

  3. 03

    Explain privacy honestly

    Do not promise secrecy. Explain that you will only involve people who need to help keep them or someone else safe.

  4. 04

    Record — do not investigate

    Write the date, context, observations and exact words. Avoid repeated questioning or asking the young person to retell it to several adults.

  5. 05

    Follow the right pathway

    Use your organisation’s bullying and safeguarding procedures. If abuse, neglect or serious danger may be involved, follow the law for your role and location.

  6. 06

    Close the loop

    Name the safe contact, protective action and review date. Check for retaliation and whether the young person actually feels safer.

Know your role

The safest pathway depends on where you support them.

01

Teachers and school staff

Follow the school’s bullying, behaviour, complaints and child-safety procedures. Notify the designated safeguarding, wellbeing or senior staff member when required, preserve school records and plan for class, break, transport and online-related safety.

02

Foster, kinship or residential carers

Follow the care plan and supervising agency’s process. Involve the caseworker or authorised decision-maker where required, check who can speak with the school, and share only the care information needed to keep the young person safe.

03

Coaches, youth workers and volunteers

Use your organisation’s safeguarding procedure and contact its child-safety lead. Change supervision, transport, change-room or online-group arrangements immediately when needed; do not wait for a formal finding before reducing a clear risk.

04

Another trusted adult

Help the young person choose a safe parent, carer, school contact or service. Do not contact the person accused or try to mediate. If the home adult may be involved in harm, use an official child-safety or police pathway instead.

Bullying or a child-safety report?

Respond to the risk in front of you.

Bullying does not automatically meet a child-protection threshold. It still needs a documented safety and wellbeing response. Abuse, neglect, sexual harm or serious danger may also trigger separate reporting duties.

Danger now

Call 000 and stay with them.

Use this for immediate danger, serious injury, a credible threat, weapon or urgent suicide risk.

Call Triple Zero
Possible abuse or neglect

Use your child-safety pathway.

Follow your workplace policy and the reporting law for your state or territory, profession and role. Record the action and report reference.

Find the official reporting service
Bullying or harmful behaviour

Act even if it is not reportable abuse.

Record the concern, reduce immediate risk, follow the organisation’s response process, support the young person and set a review date.

Responding to a school report

Mandatory-reporting rules are not identical across Australia. Who must report, what must be reported, the threshold and the agency differ by jurisdiction. Check the current rules for your role; this page is general information, not role-specific legal advice. Compare state and territory requirements.

Do

Keep the response calm and factual.

  • Use the young person’s exact words and separate facts from assumptions.
  • Ask what would help them feel safer and include their voice where possible.
  • Check retaliation, attendance, learning, sleep and wellbeing over time.
  • Document actions, responsible people, report references and review dates.
  • Make reasonable adjustments without isolating or penalising the targeted child.

Avoid

Do not turn disclosure into another unsafe experience.

  • Do not promise secrecy or question the young person in front of peers.
  • Do not force an apology, mediation or restorative meeting.
  • Do not confront the other child, family or alleged person responsible.
  • Do not repeatedly interview the young person or wait for perfect proof.
  • Do not label a child as “a bully”; describe and address the behaviour.

Online harm

Support the young person without spreading the content.

Preserve lawful screenshots, URLs, account names and platform report numbers. Help report to the service first and use eSafety for serious cyberbullying that remains unresolved. Never save or forward sexual images of a person under 18.

eSafety advice for educators and schools

Care, consent and privacy

Share what is needed for safety — no more.

Check who has authority to receive information, communicate with the school and consent to support. For a child in care, involve the caseworker or supervising agency as the care arrangements require. Never reveal the young person’s care status or history to peers or other families unnecessarily.

Ready-to-copy records

Use clear facts, actions and review dates.

Adapt these to your policy and record-keeping system. Do not email sensitive information when your organisation requires a protected child-safety channel.

Internal safety note

Bullying or child-safety concern — internal escalation

For staff reporting to a safeguarding lead, wellbeing lead, principal or manager. Follow your organisation’s required form if it has one.

Subject: ACTION REQUIRED — safety concern for [YOUNG PERSON / STUDENT], [DATE]

Young person: [NAME / ID / YEAR OR GROUP]
Date, time and place of disclosure or observation: [DETAILS]

What the young person said
[RECORD THEIR EXACT WORDS WHERE POSSIBLE. DO NOT ADD A DIAGNOSIS OR CONCLUSION.]

