Script: Be a STAR - Peer Support & Allyship

Warm Up: What Would You Do? (5 minutes)

(Teacher): "Good morning/afternoon everyone! To kick things off, let's do a quick warm-up. Imagine you see a classmate sitting alone at lunch, looking upset, or perhaps you overhear someone making an unkind comment about another student. What's your first thought? What would you do in that moment? Take a minute to think quietly or jot down a few words on your Warm Up: What Would You Do? handout."

(Teacher): "Anyone want to share what came to mind? No right or wrong answers here, just your initial reactions." (Listen to a few student responses, affirm their willingness to help or notice). "Great thoughts. Today, we're going to talk about how we can all become better at those moments, by learning about something called 'peer support' and 'allyship.'"

Introduction to Peer Support & Allyship (10 minutes)

(Teacher): (Display Slide 1 from Be a STAR Slide Deck). "Welcome! Today, we're going to learn how to be 'STARs' in our community. That means understanding and practicing Peer Support and Allyship. These are two incredibly important skills for creating a positive, inclusive, and supportive environment here at school, and really, anywhere you go in life."

(Teacher): (Display Slide 2 from Be a STAR Slide Deck). "First, let's talk about Peer Support. What do you think that means? When you hear 'peer support,' what comes to mind?" (Allow students to share ideas). "Exactly. Peer support is when people, especially those around your age or in similar situations, help each other through challenges. It's about being there for someone. It involves skills like actively listening, showing empathy, encouraging others, and sometimes, offering helpful guidance. Think of it as being a really good friend when someone needs it most."

(Teacher): (Display Slide 3 from Be a STAR Slide Deck). "Now, let's look at Allyship. This one might be a newer term for some of you. Allyship is a bit different from peer support because it often involves someone who has some form of privilege or power using that to support a group or individual who might be marginalized or facing injustice. It's about actively working in solidarity with others to achieve fairness and justice. Key parts of being an ally include speaking up, educating yourself, challenging unfairness, and providing consistent support. It means being a champion for others, even when it might be uncomfortable."

(Teacher): "Why do you think these two concepts—peer support and allyship—are so important in our school? How can they make a difference in your daily lives or the lives of your classmates?" (Facilitate a brief discussion, looking for answers related to community, safety, mental health, kindness, etc.).

Video Lecture: The Power of Empathy (7 minutes)

(Teacher): (Display Slide 4 from Be a STAR Slide Deck). "A huge part of both peer support and allyship is empathy. It's our ability to understand and share the feelings of another. We're going to watch a short, powerful video that explains empathy really well. As you watch, I want you to think about: What's the difference between empathy and sympathy? And how can showing empathy truly help someone feel supported?" (Play Video: The Power of Empathy by Brené Brown (YouTube link)).

(Teacher): (Display Slide 5 from Be a STAR Slide Deck). "Okay, what were your thoughts on the video? Who can explain the difference between empathy and sympathy as Brené Brown described it?" (Guide students to explain that sympathy is feeling for someone, while empathy is feeling with someone, connecting to their emotions). "Can anyone share a time when someone showed them true empathy? How did that make you feel?" *(Encourage sharing, emphasizing the feeling of being understood and not alone).

Understanding Peer Support & Allyship Reading (10 minutes)

(Teacher): "Great discussion. To deepen our understanding, I'm going to hand out a Reading: Understanding Peer Support & Allyship. You can read this silently to yourselves or, if you prefer, you can quietly work with a partner next to you to read through it. This reading will reinforce some of the concepts we've talked about and introduce a few more details. You'll have about 10 minutes for this." (Distribute the reading).

Supportive Responses Worksheet & Discussion (10 minutes)

(Teacher): (Display Slide 11 from Be a STAR Slide Deck). "Now, let's put some of these ideas into practice. I'm distributing a Worksheet: Supportive Responses. This worksheet has different scenarios. Your task is to think about how you would respond using the principles of peer support and allyship we've discussed, including the STAR method that we'll review in a moment. You can work independently or discuss with a partner as you fill it out. We'll review some of your answers as a class." (Distribute the worksheet and give students time to work. After 5-7 minutes, bring the class back together).

(Teacher): "Let's discuss a few of these. For scenario 1, what kind of response did you come up with? What made it supportive?" *(Encourage different students to share their responses for a few scenarios, using the Answer Key: Peer Support & Allyship Quiz principles to guide discussion without directly giving answers if a quiz follows later).

