Body Image Boosters

Overview

In this lesson, students explore how puberty can affect body image, confidence and self-esteem. Students practise strategies for supporting themselves and others, and plan a short “self-esteem routine” they can use during times of change.

Learning intentions

• Students will identify changes that can happen during puberty and describe how these may affect body image and feelings.
• Students will analyse the impact of comparisons, media messages and peer comments on self-esteem.
• Students will practise communication and coping strategies that support positive self-talk and wellbeing.
• Students will plan and explain a personal strategy to support themselves during transitions related to getting older.

Success criteria

• I can explain at least two puberty-related changes that can influence body image.
• I can describe how media or peer messages can shift how someone feels about themselves.
• I can use at least one coping strategy and one communication strategy when I feel insecure.
• I can create a simple self-esteem routine and justify why it would help me or a friend.

Curriculum links

• Health: AC9HP8P02 — analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes.
• Health: AC9HP8P09 — investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing.
• Health: AC9HP8P10 — plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing.
• Personal and social capability focus: students reflect on emotions, set goals and practise help-seeking and respectful communication.

Lesson structure (40 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher displays two prompts: “When bodies change, what can happen to how we feel?” and “What helps someone feel better about themselves?” Students think, pair-share, and contribute one idea to a class list.

2. 5–12 min · Direct teach (Puberty → body image). Teacher briefly explains common puberty-related changes (e.g. growth spurts, skin changes, voice changes, body shape) and links them to emotions and self-perception, emphasising that experiences vary. Students complete a quick “Me vs. My Mind” note: write one change they’ve noticed in self/others and one possible thought that might follow.

3. 12–20 min · Guided analysis (Media/peers impact). Teacher shows anonymised scenario cards (no real student details): for example, a trend photo, a joke comment, or a “before/after” post, and asks students what message the person might take in. Students work in small groups to answer: “What message are they getting?” “How could it affect feelings/decisions?” and “What’s a healthier response?”

4. 20–30 min · Skill practice (Coping + communication). Teacher models two short strategies using simple sentence frames:

• Coping: “Right now I feel… My body is changing and that’s normal. I will try…”
• Communication: “I notice you might be upset. Do you want to talk or would you prefer a distraction?” / “Let’s be kind, not critical.” Students practise in pairs using one scenario: one student plays the “insecure” person, the other responds using the frames. Switch roles.

5. 30–37 min · Create (Self-esteem routine). Teacher gives a one-page template with three sections:

• Trigger (when it happens)
• Strategy (what I do/say)
• Support (who/where I can go—friend, trusted adult, school support) Students write a personal routine for times of insecurity during puberty and ageing.

6. 37–40 min · Exit ticket (Check + closure). Teacher asks students to complete: “One strategy I will use is…” and “One way I can support a friend is…” Students submit on paper or a class form.

Resources

• Scenario cards (teacher-made, puberty and media/peer comparison themes)
• One-page “Self-esteem routine” template
• Sentence starters for coping and communication
• Whiteboard/projector for hook questions and class list
• Bins/collecting folder for anonymous scenario responses
• Optional: calm-down corner visuals (breathing prompt or grounding cue card)

Assessment

• Formative: observe group discussions for accurate linking of puberty changes to body image impacts.
• Formative: check pairs’ use of sentence frames for respectful communication and coping language.
• Exit ticket: evaluate whether students can identify (1) impact, (2) at least one coping/communication strategy, and (3) support options.

Differentiation

• Support: provide a word bank (e.g. “normal”, “varies”, “comparison”, “kind words”, “trusted adult”, “coping routine”) and partially filled templates for students needing scaffolds.
• Support: allow students to choose their scenario role (observer or responder) if pairing makes participation difficult.
• Extension: challenge students to add a “myth vs fact” sentence to one scenario (e.g. “Everyone grows at the same pace”).
• EAL/SEN: use sentence frames and consistent wording; confirm understanding of key terms (self-esteem, body image, coping, media messages) with examples.
• Wellbeing safeguard: remind students they can opt out of sharing personal details; they can write examples that refer to “someone” rather than themselves.

Additional teacher notes for your unit (optional quick integration)

• Lesson 15 fits the unit theme by treating puberty as a transition and linking it to practical wellbeing strategies (self-talk, coping, help-seeking).
• If you’re supporting house/sports culture, encourage students to apply the same respect principles used in team sport communication (no body jokes, focus on effort and improvement).