What I directly observed
[FACTS ONLY — INJURY, DISTRESS, MESSAGES SEEN, LOCATION, PEOPLE PRESENT]

Immediate safety check
• Danger or credible threat now: [YES / NO / UNCLEAR — DETAILS]
• Injury, sexual harm, extortion, stalking or weapon concern: [DETAILS]
• Self-harm or suicide concern: [DETAILS]
• Risk of retaliation or unsafe return to class, home or activity: [DETAILS]

Actions already taken
• [MOVED TO SAFE PLACE / FIRST AID / CALLED 000 / CONTACTED AUTHORISED ADULT]
• Lawful evidence or relevant records preserved: [DETAILS]

Young person’s wishes and privacy concerns
[WHAT THEY WANT TO HAPPEN, WHO THEY FEEL SAFE WITH, FEAR OF RETALIATION]

People notified and time
• [SAFEGUARDING / WELLBEING / PRINCIPAL / MANAGER]: [TIME]
• [PARENT, CARER, CASEWORKER OR AGENCY — IF AUTHORISED AND SAFE]: [TIME]
• [CHILD PROTECTION / POLICE / OTHER]: [REFERENCE AND TIME]

Immediate protection and next review
• Named safe adult: [NAME]
• Protective steps: [DETAILS]
• Next update or review: [DATE / TIME]

Recorded by: [NAME / ROLE / CONTACT]
Receiving a school bullying reportBullying is Never OK educator guideeSafety Toolkit for SchoolsChild-safe practice guide

Make the invisible visible

Build a private incident record.

Facts help a school see pattern, power, impact and risk. Entries are stored only in this browser on this device — they are not sent to Stand Beside Them.

Add an incident

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Working with the school

Ask for a safety process, not a promise to “keep an eye on it”.

Use factual language: what happened, how often, the power imbalance, the impact and the risk. Ask for actions, owners and dates in writing.

01

Immediate risk assessment

Physical and psychological safety, threats, retaliation, high-risk locations and online reach.

02

Interim safety plan

A named adult, safe reporting method, supervision and separation that does not punish the harmed child.

03

Policy-based response

The applicable bullying, behaviour, child-safety, discrimination and complaints procedures.

04

Communication rhythm

Who contacts you, when the first update will arrive and the date the plan will be reviewed.

05

Wellbeing & learning support

Counselling, attendance support, reasonable adjustments and help catching up without stigma.

06

Monitoring for change

How staff will tell whether harm has stopped across class, breaks, transport, activities and online spaces.

Privacy is not the same as silence.

A school may be unable to tell you another student’s statements, diagnosis or discipline. It can still explain the process, the protections and support for your child, your contact person, review dates and whether the plan is working.

If it does not stop

Escalate one clear level at a time.

  1. 1
    Teacher / year adviser / wellbeing lead

    Ask for the response and safety plan in writing.

  2. 2
    Principal

    Use the school complaints procedure and attach your incident record.

  3. 3
    Education authority or governing body

    Government: department or regional office. Catholic: diocesan/system authority. Independent: board or proprietor pathway.

  4. 4
    External pathway

    Depending on the issue: Ombudsman, school regulator, anti-discrimination body, Australian Human Rights Commission, eSafety or police.

Australian law, in plain English

What schools are responsible for.

There is no single Australian anti-bullying Act covering every incident. Responsibilities come from duty of care, discrimination and child-safety law, criminal law, education law and binding sector policies. The exact position depends on the facts, state or territory and school sector.

01

Take reasonable care

School staff generally owe students a duty to take reasonable steps to reduce reasonably foreseeable physical and psychological harm. It is a duty to act reasonably — not a guarantee that no incident will ever happen.

Government duty-of-care explanation
02

Have and follow a bullying policy

Australian schools are required to have a bullying policy. State, territory and sector policies set the response process. Ask for the current public version and the complaints pathway.

National policy and legislation guide
03

Prevent unlawful discrimination

Federal and state or territory laws can apply when treatment is connected to disability, race, sex, sexual orientation, gender identity, intersex status or other protected attributes. Coverage and exceptions vary.

Australian Human Rights Commission
04

Support students with disability

The Disability Discrimination Act and Disability Standards for Education give students with disability rights to access and participate on the same basis, reasonable adjustments, support and protection from disability harassment and victimisation.

Disability Standards information
05

Respond to sexual harassment

Sexual harassment in education can be unlawful under the Sex Discrimination Act. Sexual assault, stalking, threats and some intimate-image conduct may also be criminal matters.

