Teaching sequence

Work through this resource material in the following sequence:

20 minutes

Explore: Understanding self-care

30 minutes

Discover: Self-care guide

10 minutes

Thrive: Self-care goals

Explore: Understanding self-care

Teacher note: This activity requires groups to rotate through a series of stations. It is recommended these stations are set up before the lesson commences.

Step 1

Introduce the topic of self-care and ask students to give some examples. Once they are familiar with the concept, explain that they will have the opportunity to experience a range of activities that can help promote self-care.

Provide the following explanation to assist their thinking:

Self-care is the practice of actively protecting your mental health, wellbeing and happiness. Having a self-care system and prioritising self-care can be particularly useful during periods of stress. It is important to understand that self-care can look different for everyone.

Step 2

Ask students to form groups of 5-6, then explain they will get to spend 3 minutes at each self-care station (5 total). Allocate groups to their first station and let them know they will be given a 10-second warning so they know when it’s time to rotate.

Station 1: Mindful Colouring

At this station, there will be a range of Mindful Colouring sheets for students to choose from. They should find their own space and focus on colouring in silence.

Station 2: Relax and Rejuvenate

At this station, students will have access to a face mask, hand cream and a massage device such as a scalp massager. Encourage students to try different things to encourage a feeling of pampering and looking after themselves. Alternatively, this station could involve a short guided meditation sourced from YouTube.

Station 3: Gratitude Journal

At this station, students will find a journaling prompt (teacher to decide on prompts) along with some lined paper and pens. They can choose to write a letter of gratitude to someone or a journal entry reflecting on what they are grateful for.

Station 4: Move Your Body

At this station, students will focus on moving their bodies to release endorphins. This can be achieved using a series of Stretching cards, or they could dance along to a routine such as Just Dance.

Station 5: Positive Affirmations

At this station, students will use coloured markers to write and decorate their own positive affirmation card/poster.

Examples:

Kid, you’ll move mountains!
I am open-minded and love trying new things.
Why be anyone else when I can be myself?
If I can dream it, I can do it.

Step 3

To wrap up the activity, brainstorm a range of self-care ideas as a class and find ways to visually represent them on the board. While students are drawing/writing their ideas, facilitate a class discussion to debrief the rotation activities.

Use the following questions to prompt discussion:

Which activities did you enjoy?
Do you already practise any of these? If so, which ones?
Did any feel a little uncomfortable or awkward?
What are some other ways that we can practise self-care?

Provide the following explanation to assist their thinking:

It’s important to test and reflect on which self-care activities work best for you; that way, you’ll be able to effortlessly call upon them during times of stress and discomfort.

Discover: Self-care guide

Step 1

Watch the video:

Self-care Animation (https://www.youtube.com/watch?v=mTuZiMNu7ZQ)

then debrief the key concepts as a class.

Step 2

Explain that students will create their own self-care guide tailored to their personal preferences and needs. This could be digital or handmade and may be in the format of a mini-magazine or pamphlet. Display the Self-care Guide example for guidance and inspiration.

Step 3

Give each student a Self-care Planner and instruct them to fill it in prior to creating their guide.

The planner will include space for them to reflect on:

self-care practices
positive affirmations
skills and qualities they possess
places to go for support
people they trust and can talk to.

Step 4

Allow students 20 minutes to complete their self-care guide.

Teacher note: This activity is useful to identify students who may be struggling and need support in determining who they can trust and turn to in times of need. If students create their guide digitally, Canva has some great Zine templates.

Thrive: Self-care goals

Step 1

Once students have completed their self-care guides, ask them to share their finished product in small groups before facilitating a class discussion.

Use the following questions to prompt discussion:

Which area of your guide did you find the hardest to create?
How and when could you use the positive affirmations?
What were some of the places you identified as being support options?
Who were some of the people you trust and feel you can talk to?

Step 2

To wrap up the lesson, ask students to decide on one self-care action they will take in the next 48 hours and get them to write the action on a Post-it note.

Once they are done, free up some wall/board space for them to add their notes. Explain that the Post-it notes will be used as a reminder to hold one another accountable for prioritising self-care.

Provide the following explanation to assist their thinking:

It is important to continue practising self-care. Remember that it isn’t selfish and that practising self-care benefits you and those around you. We all have mental health, and one way that we can support ourselves is by making sure self-care is part of our everyday routine and isn’t only prioritised in times of stress.

Self: Self-Care and Wellbeing

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Summary

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