Activity: Ally Action Scenarios (8 minutes)

(Teacher): (Display Slide 12 from Be a STAR Slide Deck). "Excellent work! Now, let's move into an activity that focuses on allyship. I'm going to divide you into small groups. Each group will receive a scenario from the Activity: Ally Action Scenarios. Your group's task is to discuss how you would act as an ally in that specific situation, using the STAR method we just learned. You can even role-play a short interaction if you feel comfortable. You'll have about 5 minutes to discuss, and then we'll share back as a whole class." (Divide students into groups, distribute scenarios. Monitor groups, offering guidance).

(Teacher): "Alright, let's hear from each group. What was your scenario, and how did you decide to be an ally? What was challenging about it?" *(Facilitate quick shares from each group).

Game: Empathy Charades (5 minutes)

(Teacher): (Display Slide 13 from Be a STAR Slide Deck). "To wrap up our practical application, let's play a quick game called Game: Empathy Charades! This is a fun way to practice recognizing emotions without words, which is a big part of empathy. I'll give one person an emotion or a simple situation, and they'll act it out without speaking. The rest of the class will guess what emotion or situation they're portraying. Ready?" *(Lead the game, keeping it fast-paced and light-hearted).

Discussion: My Ally Pledge (5 minutes)

(Teacher): (Display Slide 14 from Be a STAR Slide Deck). "Fantastic energy! We've covered a lot today about what it means to be a peer supporter and an ally. Now, I want us to reflect personally. What is one specific thing you can commit to doing this week to be a better peer supporter to a friend or classmate? And what is one way you can be a better ally to someone in your school or community, maybe someone from a different background or who is facing a challenge? Why do you think making these commitments is important?" *(Facilitate a reflective discussion, encouraging students to share personal, actionable pledges).

Cool Down: One Word Wisdom (3 minutes)

(Teacher): (Display Slide 15 from Be a STAR Slide Deck). "Alright everyone, as we wrap up, let's do our 'One Word Wisdom' cool down. Think about everything we discussed today—peer support, allyship, empathy, the STAR method. What is ONE word that captures your biggest takeaway, your feeling, or your commitment from this lesson? When I call on you, please share your word. Let's hear your collective wisdom!" *(Go around the room, allowing students to share their words. Thank them for their participation and insights).

(Teacher): "Thank you all for an insightful and engaged lesson today. Remember, being a STAR means seeing, taking action, acting with empathy, and knowing when to refer. You all have the power to make our school a more supportive and inclusive place. Great job!"

Warm Up: What Would You Do?

Instructions: Read the scenario below and quickly jot down your initial thoughts. There are no right or wrong answers, just what comes to mind first.

Scenario:

You notice a classmate, who usually seems very social and happy, has been quiet and withdrawn for the past few days. They are sitting alone during break time, scrolling through their phone, and avoiding eye contact. You also heard another group of students making a comment about them being

Understanding Peer Support & Allyship

What is Peer Support?

Peer support is when people who share similar experiences, backgrounds, or social positions help each other through challenges. It's about offering a listening ear, understanding, and encouragement without judgment. Imagine a friend helping you study for a test, or a classmate comforting you after a tough day – that's peer support in action. It's often reciprocal, meaning both people can benefit from giving and receiving support.

Key elements of effective Peer Support:

• Active Listening: This means truly focusing on what someone is saying, both with their words and their body language. It's about hearing them out without interrupting or planning your response.
• Empathy: As we discussed, empathy is the ability to understand and share the feelings of another. It's about putting yourself in their shoes and acknowledging their emotions. "I can see why you'd feel frustrated right now." is an empathetic statement.
• Non-Judgmental Approach: A good peer supporter listens without judgment or criticism. Their role is to support, not to fix or blame.
• Encouragement & Validation: Helping someone feel heard and understood is crucial. Offering words of encouragement and validating their feelings can make a big difference.
• Confidentiality (with limits): Peers often share personal things. It's important to keep what's shared confidential unless the person is in danger (to themselves or others) or a serious rule has been broken. Knowing when to 'refer' to an adult is a key skill.

What is Allyship?

Allyship is a more active and intentional practice. An ally is someone who actively works to support and advocate for a marginalized or less powerful group, even if they are not part of that group themselves. It's about standing up for fairness, challenging injustice, and using your own privilege or position to create a more inclusive environment for everyone.

Why is Allyship Important?

Think about situations where someone might be treated unfairly because of their background, beliefs, appearance, or identity. An ally steps in to challenge that unfairness. They help create a space where everyone feels safe, respected, and included. Allyship is not just about being

Supportive Responses Worksheet

Instructions: Read each scenario below. Then, using the concepts of peer support, allyship, and the STAR method (See, Take action, Act with empathy, Refer if needed), describe how you would respond in a supportive and helpful way. Be specific!

Scenario 1: Feeling Overwhelmed

Your friend, Sarah, usually loves group projects. But for the upcoming history project, she seems really stressed and withdrawn. She mentions, "I just have so much to do, and I don't even know where to start with this project. I feel like I'm going to fail."

