LIST OF SOCIAL EXPERIMENT TOPICS
1. The Bystander Effect in School Hallways
Objective
To examine whether the presence of other people influences an individual’s
likelihood of offering help in a school setting.
Abstract
This social experiment investigates the bystander effect by observing
students’ responses to a staged minor incident in a school hallway. The
study explores how group presence affects helping behavior and highlights
social responsibility and diffusion of responsibility in everyday school
situations.
Mechanics
Setting: School hallway or common area during break time
Confederates:
o One confederate pretends to drop school materials (e.g.,
papers, notebooks).
o Additional confederates act as passive bystanders (looking but
not helping).
Procedure:
o Group A conducts the scenario with few bystanders present.
o Group B conducts the same scenario with many bystanders
present.
o Observers record whether real students help, how long it takes,
and how many assist.
Debriefing:
o After the observation, participants are informed that the
situation was staged.
o The concept of the bystander effect is explained, and students
are encouraged to reflect on their reactions and feelings.
2. Conformity to Group Norms in the Classroom
Objective
To determine whether students conform to group opinions even when they
privately disagree.
Abstract
This experiment explores conformity by placing students in a classroom
discussion where confederates intentionally provide incorrect answers. The
study examines how social pressure influences decision-making and self-
expression among students.
Mechanics
Setting: Classroom during a group activity
Confederates:
o 3–4 confederates consistently give the same incorrect answer
to simple questions.
Procedure:
o A participant is asked to answer after hearing the confederates’
responses.
o Observers note whether the participant conforms or gives their
own answer.
Debriefing:
o The instructor explains the purpose of the experiment.
o Discussion follows on conformity, peer pressure, and
confidence in one’s judgment.
3. Social Roles and Authority: The “Temporary Leader” Scenario
Objective
To examine how assigned social roles influence behavior and compliance
in group tasks.
Abstract
This experiment investigates how perceived authority affects interaction
and obedience among students. By assigning a confederate as a
temporary leader, the study observes how peers respond to authority within
a familiar school context.
Mechanics
Setting: Group classroom activity
Confederates:
o One confederate is introduced as the “group leader” (appointed
by the teacher).
Procedure:
o The leader gives mild instructions (e.g., task assignments, time
limits).
o Observers note compliance, participation, and group dynamics.
Debriefing:
o Students are informed that the leadership role was assigned for
the experiment.
o Discussion focuses on authority, power, and role expectations.
4. Helping Behavior and Social Identity
Objective
To explore whether people are more likely to help individuals they perceive
as part of their “in-group.”
Abstract
This experiment examines social identity theory by observing helping
behavior toward individuals who appear to belong to the same or different
social groups within the school environment.
Mechanics
Setting: School grounds or corridors
Confederates:
o Two confederates: one wearing school-related identifiers (e.g.,
same department or club), another without.
Procedure:
o Each confederate asks for a small, reasonable favor (e.g.,
directions, borrowing a pen).
o Observers record responses and willingness to help.
Debriefing:
o Participants are informed of the experiment afterward.
o The concept of in-groups and out-groups is explained and
reflected upon.
5. Impression Management in First Encounters
Objective
To observe how individuals alter behavior when they believe they are being
evaluated.
Abstract
This experiment investigates impression management by examining
changes in behavior when students think they are being observed or
evaluated by peers.
Mechanics
Setting: Classroom or student lounge
Confederates:
o One confederate casually mentions that students’ behavior is
being “observed for a class activity.”
Procedure:
o Observers note changes in behavior (e.g., posture, politeness,
participation).
oThe same setting is observed again without the evaluation cue.
Debriefing:
o Students are informed that the observation cue was part of the
experiment.
o Discussion centers on self-presentation and social evaluation.
6. Helping Behavior Toward a Pregnant Student in a School Setting
Objective
To examine students’ willingness to offer help and prosocial behavior
toward a visibly pregnant peer in a natural school setting.
Abstract
This social experiment explores helping behavior and social responsibility
by observing how students respond to a peer who appears to be pregnant
and in mild need of assistance. Conducted in a natural school environment,
the activity aims to understand how social cues, empathy, and situational
factors influence prosocial actions. The experiment emphasizes ethical
conduct, respect, and reflection through immediate debriefing.
Mechanics
Setting
School hallway, library, or common area (during break or non-
disruptive hours)
Roles
Confederate 1 (Pregnant Student):
o A student wears a realistic but modest pregnancy prop (e.g.,
padded clothing or bag under shirt).
o Acts mildly uncomfortable (e.g., holding lower back, walking
slowly, standing while seats are available).
