Safety Spectrum Line-Up

Activity Overview:
In this interactive activity, students use statement cards to position themselves on an imaginary spectrum from Strongly Disagree to Strongly Agree. This helps the class explore varied perceptions of safety and belonging.

Materials:

• Printed Safety Spectrum Line-Up Cards with statements
• Open floor space for lining up

Instructions:

1. Setup (2 minutes):
   • Distribute one Safety Spectrum Line-Up Card to each student.
   • Explain the imaginary line: left end is Strongly Disagree, right end is Strongly Agree, and the middle is Neutral.
2. Line-Up & Share (12 minutes):
   For each statement:
   • Read the Statement Aloud.
   • Students position themselves along the spectrum based on how true the statement feels to them.
   • Select volunteers from at least three different spots (e.g., far left, middle, far right) to share why they chose that position.
   • Repeat for all statement cards.

Sample Statements (one per card):

• “I feel safe talking to my teacher.”
• “I feel comfortable asking for help from classmates.”
• “I feel secure during recess.”
• “I feel safe when walking in the hallways.”
• “I feel protected from bullying.”
• “I feel included in classroom activities.”
• “I feel respected by my peers.”
• “I feel comfortable expressing my opinions in class.”

1. Debrief (1–2 minutes):
   • Ask: “What surprised you about where classmates stood?”
   • Reinforce that everyone’s feelings are valid and help us understand our classroom climate.

Circle of Trust Talk Guidelines

Overview:
In small groups, students will share personal experiences of feeling safe or unsafe at school. This activity emphasizes respect, active listening, and empathy, helping to strengthen our classroom community.

Group Structure:
• Groups of 3–4 students
• One speaker at a time; others listen actively

Discussion Guidelines:

• Listen without interrupting or judging.
• Speak from your own experience using “I” statements.
• Respect privacy: what’s shared here stays here.
• Offer empathy and support—acknowledge others’ feelings.
• Assume positive intent; seek to understand.

Core Prompts:

1. Describe a time at school when you felt especially safe. What contributed to that feeling?

1. Share a moment when you didn’t feel safe at school. What factors caused you to feel that way?

1. What actions by classmates, teachers, or staff help you feel more secure?

1. How can we, as a class, support each other so everyone feels included and protected?

Potential Follow-Up Questions:

• How do differing experiences shape our understanding of safety?
• What concrete steps can you take if you notice someone feeling unsafe?
• How can we respectfully share concerns with adults when needed?

Timing:
• Total: 10 minutes
• ~2 minutes to explain guidelines
• ~6 minutes small-group sharing
• ~2 minutes whole-class reflection

Teacher Tips:

• Model active listening and respectful responses.
• Gently encourage quieter students, but never force sharing.
• Reinforce confidentiality: this is a trusted space.
• Offer positive affirmations for all contributions.

Materials (optional):
• Printed handout of these guidelines for each group
• Chart paper or board to record class-wide action ideas

One-Word Exit Ticket

Directions: On a small piece of paper or an index card, write one word that best describes how you feel about safety at school right now.

Your word:

Teacher Note: Collect these as students leave to quickly gauge overall feelings about classroom safety and inform future lessons.