Sustaining Wellbeing Change

Overview

This is lesson 23 of 28 in Building Hauora: Goal Setting & Wellbeing. Students examine why wellbeing goals need to be realistic and sustainable, then revise a personal goal using strategies that support long-term change. The lesson builds on earlier work with SMART goals and baseline data.

Learning intentions

• WALT explain why sustainable goals are more effective than quick fixes.
• WALT identify barriers and supports that influence long-term behaviour change.
• WALT apply strategies such as planning, self-monitoring, self-talk and adjusting goals.
• WALT review and improve a personal wellbeing goal.

Success criteria

• I can explain what makes a health goal sustainable.
• I can identify likely barriers and useful supports for a wellbeing goal.
• I can create a realistic plan with small actions and a review point.
• I can explain how I will monitor progress and adjust my plan safely.

Curriculum links

• Personal exercise plan: SMART targets help set clear, achievable goals.
• Personal exercise plan: SMART goals are based on reliable baseline data.
• Personal exercise plan: structured training, psychological readiness, self-talk and focus control support ongoing change.
• Health and PE learning: hauora, self-management, participation and contributing, and relating to others.

Lesson structure (60 minutes)

1. 0–6 min · Hook and connection. Teacher opens with the hook and learning intentions and displays two examples: “I will exercise intensely every day from tomorrow” and “I will walk or jog for 20 minutes on Monday, Wednesday and Saturday for four weeks.” Students silently choose which goal is more likely to last and share one reason with a partner. Briefly revisit the unit’s previous learning: SMART goals, baseline information and monitoring progress.

2. 6–16 min · What makes change sustainable? Teacher uses the sustainability teaching slides to explain that sustainable change is realistic, meaningful, flexible and supported by routines, rather than relying on motivation alone. Clarify that wellbeing includes taha tinana (physical), taha hinengaro (mental and emotional), taha whānau (social) and taha wairua (values, meaning and connection), and that a goal should not improve one area by harming another. Students sort the examples verbally as “likely to last” or “needs revising”, justifying their choices using the terms realistic, specific, flexible, support and review.

3. 16–27 min · Barriers and supports. Teacher displays the barriers and supports activity prompt and models a think-aloud using a neutral example: “I want to improve my sleep routine.” Model possible barriers, such as late commitments, devices or lack of planning, and supports such as a reminder, a whānau agreement or preparing earlier. Emphasise that barriers are information, not personal failure. In groups of three, students discuss one scenario from the worksheet and identify: the goal, two possible barriers, two supports and one respectful adjustment. One student records, one reports, and one checks that suggestions are realistic and safe.

4. 27–42 min · Revise a personal goal. Teacher distributes the sustainable wellbeing goal planner and explains that students may use a current unit goal or choose a low-risk goal connected to sleep, movement, stress management, relationships or study-life balance. Students complete the planner independently. They write a specific action, frequency or duration, reason it matters, likely barriers, supports, a monitoring method and a review date. Circulate and conference briefly. Check that goals are within the student’s control, do not involve unsafe restriction or overtraining, and allow flexibility when circumstances change. Students who do not wish to share a personal goal may use the worksheet’s fictional scenario.

5. 42–52 min · Plan for setbacks. Teacher uses the setback and self-talk slides to introduce “if–then” planning: “If I miss my planned action, then I will restart at the next suitable opportunity.” Model helpful self-talk such as “I am building a habit” and “I can adjust the plan”, rather than all-or-nothing thinking. Students add one if–then plan and one supportive self-talk statement to their worksheet. In pairs, they explain how their plan could adapt during illness, assessment weeks, weather changes or competing responsibilities. Partners ask, “Is this realistic, measurable and kind to yourself?”

6. 52–60 min · Review and exit check. Teacher returns to the plenary prompts and leads a brief discussion: “What helps a goal last?” and “How can monitoring support adjustment rather than judgement?” Students complete the final worksheet reflection: one sustainable strategy they will use, one support they can access, and when they will review progress. Invite two or three volunteers to share general strategies, not private details. Collect worksheets or photograph them for the next lesson’s progress review.

Resources

• the sustainability and goal-planning slide deck
• the sustainable wellbeing goal planner
• Whiteboard and markers
• Pens or pencils
• Timer
• Class list or seating plan for groups of three

Assessment

• Listen for students explaining sustainability using realistic actions, flexibility, supports and review points.
• Check group responses and individual worksheets for a measurable action, identified barrier, practical support and safe adjustment.
• Use the final reflection to identify students needing a conference before implementing their plan.

Differentiation

• Provide a word bank on the board: sustainable, barrier, support, routine, monitor, review, adjust and self-talk.
• Offer sentence starters: “This goal may be difficult because…”, “A support I could use is…”, and “If…, then I will…”.
• Allow students to use the fictional scenario, dictate ideas, or complete the planner with a teacher or trusted peer.
• Extend confident students by asking them to compare two monitoring methods and explain which provides the most reliable information without becoming stressful.
• Avoid requiring disclosure of sensitive health information. For students with medical, physical or mental-health needs, reinforce that goals should follow advice from appropriate health professionals and trusted adults.