Confederate 2 (Neutral Observer):
o Blends in as a regular student nearby.
Student Researchers (Observers):
o Assigned to discreetly observe and record behaviors.
Scenario
The “pregnant” confederate:
o Stands while others are seated or
o Drops a light item (e.g., notebook) or
o Appears to look for a seat or assistance
No direct verbal request for help is made unless approved by the
teacher (e.g., “Excuse me, may I sit here?”).
Data to Observe
Whether help is offered
Type of help (offering a seat, picking up items, asking if help is
needed)
Time taken before help is offered
Number of students who respond
⚠️Important Limits
No physical strain, emotional distress, or public attention
The scenario stops immediately if discomfort occurs
No names or identifying information recorded
Debriefing (REQUIRED and Immediate)
After the observation:
1. The confederate reveals that the pregnancy scenario was simulated.
2. The facilitator explains:
o The purpose of the activity
o Concepts such as empathy, helping behavior, and social
responsibility
3. Participants are invited to reflect:
o How did they feel during the situation?
o What influenced their decision to help or not help?
o How might assumptions affect behavior?
4. Emphasize respect for real-life pregnancy experiences and clarify
that the activity was educational, not judgmental.
5. Participants are given the option to withdraw their observed data.
7. Lost Phone Scenario
Objective
To examine honesty and prosocial decision-making when students
encounter lost personal property in a school setting.
Abstract
This social experiment investigates how students respond to a lost
smartphone in a natural school environment. By observing whether
individuals secure, report, or ignore the phone, the study explores moral
decision-making, social responsibility, and situational influences on ethical
behavior. The activity emphasizes ethical conduct through immediate
disclosure and debriefing.
Mechanics
Setting: Library, hallway bench, or student lounge
Confederates:
o Confederate 1: Leaves a phone visibly on a table or chair and
walks a short distance away (still within sight).
o Confederate 2: Acts as a neutral student nearby.
Procedure:
o The phone is left unattended for a brief period (1–3 minutes).
o Observers record whether passersby:
Pick up the phone
Attempt to return it
Inform staff
Ignore it
Limits:
o The phone is never out of sight.
o No accusations or confrontations occur.
Debriefing
The confederate immediately reveals the staged nature of the
scenario.
Participants are informed of the purpose of the experiment.
Discussion focuses on honesty, trust, and moral reasoning.
Participants may request that their observed behavior not be
included.
8. Minor Norm Violation Scenario
Objective
To observe reactions to a mild and harmless violation of everyday social
norms in a school environment.
Abstract
This experiment explores how students respond to minor deviations from
expected social behavior. By introducing a harmless norm violation, the
study examines social norms, conformity, and informal social control in
everyday school life.
Mechanics
Setting: Hallway, cafeteria line, or classroom entrance
Confederate:
o One confederate intentionally but politely violates a minor norm
(e.g., standing backwards in line, facing the wrong direction in
an elevator or hallway).
Procedure:
o The confederate maintains neutral behavior and does not
disrupt others.
o Observers record reactions such as:
Stares
Laughter
Verbal correction
Avoidance
Limits:
o No mocking, blocking, or confrontation
o Scenario lasts no longer than 2–3 minutes
Debriefing
The confederate explains the experiment to nearby participants.
The facilitator discusses social norms and why violations feel
uncomfortable.
Participants reflect on their emotional and behavioral responses.
Emphasis is placed on respect and ethical observation.
9. Heavy Bag Scenario
Objective
To examine helping behavior and empathy when a student appears to
struggle with a physical task in a school setting.
Abstract
This social experiment investigates prosocial behavior by observing how
students respond to a peer who appears to be carrying a heavy bag. The
study explores empathy, diffusion of responsibility, and situational cues that
encourage or discourage helping behavior.
Mechanics
Setting: Staircase, hallway, or pathway between buildings
Confederates:
o Confederate 1: Carries a visibly heavy but safe bag and
struggles mildly (e.g., adjusting grip, moving slowly).
o Confederate 2: Acts as a bystander.
Procedure:
o Two conditions may be used:
Confederate appears alone
Confederate appears surrounded by others
o Observers note:
Whether help is offered
Type of help
Time taken before assistance
Limits:
o No actual physical strain
o Scenario ends immediately if help is offered
Debriefing
The confederate reveals the staged situation.
The concept of helping behavior and bystander effect is explained.
Participants are invited to share reflections on their choices.
Reinforcement of empathy