Your Supportive Response (using STAR steps):

S (See the situation): What are the observable cues that Sarah needs support?

T (Take action): What is the first thing you would do or say to Sarah?

A (Act with empathy): How would you show Sarah you understand and care about her feelings?

R (Refer if needed): At what point, if any, might you suggest Sarah seek help from an adult (teacher, counselor, parent)?

Scenario 2: Unfair Exclusion

You notice a new student, Omar, trying to join a conversation with a group of classmates during lunch. The group subtly turns their backs, lowers their voices, and one person rolls their eyes when Omar tries to speak. Omar eventually walks away and sits by himself.

Your Ally Response (using STAR steps):

S (See the situation): What behaviors indicate Omar is being excluded?

T (Take action): What action would you take to support Omar or challenge the exclusion?

A (Act with empathy): How would you ensure Omar feels seen and respected?

R (Refer if needed): If this behavior continues or escalates, what adult would you refer to?

Scenario 3: Spreading Rumors

You overhear some classmates spreading an untrue and hurtful rumor about another student, Alex, regarding something that happened outside of school. The rumor is making Alex visibly upset, and they seem to be losing friends because of it.

Your Ally Response (using STAR steps):

S (See the situation): What impact is the rumor having on Alex?

T (Take action): What action would you take to address the rumor or support Alex?

A (Act with empathy): How would you approach Alex to offer support, or the rumor-spreaders to challenge their behavior?

R (Refer if needed): When would this situation require you to involve a teacher or other adult?

Scenario 4: Academic Struggle

Your friend, David, is usually a good student but has been struggling in math lately. He tells you, "I just don't get this stuff, no matter how hard I try. I feel really dumb and I'm thinking of giving up."

Your Supportive Response (using STAR steps):

S (See the situation): What feelings is David expressing?

T (Take action): What practical steps could you suggest or offer to help David?

A (Act with empathy): How would you validate David's feelings without agreeing he is "dumb"?

R (Refer if needed): Who might you suggest David talk to for additional academic support?

Ally Action Scenarios

Instructions: In your small groups, read the scenario assigned to you. Discuss how you would act as an ally in this situation, using the STAR method (See, Take action, Act with empathy, Refer if needed). Be prepared to share your group's plan or even role-play a short interaction for the class.

Group Scenario 1: The Misgendered Friend

During a class discussion, a new student, Jamie, shares a personal experience. A couple of classmates, either by accident or intentionally, keep referring to Jamie with the wrong pronouns (e.g., using "he" when Jamie uses "they"). You know Jamie uses "they/them" pronouns, and you can see Jamie looking increasingly uncomfortable but not speaking up.

Discussion Points:

• How do you See the situation? What are the verbal and non-verbal cues?
• What specific Action can you Take to support Jamie and correct the classmates?
• How can you Act with Empathy towards Jamie and even the misgendering classmates (assuming it's accidental)?
• When, if ever, would you Refer this to a teacher or other adult?

Group Scenario 2: The Online Bullying Post

You see a hurtful post on social media (a platform your school allows for certain groups/clubs) targeting a student, Maria, because of her cultural background. The post makes fun of her traditional clothing and implies she doesn't

Game: Empathy Charades

Goal: To practice recognizing and expressing emotions and situations through non-verbal cues, building empathy and observational skills.

Instructions for Teacher:

1. Prepare a list of emotions, feelings, or simple situations (see examples below) on small slips of paper or cards.
2. Divide the class into two or more teams, or play as a whole class with individual turns.
3. One student from a team (or an individual) comes to the front.
4. Show them a card/slip with an emotion or situation.
5. The student must act out the emotion/situation without speaking any words.
6. Their team (or the class) has a set amount of time (e.g., 30-60 seconds) to guess what is being acted out.
7. If guessed correctly, the team/individual gets a point. Rotate turns.

Rules:

• No talking or making sounds.
• No pointing to objects or people.
• No mouthing words.
• Focus on body language, facial expressions, and gestures.

Example Emotions/Feelings/Situations to Act Out:

• Happy / Joyful
• Sad / Upset
• Angry / Frustrated
• Confused / Perplexed
• Excited / Eager
• Scared / Anxious
• Surprised / Shocked
• Shy / Embarrassed
• Proud / Accomplished
• Bored / Drowsy
• Feeling left out
• Trying to console a friend
• Standing up to a bully
• Offering help to someone struggling
• Being ignored
• Celebrating a success
• Feeling understood
• Feeling misunderstood

Teacher Tip: Emphasize that the goal is not just to guess correctly, but to practice observing and interpreting how others might be feeling or what they might be experiencing. After each round, you can briefly ask: "What cues did you notice? How did that action convey the feeling?"

