Body Image Boost Script

Introduction (5 minutes)

[Show slide: Body Image Boost from Body Image Boost Slide Deck]

"Hello everyone! Welcome to our Body Image Boost session. I’m so glad you’re here today. My name is [Your Name], and I’ll be your guide as we talk about how we think and feel about our bodies. If at any point you need a fidget, noise-cancelling headphones, or a short break, that’s totally okay—just let me know."

"Today, we have three goals: 1) Identify negative self-talk, 2) Learn how to reframe those thoughts into positive ones, and 3) Practice self-compassion—being as kind to ourselves as we are to our friends."

Note for students: If you ever feel uncomfortable sharing, you can write privately or pass. This is a safe space.

Icebreaker: Something I Like

[Show slide: Icebreaker: Something I Like]

"On your table are sticky notes and markers. Think of one part of your body that you appreciate—anything at all! It could be your hair, your hands, your smile, or even your knees. You can write or draw your idea on your sticky note."

"I’ll model mine first: I like my hands because they help me create art. Now it’s your turn. Take a minute."

"Great! Would anyone like to share? Just say, ‘I like my ___ because…’"

Pause for 2–3 volunteers.

"Thank you for sharing. I love hearing all the different things we appreciate about our bodies!"

Goals & Norms

[Show slide: Goals & Norms]

"Here are our goals again: identify negative self-talk, reframe thoughts, and build self-compassion. Our group norms are:"

• Respect each other
• Keep what we share here confidential
• Listen with kindness

"Does anyone have questions or suggestions about these norms?"

Pause for quick discussion.

"Awesome—let’s get started!"

Negative Self-Talk Challenge (10 minutes)

[Show slide: Negative Self-Talk Challenge]

"I’m handing out the Negative Self-Talk Worksheet. On the top, you’ll see space to write two or three negative thoughts you’ve had about your body. For example, I might write, ‘I think my arms are too big.’ I’ll put that on the board to show you how."

Model writing on the board: “I think my arms are too big.”

"Now it’s your turn. Use the sentence starters on the board—‘I often think…’ or ‘I feel…’—if that helps. You have two minutes."

"Great work! Next, please pair up with a partner. Swap one negative thought with each other—and here’s the fun part—reframe that negative thought into a positive statement. For example, ‘My arms are strong and help me carry my backpack.’"

"You have three minutes to practice. Remember: you don’t have to share anything that feels too private—you can keep it on your worksheet."

Circulate to support students, using simple, direct language and offering sentence stems for students who need extra processing time.

After 3 minutes:

"Let’s come back together. Who would like to share a negative thought and its reframe? Feel free to just read what’s on your worksheet."
Record 2–3 examples on the board.

"Thank you—those were amazing reframes!"

Positive Body Image Bingo (7 minutes)

[Show slide: Positive Body Image Bingo]

"Now it’s time for a quick game of Positive Body Image Bingo Game! I’m passing out your bingo cards and markers from the Game Cards for Bingo. Each square has a different body-positive statement."

"I’ll call out statements one at a time. If you see that statement on your card, mark the square. Get five in a row—horizontally, vertically, or diagonally—and shout ‘Bingo!’"

Read each affirmation slowly, allowing extra processing time. Example statements: ‘I love my hair,’ ‘My legs are strong,’ ‘My smile brightens the day.’

When a student calls “Bingo!”:
"Congratulations! Which five statements did you mark?"

Discuss briefly.

Reflection & Self-Compassion (6 minutes)

[Show slide: Reflection & Self-Compassion]

"Please take the Self-Compassion Reflection Worksheet. First, write a self-compassion statement. For example: ‘I deserve kindness and respect.’ Then, choose one coping action you can use when a negative thought pops into your head—maybe taking three deep breaths, reciting an affirmation quietly, or placing a hand on your heart. You can also draw a picture if that feels better."

"Would anyone like to share their self-compassion statement or coping action?"

Allow 1–2 volunteers.

"Thank you for sharing; those are wonderful strategies!"

Closing & Group Affirmation (2 minutes)

[Show slide: Closing & Group Affirmation]

"Let’s review our key takeaways: we can notice negative self-talk, reframe it into positive thoughts, and practice self-compassion. If you want more examples, check the Body Image Worksheets Answer Key."

"Now, let’s end with our final group affirmation. On the count of three, we’ll say together: ‘I am enough.’ Ready? 1… 2… 3… I am enough."

"Thank you all for your honest participation today. Remember: you are enough—just as you are. Have a wonderful rest of your day!"

Negative Self-Talk Worksheet

Part 1: Identify Negative Thoughts

Use these sentence stems if helpful:

• “I often think…”
• “I feel…”

1. ____________________________________________ (optional)

Part 2: Reframe Your Thoughts

For each negative thought above, write a positive or balanced reframe.

Thought 1: _______________________________________

Reframe 1: ______________________________________

Thought 2: _______________________________________

Reframe 2: ______________________________________

Thought 3: _______________________________________ (if used)

Reframe 3: ______________________________________

Tip: Focus on what your body can do for you, not just how it looks.

Self-Compassion Reflection Worksheet

Part 1: Self-Compassion Statement

Write a kind statement to yourself. Examples:

• “I deserve kindness and respect.”
• “My worth is not defined by how I look.”

Part 2: Coping Action

Choose one action you can do when negative thoughts arise. Examples:

• Take three deep breaths
• Place a hand on your heart and say an affirmation
• Write down a positive thought

Part 3: Optional Drawing

Draw a picture that shows you being kind to yourself or using your coping action.

Positive Body Image Bingo Game

Overview

Positive Body Image Bingo is a quick, engaging game to reinforce body-positive affirmations and vocabulary. Students listen for affirmations called out by the teacher and mark matching squares on their bingo cards. The first student to complete a row (horizontal, vertical, or diagonal) calls “Bingo!” and shares the affirmations they matched.

