Resilience Plan

Overview

This is lesson 9 of 9 in the unit “Building Resilience Through Values”. Students draw on earlier strategies (healthy routines, problem-solving, seeking support, self-talk, and self-care) to create a personal resilience plan for future challenges.

Learning intentions

• WALT create a personal resilience plan using strategies that match different stress responses (fight, flight, freeze).
• WALT practise respectful sharing by explaining why each strategy is helpful.
• WALT commit to using our plan in real-life situations and identify who we can seek support from.

Success criteria

• I can choose 3–5 strategies and link them to a future challenge I might face.
• I can describe how I’ll use my strategies when I notice stress in my body and mind.
• I can share my plan respectfully and respond to feedback kindly.
• I can state one specific time/place I will practise my strategies before a real challenge happens.

Curriculum links

• Self-care — using healthy routines, problem-solving, and seeking support to build resilience and manage emotional challenges.
• Emotional wellbeing — acknowledging stress responses and using strategies to support self-regulation.
• Positive self-talk — reframing negative thoughts to respond constructively.
• Relationships — using respectful communication when sharing ideas and making commitments.

Lesson structure (45 minutes)

1. 0–5 min · Revisit the unit. Teacher displays key strategy words from previous lessons (routines, problem-solving, support, self-talk, relaxation/self-care) and asks students to think of one strategy they found most useful; students do a quick silent reflection and turn-and-talk with one partner.

2. 5–12 min · Model a resilience plan. Teacher shows a simple plan template (blank “When I notice stress… / What I can do… / Who can help…”) and completes one example together, naming at least one option for fight/flight/freeze and one option involving positive self-talk; students follow along and highlight which parts they want to copy.

3. 12–25 min · Create your personal plan (draft). Teacher circulates, prompts students to link strategies to a realistic future challenge, and reminds them of respectful communication; students fill out their resilience plan individually, aiming for 3–5 strategies and specific “when/then” steps (e.g., “When I feel freeze… I will… for 60 seconds, then…”).

4. 25–31 min · Peer feedback: “Glow and Grow”. Teacher explains the feedback sentence starters (Glow: what’s clear and strong; Grow: one suggestion to make it more practical); students pair up, read each other’s plans, and provide one Glow and one Grow.

5. 31–38 min · Finalise and rehearse sharing. Teacher gives a short rehearsal prompt: “My challenge is… My warning signs are… My strategies are… My support person(s) are…”; students revise their plan using feedback and practise a 30–45 second explanation with a partner.

6. 38–43 min · Share commitments (whole-class or small groups). Teacher facilitates small-group sharing (or whole class if time): each student shares their “commitment statement” only (their chosen strategy + one practice time); students listen actively and show respect (no interrupting; one kind comment after each share).

7. 43–45 min · Exit ticket: “My next step”. Teacher hands out a short exit ticket with two questions; students complete it and submit: (1) “One strategy I will practise before a challenge is…” (2) “One support person or place I can use is…”

Resources

• Resilience Plan template (one per student)
• “When I notice stress…” prompt cards (fight / flight / freeze)
• Glow and Grow feedback cards or sentence starters
• Markers/coloured pencils
• Exit ticket slips
• Quiet corner option (soft music or calm breathing card) for students who need a brief reset

Assessment

• Teacher observation during drafting: checks whether strategies are specific, realistic, and linked to stress signs.
• Peer feedback quality: whether students give clear Glow and constructive Grow suggestions.
• Exit ticket: confirms each student has a concrete practise step and a support option for future challenges.

Differentiation

• Support:
• Provide sentence starters for the plan: “When I feel… I will…”, “A helpful support person is…”, “My self-talk is…”
• Offer a bank of strategy examples (relaxation, hydration/rest, problem-solving steps, help-seeking phrases).
• Enrichment (advanced learners):
• Ask students to include an “if-then upgrade” (e.g., “If plan step 1 doesn’t work within 10 minutes, I will…”), and to match two strategies to two different stress responses.
• Additional needs/EAL:
• Allow students to write a short list or use visuals (icons for body warning signs, strategy type, and support).
• Offer partner rehearsal time so students can practise explanations before sharing.
• Emotional safety:
• Reinforce that students choose examples that feel safe and appropriate; they can speak generally (e.g., “a friendship conflict”) rather than personal details.

Extension (optional)

• Advanced learners may turn their plan into a “Resilience Routine” poster: a one-page checklist with daily/weekly practise reminders and one emergency option for high-stress moments.