Creating a Supportive Space

Overview

This lesson is lesson 9 of 10 in “Wellbeing Adventures: Discovering Hauora”. Students learn that feeling seen and not judged helps people speak up, and they create a shared classroom “Hauora Wall” with kind, supportive messages about wellbeing.

Learning intentions

• WALT identify things that help people feel safe, seen, and not judged when sharing wellbeing ideas.
• WALT contribute a positive affirmation or supportive message to a class Hauora Wall using kind words.
• WALT explain how caring messages can support bodies and minds.
• WALT recognise our strengths and enjoyable wellbeing activities through what we share.

Success criteria

• I can say one reason a safe, supportive space helps me or others.
• I can write or draw one kind affirmation about wellbeing.
• I can use respectful words and listen when others share.
• I can show care by adding my message to the Hauora Wall.

Curriculum links

• Health and PE, Health Education, Bodies | Minds — Self-care: building wellbeing through caring for bodies and minds.
• Health and PE, Health Education, Bodies | Minds — Self-care: identifying strengths, successes, and enjoyable activities.
• Health and PE, Health Education: creating environments where people feel seen and not judged to speak up.
• Health and PE, Health Education, Relationships — Boundaries and staying safe: using kind communication and recognising others’ comfort when sharing.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and wellbeing check-in. Teacher greets students warmly and asks how they feel today using a simple face or thumbs scale. Students respond by choosing a face/thumb and saying (or pointing to) one word: “happy”, “okay”, “worried”, or “excited”.

2. 5–12 min · Story prompt: safe to share. Teacher reads a short teacher-made scenario (e.g., someone wants to share a wellbeing idea but feels unsure). Students discuss with a partner: “What could the class do to make it easier to share?”

3. 12–20 min · Teach: what a supportive space looks/sounds like. Teacher shows a few “Hauora Wall” examples (printed message cards) and models respectful language: “I like…”, “You can…”, “You are important…”, “It’s okay to ask for help.” Students repeat key phrases chorally and practise listening: “Pause, eyes on speaker, kind voice.”

4. 20–28 min · Planning our messages. Teacher provides a simple template with picture supports (body, mind, heart) and a sentence starter. Students choose one focus:

• My strength is…
• I feel good when…
• I can help my body/mind by…
• It is okay to ask for help when… (Students may draw if writing is difficult.)

5. 28–43 min · Make the Hauora Wall pieces. Teacher sets clear procedures: choose a card, add one affirmation/supportive message, then go to the “sign and share” area. Students create their card/message, using crayons/markers and the teacher checklist: “Kind words? Safe? Supportive?”

6. 43–52 min · Share time (small group). Teacher groups students into pairs or a trio and facilitates one-at-a-time sharing with a calm signal. Students share their card briefly: “This is my message: …” The listener practises appreciation: “Thank you for sharing.”

7. 52–58 min · Build the class Hauora Wall. Teacher guides students to place cards in zones labelled with pictures: “My Strengths”, “My Feel-Good Things”, “Kind Words”, “Asking for Help”. Students help place their cards and say one supportive sentence to the group: “Our wall helps us feel seen.”

8. 58–60 min · Exit reflection. Teacher asks one question: “What makes a supportive space?” and records student responses on a class chart. Students answer by pointing to a picture or saying one short sentence.

Resources

• Printed Hauora Wall template cards with picture supports and sentence starters
• Crayons/coloured pencils/markers
• Sticky tack or Velcro dots for wall display
• Visual reminder cards: “Kind voice”, “Listen”, “It’s safe to share”
• Short teacher-made scenario prompt cards
• Face/thumbs wellbeing check-in cards
• Teacher checklist for supportive language
• Paper towels/wipes for tidy-up

Assessment

• Observe during partner discussion: students can explain what helps sharing feel safe (listen kindly, not judging).
• Check cards during creation: student message is kind, supportive, and related to wellbeing (strengths, feelings, self-care, asking for help).
• Quick exit: student identifies one feature of a supportive space (seen/not judged/safe to share).

Differentiation

• Support: provide sentence starters with icons; allow drawing instead of writing; use word banks (strength, help, feel, safe, kind).
• Support: pre-teach and practise “kind listening” routine with modelling and role-play.
• Extension: invite students to add a second idea on the back of the card (e.g., “I can be kind by…”).
• EAL/SEN: use visual cues, allow responses by pointing, provide first-letter prompts, and pair students with a supportive peer.

Notes for teachers (age-appropriate pace)

• Keep sharing brief and predictable (time-limited card share) to suit Year 1 attention spans.
• Emphasise safety and respect: messages are about feelings and wellbeing, not personal details that may embarrass a student.
• Ensure the Hauora Wall is displayed in a visible, calm area so students can revisit it during future lessons.