Materials

• Printed Bingo cards with a 5×5 grid and the center square marked “FREE”
• Affirmation call-out list (see below)
• Markers (e.g., bingo chips, colored stickers, or crayons)
• Game Cards for Bingo (optional pre-cut sets)

Affirmations (24 Statements)

1. I love my hair
2. My smile brightens the day
3. My legs are strong
4. I am kind to my body
5. My arms help me hug friends
6. My eyes help me see beauty
7. I am enough
8. My feet carry me far
9. My voice matters
10. My skin protects me
11. I appreciate my breath
12. I am proud of myself
13. My body can dance
14. My hands help me create
15. I am unique and special
16. My mind is powerful
17. I feel love in my heart
18. My presence is valued
19. My posture is confident
20. I can achieve anything
21. I am brave and resilient
22. My laughter is joyful
23. My energy shines
24. I trust my instincts

(Place these randomly on each student’s card, leaving the center square as “FREE.”)

Instructions

1. Distribute one Bingo card and markers to each student.
2. Explain the rules: You will call out an affirmation from the list. If a student has that exact phrase on their card, they mark the square. The center square is a free space.
3. Read affirmations clearly and slowly, pausing 5–7 seconds between each to allow processing time.
4. Continue calling affirmations until a student has five in a row (horizontal, vertical, or diagonal) and shouts “Bingo!”
5. When a Bingo is called, pause the game. Ask the student to read the five affirmations they marked.
6. Engage the group: briefly discuss why those statements feel positive or meaningful.
7. If time permits, clear cards and play a second round or swap cards so students experience different layouts.

Differentiation & Sensory Supports

• Provide pre-filled cards with some squares already marked for students who need fewer demands.
• Allow students extra time to process each affirmation—consider a visual timer.
• Offer noise-cancelling headphones or quiet corners for sensory breaks.
• Read affirmations aloud and display them on a board or slide for visual support.
• Encourage students to call “Bingo” privately if speaking aloud is uncomfortable; then share affirmations one-on-one with the teacher.

Variation

• Use smaller grids (4×4) for a shorter game.
• Turn it into a cooperative challenge: aim for the whole class to fill their cards within a set number of calls.
• After Bingo, invite students to create and call out their own body-positive affirmations in a “student-led round.”

Body Image Worksheets Answer Key

This answer key provides sample responses and the reasoning behind them. Use it to guide grading and to support students in understanding how to reframe negative thoughts and create self-compassion statements.

A. Negative Self-Talk Worksheet (link to worksheet)

1. Identify Negative Thoughts

Teachers: Accept any genuine negative body-related thought. Look for clarity and honesty. Common examples include:

• “I often think my thighs are too big.”
• “I feel my skin has too many blemishes.”
• “I think my nose is crooked.”

2. Reframe Your Thoughts

Reframing Process:

1. Spot the negative belief.
2. Focus on what the body part does or a positive quality it has.
3. Write a balanced, present-tense statement that highlights strength, function, or uniqueness.

Teacher Note:

• Award full credit when students shift focus from appearance to function or positive attribute.
• Partial credit for neutral or balanced reframes (e.g., “My thighs look like everyone else’s.”).

B. Self-Compassion Reflection Worksheet (link to worksheet)

1. Self-Compassion Statement

Good Statement Criteria:

• Uses kind, nonjudgmental language.
• Addresses the student directly (“I deserve…”).
• Affirms inherent worth, not contingent on appearance.

Example responses:
• “I deserve kindness and respect, no matter what.”
• “My worth is not defined by how I look.”
• “I am proud of who I am on the inside and out.”

2. Coping Action

Good Action Criteria:

• Concrete and easy to remember.
• Calming or empowering.
• Feasible in the moment of distress.

Example responses:
• “When negative thoughts arise, I will take three deep breaths with my hand on my heart.”
• “I will quietly say, ‘I am enough,’ and smile at myself in a mirror.”
• “I will draw or doodle something happy for two minutes.”

3. Optional Drawing

Students may draw a self-portrait or scene showing themselves using their coping action (e.g., sitting peacefully with headphones on or breathing deeply). Award credit for effort and connection to their chosen action.

Scoring Guide:

• Part 1 & 2 (Negative Self-Talk): 5 points each reframe, based on clarity, positivity, and shift in focus.
• Part 1 (Listing Thoughts): 2 points per clear, relevant negative thought.
• Self-Compassion Statement: Up to 5 points for kindness, self-worth affirmation, and originality.
• Coping Action: Up to 5 points for concreteness, feasibility, and calming quality.
• Drawing (optional): Up to 3 bonus points for creativity and connection to coping action.

Use this key to provide feedback: highlight strong reframes, suggest language adjustments, and celebrate unique, compassionate statements.

For more examples and further guidance, revisit the Body Image Boost Script and the Body Image Boost Slide Deck.

Self-Reflection Exit Ticket

Thank you for participating today! Please answer the questions below honestly to help you—and us—see how much you’ve learned and how the group felt.

1. How well did you understand today’s lesson?

(1 = Not at all, 3 = Somewhat, 5 = Completely)

1  2  3  4  5

2. How confident do you feel reframing a negative thought into a positive one on your own?

(1 = Not confident, 5 = Very confident)

1  2  3  4  5

3. Write one thing you learned or a “lightbulb moment” you had today.

4. How comfortable did you feel sharing in your small group?

(1 = Not comfortable, 5 = Very comfortable)

1  2  3  4  5

5. How supportive and respectful did our group feel today?

(1 = Not supportive, 5 = Very supportive)

1  2  3  4  5

6. One suggestion to make our next session even better: