The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad. Davis and Davis (2007) emphasize the importance of focusing on the broad base of bystanders, strengthening this vast majority of students to speak up and take an active stand against bullying. To this end, bibliotherapy is recommended as a potential tool to address these factors and to create positive, supportive, and inclusive classroom environments. Although frequently used by mental health professionals as an activity aligned with cognitive-behavioral therapy (CBT) and play therapy, bibliotherapy is also recommended for teachers and parents as a teaching aid to address social skills and normal developmental challenges. Grounded in principles of CBT, bibliotherapy supports classrooms in promoting and modeling desired social interactions. In turn, the majority of children--bystanders--will be empowered to actively take a stand against bullying. Reading carefully selected bully-themed literature and participating in related discussions and activities strengthens core prosocial messages and builds classroom unity against bullying. Additionally, stories help school psychologists and teachers initiate important classroom discussions about friendship, kindness, and conflict resolution. (Contains 12 resources and 5 online resources.)