For three days, Nia entered class without saying hello（你好；问候）/həˈləʊ/. She rarely（很少）/ˈreəli/ joined the lunch conversation（交谈；谈话）/ˌkɒnvəˈseɪʃn/ or gave a smile（微笑）/smaɪl/. Ava knew（知道；了解）/njuː/ that her shy（害羞的）/ʃaɪ/ friend（朋友）/frend/ had changed. After two students argued（争论）/ˈɑːɡjuːd/ in a teenage（青少年的）/ˈtiːneɪdʒ/ social（社交的；社会的）/ˈsəʊʃl/ group（群；小组）/ɡruːp/ chat（聊天；群聊）/tʃæt/, one student continued to post（发布；帖子）/pəʊst/ negative（负面的）/ˈneɡətɪv/ jokes about Nia. He called them humour（幽默）/ˈhjuːmə/, but Nia did not laugh（笑）/lɑːf/ or feel joy（快乐）/dʒɔɪ/. She looked sad（难过的）/sæd/ and lonely（孤单的）/ˈləʊnli/.
Ava asked Nia to sit in a quiet（安静的）/ˈkwaɪət/ place. She did not press（催促；施压）/pres/ Nia to say “Cheer up（振作起来）/tʃɪə ʌp/,” “Calm down（冷静下来）/kɑːm daʊn/,” or “There is nothing to worry about（担心）/ˈwʌri əˈbaʊt/.” She began a friendly（友好的）/ˈfrendli/ conversation with one question: “How are you feeling（感受）/ˈfiːlɪŋ/?” When Nia started to cry（哭）/kraɪ/, Ava listened. There was no pressure（压力）/ˈpreʃə/ to explain every detail（细节）/ˈdiːteɪl/. “Sorry（难过的；抱歉的）/ˈsɒri/ this happened,” Ava said. She did not offer an unwanted（不想要的）/ʌnˈwɒntɪd/ hug（拥抱）/hʌɡ/.
Nia showed Ava the messages（消息）/ˈmesɪdʒɪz/. They had made her feel shame（羞耻）/ʃeɪm/ and fear（害怕；恐惧）/fɪə/. She did not hate（讨厌）/heɪt/ school, but stress（压力；紧张）/stres/ filled her mind（头脑；心思）/maɪnd/. The thought（想法；念头）/θɔːt/ of showing an adult（成年人）/ˈædʌlt/ made her afraid（害怕的）/əˈfreɪd/. She worried that a teacher might be disappointed（失望的）/ˌdɪsəˈpɔɪntɪd/ in her. Ava explained that friendship（友谊）/ˈfrendʃɪp/ did not depend（取决于）/dɪˈpend/ on being happy（快乐的）/ˈhæpi/ all the time. Asking an adult she could trust（信任）/trʌst/ was an act of courage（勇气）/ˈkʌrɪdʒ/, not a reason for shame.
Ava did not promise to keep harmful（有伤害性的）/ˈhɑːmfl/ messages secret（秘密）/ˈsiːkrət/. Nia chose their class teacher, and Ava walked with her. Nia used her own words to ask for help（寻求帮助）/ɑːsk fə help/ and describe the experience（经历）/ɪkˈspɪəriəns/. The teacher saved（保存）/seɪvd/ the messages and called the students' families（家庭）/ˈfæməliz/. She did not mention（提到）/ˈmenʃn/ Nia's name in class. She explained that calling a post “humour” did not mean（意味着；意指）/miːn/ it caused no harm, and reminded students how to behave（表现；守规矩）/bɪˈheɪv/ online（在线的；网上）/ˌɒnˈlaɪn/. She encouraged（鼓励）/ɪnˈkʌrɪdʒd/ Nia to communicate with（与……沟通）/kəˈmjuːnɪkeɪt wɪð/ the school counsellor（辅导老师）/ˈkaʊnsələ/ if the sad feeling continued.
The next morning, the hurtful（伤人的）/ˈhɜːtfl/ posts had stopped. The teacher explained the school's action（行动）/ˈækʃn/ and where Nia could find support（支持；帮助）/səˈpɔːt/. Nia was not suddenly happy, and one report（报告）/rɪˈpɔːt/ could not repair every relationship（关系）/rɪˈleɪʃnʃɪp/. However, the school had recorded（记录）/rɪˈkɔːdɪd/ the problem and stopped the bullying（欺凌）/ˈbʊliɪŋ/. Nia said hello to Ava and sat with her at lunch. Ava had looked after a friend in need（有需要；处于困难中）/ɪn niːd/ without trying to solve the whole problem alone（独自地）/əˈləʊn/.