Sex Discrimination Act 1984
06

Act on serious online harm

Under the Online Safety Act, eSafety can investigate serious cyberbullying targeting an Australian child. Report to the platform first; if it has not helped after 48 hours, report to eSafety. Image-based abuse can be reported directly.

eSafety reporting steps
By Term 1
2027
National reform now rolling out

Schools are expected to begin responding within two school days.

The 2026 National Framework expects school systems and schools to make reasonable efforts to initiate a response within two school days of learning about reported or observed bullying. That means starting safety action, family contact and support — not necessarily completing the whole investigation. Education sectors have committed to embed the expectations in policies by Term 1 2027.

Read the official implementation information
General information, not legal advice.

A policy failure is not automatically a legal breach, and legal liability depends on evidence and circumstances. For advice about a specific case, contact a community legal centre, Legal Aid in your state or territory, or a qualified lawyer.

Find the right school pathway

Choose your state or territory.

These links are official government-school resources. Catholic and independent schools use their own authority or governing-body complaint process.

NSW

New South Wales

For NSW public schools, start with the teacher/year adviser, then the principal. The Department’s feedback pathway can be used if the concern remains unresolved.

Bullying guidanceComplaints process
Public school

Teacher or year adviser → principal → state or territory education department / regional office → external review where available.

Catholic school

School complaints procedure → principal → diocesan or Catholic education authority → regulator or external review where applicable.

Independent school

School complaints procedure → principal → governing body, board or proprietor → state or territory non-government school regulator where applicable.

If the concern is about the principal, staff misconduct, child abuse or you do not feel safe contacting the school first, go directly to the school authority, department, regulator, child-protection service or police as appropriate.

Copy, personalise, send

Email templates that ask for action.

Replace every bracketed section. Keep the email factual and attach evidence separately. Avoid naming other children in the subject line.

First report

Initial bullying and safety concern

Use when you are contacting the teacher, year adviser or wellbeing lead for the first time.

When it happens online

Screenshot. Report. Block. Escalate.

  1. 1

    Collect lawful evidence first. Capture usernames, URLs, dates, full context and the platform report number.

  2. 2

    Report to the service or platform. This is required before eSafety investigates cyberbullying.

  3. 3

    Block or mute after evidence is safe. Move screenshots to a separate folder so your child does not keep seeing them.

  4. 4

    Report serious unresolved harm to eSafety. If the platform has not helped after 48 hours, a parent can report for their child.

Trusted Australian support

Help for the young person — and for you.

Online harm

eSafety Commissioner

Evidence guidance and reporting for serious cyberbullying, image-based abuse and illegal content.

Report online harm
School guidance

Bullying No Way

National information for families, students and schools about prevention and response.

Visit Bullying No Way
Rights & complaints

Human Rights Commission

Information and free complaint handling for discrimination covered by federal law.

Check or make a complaint
Easy English summary

If someone is being hurt or left out again and again:

  1. Get to a safe place.
  2. Tell an adult you trust.
  3. Write what happened.
  4. Ask what will happen next.
  5. Tell another adult if the harm does not stop.
Information in more languages

Use official translated guidance.

eSafety provides videos and easy-to-read online-safety sheets in English, Arabic, Chinese, Dari, Tamil and Vietnamese. NSW also publishes translated anti-bullying information for parents and carers.

eSafety family resources in more languagesTranslated parent anti-bullying information

For help speaking with a government service, call the Translating and Interpreting Service on 13 14 50.

Why you can rely on this guide

Built from current Australian sources.

Australian Government anti-bullying review and frameworkBullying No Way policy and legislation directoryOnline Safety Act 2021Disability Discrimination Act 1992Racial Discrimination Act 1975Sex Discrimination Act 1984eSafety parent cyberbullying guideeSafety lawful evidence guidanceBullying No Way response to a school reporteSafety cyberbullying advice for educators and schoolsAustralian child-safety reporting directoryAIFS mandatory-reporting guideKids Helpline privacy and anonymity informationStymie anonymous notification informationYouth Law Australia bullying guidanceRaising Children Network parent guidance
About this guide

Stand Beside Them is an independent educational resource for Australian families. It is not a school, government agency, counselling service or reporting body.

Your privacy

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Editorial standard

Core claims link to official Australian government, legislation and established support services. Links and guidance were reviewed on 9 August 2026.