Building Support Networks

Overview

This is lesson 9 of 10 in Building Resilience Together. Students identify trusted people and services in their support networks, then practise choosing an appropriate person and asking for help in a clear, safe way.

Learning intentions

• WALT identify support systems in our lives.
• WALT explain why different people and services may provide different kinds of support.
• WALT practise a respectful way to ask for help.
• WALT recognise that seeking help is a strength and a protective behaviour.

Success criteria

• I can list at least three people or services I could turn to for support.
• I can explain what kind of help each support person may provide.
• I can use a clear, respectful sentence to ask for help.
• I can identify when I should tell a trusted adult or seek further support.

Curriculum links

• Health and Physical Education: refining protective behaviours and evaluating community resources to seek help for themselves and others.
• Health and Physical Education: planning and implementing strategies, using health resources, to enhance health, safety, relationships and wellbeing.
• Personal and social capability: recognising emotions, building relationships, making responsible decisions and seeking support.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and hook. Teacher opens with the support networks introduction slides, displays the WALT and asks, “If a problem felt too big to manage alone, who could help?” Students silently think of one person or service, then share an idea if comfortable. Remind students they do not need to disclose personal experiences.

2. 4–9 min · What is a support network? Teacher explains that a support network includes trusted people, school staff, community services and emergency services; different supports suit different situations. Show a simple concentric-circle model on the support network diagram slides and discuss examples such as a family member, friend, teacher, school counsellor, doctor, youth service or emergency service. Students suggest what type of support each might provide, using general examples rather than personal details.

3. 9–17 min · Pair brainstorm and mind map. Teacher pairs students and distributes the dyslexia-friendly support network mind map. Model placing “Me” in the centre and adding safe support options around it. Students work in pairs to brainstorm possible supports, then each student completes their own mind map with at least three people or services. Students may use role labels, initials or drawings instead of naming a specific person.

4. 17–22 min · Choosing the right support. Teacher presents three age-appropriate scenarios on the support scenario slides: feeling persistently low or worried, receiving harmful online messages, and being pressured to use a substance. For each, ask, “Who could be a first support? What might you say? What could you do if they did not listen?” Students discuss in pairs and identify a suitable trusted adult or service. Emphasise telling another trusted adult if the first person is unavailable or does not help, and contacting emergency services when someone is in immediate danger.

5. 22–27 min · Asking for help role-play. Teacher models: “I need to talk about something that is worrying me. Can we speak somewhere private?” and “I tried to deal with this, but I still need help.” Students choose a low-risk scenario and role-play in pairs, taking turns as the young person and trusted supporter. They use the prompts on the help-seeking sentence starters and give feedback on clear communication, respectful language and persistence. Students may observe or rehearse privately instead of performing.

6. 27–30 min · Plenary and exit check. Teacher revisits the success criteria and asks students to name the difference between a friend, a trusted adult and a professional service. Students complete the success criteria exit ticket slips, listing three possible supports and one sentence they could use to ask for help. Collect responses to identify students needing follow-up before lesson 10.

Resources

• the Building Support Networks slide deck
• the dyslexia-friendly support network mind map
• the success criteria exit ticket slips
• Whiteboard or interactive display
• Pens, pencils and highlighters
• Private space or quiet seating option for role-play
• School-approved list of current wellbeing and help-seeking services

Assessment

• Listen to pair discussions for accurate identification of trusted people, community resources and appropriate types of support.
• Check mind maps for at least three realistic support options and prompt students who identify only peers to consider a trusted adult or professional service.
• Use the exit ticket to assess whether students can list three supports and formulate a clear help-seeking statement. Follow the school’s wellbeing procedures if a student indicates they are unsafe or requests assistance.

Differentiation

• Support students by brainstorming in pairs, modelling one completed mind-map branch and offering sentence starters such as “I could talk to…”, “They could help by…” and “If that does not work, I could…”.
• Use the uncluttered, dyslexia-friendly worksheet with a clear sans-serif font, generous spacing, short instructions, icons and the option to draw, write keywords or dictate responses. Read all scenario text aloud.
• Allow students to point, write, use AAC or rehearse with the teacher; do not require disclosure, eye contact or public performance. Clarify that support networks differ across families, cultures and communities.
• Extension: students role-play asking for help in two different situations, adapting their language for a friend, trusted adult and professional service, then justify which option is most appropriate and what they would do if help was not provided.