Asking for Help

Overview

Lesson 6 of 10 in Managing Stress and Seeking Help. Students learn a predictable help-seeking routine and practise asking a trusted person for assistance in safe, everyday situations.

Learning intentions

Students will:

• identify when they may need help with a strong feeling, worry or problem
• name trusted adults and safe places for seeking help
• use a clear help-seeking sentence
• practise a First–Then routine and respond safely when help is offered

Success criteria

• I can notice when I need help.
• I can say, “I need help with…” or use a help cue card.
• I can choose a trusted adult or safe place.
• I can follow the steps: First ask, Then listen and act.

Curriculum links

• Recognising and describing emotions, feelings and body signals.
• Identifying strategies to manage emotions and challenging situations.
• Identifying people and services that can help, and practising ways to seek assistance.
• Developing respectful communication, decision-making and help-seeking through Personal and Social Capability.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and predictable routine Display the visual agenda in the opening and visual agenda slides. Briefly remind students: “Today we are learning how to ask for help when a problem feels too big to manage alone.” Read the agenda aloud: learn, watch, practise, reflect. Allow students to choose a comfortable seat or standing position.

2. 5–10 minutes – Hook: When might we need help? Open the hook question and feelings visual and show three simple situations: feeling worried, being left out, and not knowing what to do. Ask each student to point, say or select which person might need help. Reinforce that asking for help is a safe and responsible action, not a failure.

3. 10–17 minutes – Explicit teaching: the help-seeking routine Use the explicit teaching slides to teach this four-step routine:

• Notice: “My body or feelings are telling me I need help.”
• Choose: find a trusted adult or safe place.
• Ask: “I need help with ___.”
• First–Then: “First I ask and listen; then I follow the safe next step.”

Model the routine with a calm example, such as being unsure of an activity. Show a cue card or point to the matching phrase on the help-seeking practice sheet. Explain that if the first adult is unavailable, students can try another trusted adult.

4. 17–22 minutes – Teacher modelling and guided response Revisit the modelled example slide. Model an unhelpful response, such as walking away when confused, then model the routine correctly. Invite students to practise the words together, using speech, pointing, a gesture or an agreed communication device. Check understanding with forced-choice questions: “Do I keep the problem secret or ask a safe adult?” and “Do I run away or stay in a safe place?”

5. 22–35 minutes – Structured role-play rotations Explain the routine using the role-play instruction slides. Give each student a turn as the person seeking help, the helper and the observer; the teacher may take a role when needed. Use three low-risk scenarios from the Coping Strategies Scenario Cards. After choosing a card, the student:

• identifies the problem or feeling
• chooses a trusted adult
• uses “I need help with…”
• follows the First–Then instruction.

Keep each turn brief and predictable. The observer gives specific feedback: “You asked clearly,” “You chose a safe person,” or “You listened to the next step.” Students may rehearse privately with the teacher before performing for peers.

6. 35–41 minutes – Individual practice and reflection Distribute the help-seeking practice sheet. Students complete or dictate one example of a time they might need help, a trusted adult they could approach, and their help-seeking sentence. They may draw, circle choices, trace words or use the sentence frame. Practise each student’s sentence once with the teacher, then once with a peer if comfortable.

7. 41–45 minutes – Plenary and exit check Use the review and exit prompt slides. Ask: “What is one sign that you might need help?” and “What can you say?” Each student demonstrates, says or points to the routine: “First ask, Then listen and act.” Provide specific praise and preview that the next lesson will continue practising safe strategies for managing stress and seeking help.

Resources

• the complete low-variance lesson slide deck
• the help-seeking practice sheet
• the Coping Strategies Scenario Cards
• Visual agenda and timer
• Help-seeking cue cards with “I need help with…”
• First–Then card or mini visual
• Pencils, markers and optional fidget tools
• Comfortable, low-distraction role-play space

Assessment

• Observe whether each student identifies a need for help, selects a safe adult and uses a verbal, visual or alternative communication method to ask.
• Use the role-play checklist: notices a problem, asks clearly, waits or listens, and follows the First–Then step.
• Review the worksheet or student response for an appropriate trusted person and a suitable help-seeking sentence.

Differentiation

• Provide explicit modelling, visual steps, sentence frames, forced-choice questions and repeated rehearsal. Accept speech, pointing, drawing, gesture or communication devices.
• Keep instructions to one step at a time, use a timer and preview every transition. Offer movement breaks, a quiet practice option and a preferred observer role before active role-play.
• For students needing additional support, reduce the choices to two trusted adults and rehearse with the teacher first. Do not require eye contact or public performance.
• Extend confident students by practising what to do if the first trusted adult is unavailable, including calmly asking a second safe adult.