Discussion: My Ally Pledge

Instructions: Reflect on today's lesson about peer support and allyship. Consider the concepts we discussed, the video on empathy, the STAR method, and the scenarios you worked through. Share your thoughts with your classmates using the prompts below.

Reflect and Share:

1. What is one specific thing you can commit to doing this week to be a better peer supporter to a friend, family member, or classmate? How will you put the STAR method into action?
   
   
   
   
   

2. What is one specific way you can be a better ally to someone in your school or community? Think about a group or individual who might need someone to stand up for them or ensure they are included.
   
   
   
   
   

3. Why do you think it's important to make these commitments? What kind of impact do you hope your actions will have on others and on our school community?
   
   
   
   
   

4. What was the most challenging part of thinking about or practicing peer support and allyship today?
   
   
   
   
   

Answer Key: Peer Support & Allyship

Quiz: Peer Support & Allyship Check

1. Which of the following best describes peer support?

   • Correct Answer: When two friends help each other through a difficult situation.
   • Reasoning: Peer support specifically refers to help exchanged between individuals of similar social standing or experience, like friends or classmates.

2. What is allyship primarily about?

   • Correct Answer: Actively supporting and advocating for a marginalized group.
   • Reasoning: Allyship goes beyond passive agreement; it involves taking active steps to uplift and advocate for those facing systemic disadvantages.

3. According to the video, what is the main difference between empathy and sympathy?

   • Correct Answer: Empathy is feeling with someone; sympathy is feeling for someone.
   • Reasoning: The video highlights that empathy is about connecting to and sharing in another person's feelings, while sympathy is a feeling of pity or sorrow for them.

4. What does the 'S' in the STAR method stand for?

   • Correct Answer: See the situation
   • Reasoning: The first step in the STAR method is to observe and recognize when support or allyship is needed.

5. If you are using the 'A' (Act with Empathy) step of STAR, which action would be most appropriate?

   • Correct Answer: Actively listening and validating their feelings.
   • Reasoning: Acting with empathy involves understanding and acknowledging the other person's emotions without judgment, which is best achieved through active listening and validation.

6. When applying the 'R' (Refer if needed) step, why is it important to involve a trusted adult in serious situations (e.g., someone is in danger)?

   • Correct Answer: To ensure the person gets the appropriate help beyond what you can offer.
   • Reasoning: Recognizing the limits of peer support and knowing when to escalate to an adult ensures the safety and well-being of the individual when situations are beyond a peer's capacity to handle.

7. Briefly describe a situation where you might need to act as an ally, and explain one specific action you would take.

   • Expected Response: Student answers will vary but should demonstrate an understanding of allyship. For example:
     • Situation:

Community Ally Project Guide

Project Title: My Community, My Allies

Goal: To apply your understanding of peer support and allyship to identify a need within your school or local community and design a practical initiative to address it.

Introduction: We've learned that being a STAR means actively supporting others and standing up for what's right. This project challenges you to take these concepts and make a tangible difference in your community. You will identify a specific area where peer support or allyship is needed and propose a way to help.

Project Objectives:

• Identify a specific need for peer support or allyship within your school or local community.
• Research existing resources or similar initiatives.
• Design a practical, achievable project or initiative to address the identified need.
• Explain how your project incorporates principles of peer support and/or allyship.
• Present your project idea clearly and persuasively.

Project Steps & Deliverables:

Step 1: Identify a Need (Due: [Date])

• Brainstorm: Think about your school, your neighborhood, or groups you are a part of. Where do you see people needing more support? Where could someone benefit from an ally?
  • Examples: New students feeling isolated, a club struggling with inclusivity, classmates experiencing stress, younger students needing mentorship, an issue of unfair treatment.
• Select ONE specific need. Be clear and concise in defining the problem.
• Deliverable: A short paragraph (5-7 sentences) outlining the identified need and why it's important to address.

Step 2: Research & Ideation (Due: [Date])

• Research: Look for existing support systems, clubs, or initiatives that try to address similar needs. What works well? What are their limitations? (You may use school resources, library, or online search, but be sure to cite your sources).
• Brainstorm Solutions: Based on your identified need and research, start thinking about how you could create something to help. Think creatively but keep it realistic for a student project.
  • Examples: A

Rubric: Community Ally Project

Project Title: My Community, My Allies

Student Name: _________________________

Instructions: This rubric will be used to assess your

Cool Down: One Word Wisdom

Instructions: Think about everything we discussed today about peer support and allyship. What is ONE single word that summarizes your biggest takeaway, your feelings, or your commitment from this lesson? Write it down below.

Then, be prepared to share your word with the class and briefly explain why you chose it.

My One Word:

Why I chose this word: