Lesson Plan
Speak Up, Reach Out Lesson Plan
Students will learn to identify warning signs of bullying and suicide risk, practice empathetic responses through role-play, and explore practical ways to seek and offer support in their community.
Early recognition of bullying and suicidal behaviors can save lives. This lesson builds awareness, fosters empathy, and equips seniors with communication strategies to seek help or support peers in crisis.
Audience
12th Grade
Time
30 minutes
Approach
Interactive discussion, scenario-based practice, and personal reflection.
Prep
Teacher Preparation
10 minutes
- Review the Presentation Slides to familiarize yourself with key definitions and statistics.
- Print and cut the Empathy Scenario Cards for group activities.
- Make copies of the Bully And Suicide Warning Signs Checklist, Support Resources Handout, and Reflection Prompt Sheet.
- Arrange desks or chairs in a circle to create a safe discussion environment.
Step 1
Introduction & Norm Setting
5 minutes
- Welcome students and establish ground rules: confidentiality, respect, and active listening.
- State lesson objectives: recognizing warning signs, practicing empathy, and exploring support strategies.
- Show the first slide of the Presentation Slides with brief statistics on bullying and teen mental health.
- Pose the question: "Why might someone hesitate to speak up when they notice concerning behavior?" Facilitate 1–2 student responses.
Step 2
Recognizing Warning Signs
8 minutes
- Distribute the Bully And Suicide Warning Signs Checklist.
- Present key behavioral and verbal cues from slides (e.g., social withdrawal, mood swings, threats of self-harm).
- Students silently scan the checklist and note any signs they’ve personally observed in peers.
- Invite 2–3 volunteers to share observations while emphasizing the importance of nonjudgmental awareness.
Step 3
Empathy Skill-Building
8 minutes
- Divide class into small groups of 3–4; give each group an Empathy Scenario Cards.
- Instruct groups to read their scenario aloud and discuss: "What might this person be feeling? How could you respond compassionately?"
- Ask groups to role-play a brief supportive response using empathetic language.
- Reconvene and have one group summarize their scenario and response for the class.
Step 4
Seeking & Offering Support
5 minutes
- Introduce the Support Resources Handout, which lists counselors, hotlines, and trusted adults.
- Highlight sample scripts for starting conversations (e.g., "I’m concerned about you; can we talk?").
- Discuss discreet ways to share resource info (notes, texts, school referral protocols).
- Emphasize the importance of immediate help for crisis (e.g., dialing 988).
Step 5
Reflection & Closure
4 minutes
- Distribute the Reflection Prompt Sheet.
- Prompts include: "When might you use these skills?" and "Who is one trusted person you could approach?"
- Students write silently for 2 minutes; invite volunteers to share insights.
- Reinforce confidentiality, encourage follow-up with counselor, and thank students for their engagement.
Slide Deck
Speak Up, Reach Out
Recognizing and Responding to Bullying & Suicide Risk
A 30-minute lesson to build awareness, empathy, and life-saving communication skills.
Welcome students. Introduce the title and purpose: recognizing bullying and suicide risk, building empathy, and knowing when and how to seek support. Emphasize confidentiality, respect, and active listening.
Why It Matters
- Nearly 1 in 3 high school students experience bullying
- Suicide is the 2nd leading cause of death for teens
- Early recognition and action can save lives
Point out each statistic and ask students why these numbers matter. Invite a quick show of hands if anyone has witnessed bullying or known someone struggling.
Warning Signs to Watch For
- Social withdrawal or isolation
- Sudden mood swings or irritability
- Talking about hopelessness or wanting to die
- Drop in grades or loss of interest
- Self-harm behaviors or threats
Review each warning sign. Ask students to think silently: Have you noticed any of these in yourself or others? Stress nonjudgmental awareness.
Empathy in Action
- “I’m here for you.”
- “It sounds like you’re going through a lot.”
- “You don’t have to face this alone.”
- “How can I support you right now?”
Model reading each phrase aloud, focusing on tone and sincerity. Explain that genuine empathy opens doors to conversation.
Offering Support
- Use observations: “I’ve noticed you seem down lately.”
- Ask open questions: “How have you been feeling?”
- Offer specific help: “Can I walk you to class today?”
- Share resources: school counselor or 988 hotline
Invite students to pair up and practice one script. Walk around to offer feedback on tone and body language.
Resources & Next Steps
- School Counselor: [Name], Room #105
- Call or Text 988 for crisis support
- National Suicide Prevention Lifeline: 988
- Peer Support Group: Tuesdays at lunch, Room 205
Highlight the fastest ways to get help. Emphasize that using these resources is a sign of strength.
Reflection & Closure
Take 2 minutes to write on your sheet:
- When might you use these skills?
- Who is one trusted person you could approach?
Be prepared to share one insight.
Distribute the Reflection Prompt Sheet. Give students 2 minutes to write. Then invite volunteers to share one insight. Close by reinforcing confidentiality and thanking them.
Worksheet
Warning Signs Checklist
Instructions: Check the warning signs you have observed in yourself or a peer, then reflect on your observations and possible supportive actions.
Warning Signs:
- Social withdrawal or isolation
- Sudden mood swings or irritability
- Talking about hopelessness or wanting to die
- Drop in grades or loss of interest
- Self-harm behaviors or threats
- Unexplained physical injuries or changes in appearance
- Changes in sleep or appetite
- Expressing feelings of being a burden
1. Which warning signs did you check? Describe the situation briefly:
2. Choose one of the signs above. How could you respond empathetically in that situation?
3. Who is a trusted person or resource you could approach if you notice these signs again?
4. Any additional observations or thoughts you’d like to share?
Activity
Empathy Scenario Cards
Instructions: Print and cut each scenario card. In groups of 3–4, choose one card and read it aloud. Then discuss and role-play:
- What might this person be feeling?
- How could you respond with empathy and support?
Cards
Scenario 1: The Overwhelmed Athlete
Jordan is a star athlete but has been skipping practice, snapping at friends, and saying, “I’m done—nothing matters anymore.”
Scenario 2: The New Student
Alex transferred mid-year and sits alone at lunch every day. Last week they whispered, “I don’t think I fit in here.”
Scenario 3: The Silent Struggler
Taylor used to earn straight A’s but recently got two C’s. Taylor avoids eye contact and mumbles, “I’m such a failure.”
Scenario 4: The Hidden Bruises
Sam arrives in a heavy hoodie, even on warm days, and mentions casually, “I had an accident,” though classmates suspect something else.
Scenario 5: The Excluded Friend
Casey keeps texting friends to hang out but never gets invited. Their last message read, “Guess I’m not good enough for anyone.”
Scenario 6: The Hopeless Post
Riley posted on social media: “Life is pointless. Why bother?” accompanied by a sad emoji and no further explanation.
Reading
Support Resources Handout
This handout lists trusted adults, school and community supports, crisis lines, and sample scripts to help you start a conversation when you’re concerned about yourself or a friend.
1. School-Based Supports
School Counselor:
- Name: __________________________
- Location/Room: __________________
- Office Hours: ____________________
School Social Worker / Psychologist:
- Name: __________________________
- Location/Room: __________________
- Office Hours: ____________________
Trusted Teacher or Staff:
- Name: __________________________
- Subject / Role: _________________
2. Community & National Resources
988 Suicide & Crisis Lifeline
- Call or Text: 988
- Available 24/7 for anyone in crisis or concern about someone else.
Crisis Text Line
- Text HOME to 741741
- Free, 24/7 support via text with a trained volunteer.
The Trevor Project (LGBTQ+ Youth)
- Call: 1-866-488-7386
- Text: START to 678678
- Online chat: thetrevorproject.org/get-help
Local Youth Services & Hotlines
3. Online Support & Information
- National Suicide Prevention Lifeline: suicidepreventionlifeline.org
- Teen Mental Health Resources: teenmentalhealth.org
- Online Counseling Platforms (e.g., BetterHelp, Talkspace)
4. Sample Conversation Starters
Use these scripts to begin a caring, respectful chat. Adjust them to sound like you:
• “Hey, I’ve noticed you seem ________ lately. I care about you—are you okay?”
• “I’m concerned because you mentioned ________. Do you want to talk about what’s going on?”
• “You don’t have to handle this alone. How can I support you right now?”
• “I’m here for you. Would it help to meet with the counselor together?”
5. Your Personal Action Plan
Fill in the blanks so you know exactly where to turn if you or someone you care about needs help:
1. My first trusted adult is:
2. My second support resource is:
3. If it’s an emergency, I can call/text:
4. My go-to online resource is:
5. A phrase I’ll use to start a tough conversation:
Remember: Reaching out is a sign of strength. You’re not alone, and help is always available. Feel free to keep this handout in your planner or locker for quick reference.
Worksheet
Reflection Prompt Sheet
Instructions: Write your reflections below. You will have 2 minutes to write and then share one insight if you feel comfortable.
1. When might you use these skills to help yourself or a peer?
2. Who is one trusted person you could approach? Why would you choose them?
3. What challenges might you face when speaking up, and how could you address them?
4. What is one concrete action step you will commit to this week to support someone in need?
Quiz
Awareness Pretest
Quiz
Awareness Posttest