Support Network

Overview

In this lesson (lesson 5 of 9), students explore why having people and services they can go to matters when they feel stressed, worried, or overwhelmed. Students create a personalised support map and practise respectful help-seeking through role-play.

Learning intentions

• WALT: identify adults and peers who can support me when I am struggling.
• WALT: explain how different people might help with different types of worries (e.g., school, friendships, feelings).
• WALT: practise problem-solving steps for seeking support.
• WALT: use respectful communication to ask for help and accept support.

Success criteria

• I can name at least 4 people or places in my support network.
• I can match support options to the type of problem or feeling.
• I can use a help-seeking script with respectful words and a clear request.
• I can describe one next step I will take if I do not get help right away.

Curriculum links

• Te Mātaiaho Health and PE — Self-care: Strategies such as healthy routines, problem-solving, and seeking support help build resilience and manage emotional challenges.
• Te Mātaiaho Health and PE — Self-care: Recognise that the nervous system responds to stress (fight, flight, freeze), and that support strategies can help.
• Te Mātaiaho Health and PE — Self-care: Explore positive self-talk and reframing so people can respond constructively to challenges.
• Health and Wellbeing — communication and self-management: students practise respectful ways to ask for help and respond to support.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up “Which support?” Teacher reads 3 short scenarios (e.g., “I feel embarrassed in class”, “I’m worried about a friendship”, “I’m scared during fire drill”). Students hold up a card showing “talk to an adult”, “talk to a friend”, or “use a service/helpline”, then share one reason.

2. 5–12 min · Direct teach: Why support matters Teacher explains that when stress shows up in our bodies, we may feel like we want to hide, run away, or shut down, and support can help us move from overwhelmed to supported. Students record a definition of “support network” and discuss: support can be for emotions, safety, school, and relationships.

3. 12–22 min · Support network mapping (individual) Teacher gives a simple template divided into circles (Me, People I can talk to, Places I can go, Services if needed). Students complete using categories: family/whānau, trusted adults at school, trusted peers, community supports, and digital or phone options as appropriate for school expectations. Teacher reminds students to choose supports they can realistically access.

4. 22–30 min · Teach help-seeking structure Teacher models a 4-step script on the board and students practise it with a partner. Script:

• “I’ve been having a hard time with…”
• “I need help with…”
• “Can we talk now / today?”
• “Thank you. I will try (next step) if it takes time.” Teacher emphasises respectful communication, being honest about feelings, and that asking for help is a strength.

5. 30–41 min · Role-play rotations (small groups) Teacher sets up 3 role-play stations with scenario cards. Groups rotate every ~3 minutes. Roles: Person who needs support, Supporter, Observer (uses a checklist). Scenarios include: feeling left out, conflict with a classmate, nerves before a presentation, worry about safety, and struggling with emotions. Teacher circulates, prompting supportive language and problem-solving.

6. 41–45 min · Exit ticket: “My next step” Students complete: “When I need help, I will…” and add one support person/place they will try. Collect for formative assessment and quick teacher feedback.

Resources

• Support network map template (print or digital)
• Scenario cards for role-play
• Help-seeking script visual (board or handout)
• Role-play observer checklist (simple: respectful words, clear request, next step)
• Scenario response cards (“adult”, “friend”, “service/place”)
• Exit ticket slips or digital form

Assessment

• Teacher observation during scenario warm-up: students can justify which support fits the situation.
• Role-play checklist: students use respectful help-seeking language and clear requests.
• Exit ticket: students state a realistic help-seeking next step and identify supports.

Differentiation

• Provide sentence starters for students who need scaffolds for mapping and role-play (“I can talk to…”, “I need help with…”).
• Offer an “empty template” option with pre-filled examples for students requiring more support, while still allowing personalisation.
• Extension for advanced learners: create a “double support plan” (who to talk to first and who to go to if the first choice isn’t available) and explain why that plan works.
• EAL support: allow key phrases to be practised using the script, plus visuals (icons for emotions, home/school/community).
• SEN considerations: reduce the number of required supports on the map (e.g., minimum 3) while still completing the help-seeking script and role-play.

Extension

• Students choose one scenario and design a short “support menu” poster for the class (3 respectful phrases + 2 coping actions while waiting for help).