Session 1 Definition Handout: What Is Self-Advocacy?

Definition:

Self-advocacy is the ability to recognize and communicate your personal needs.

1. Your Own Definition

In your own words, what does self-advocacy mean?

2. Key Terms

For each term below, write what it means in the context of self-advocacy.

Recognize:

Communicate:

Needs:

3. Brainstorm Self-Advocacy Behaviors

List three specific behaviors that demonstrate someone is self-advocating. You can add an extra example if you’d like.

2. ________________________________



3. ________________________________



Extra: ____________________________

4. Reflection

Think of a time you or someone you know self-advocated. Describe what happened and what you learned from that experience.

Session 1 Scenario Cards

Use these scenario cards in pairs or trios. Choose a card, discuss the best self-advocacy strategy, then role-play the situation. After 5 minutes, swap cards or rotate roles.

Scenario 1:
You didn’t understand last night’s homework problem in algebra. You want to ask your teacher for clarification and an extra example. Role-play how you would approach the teacher.

Scenario 2:
During independent reading time, a classmate is talking loudly and distracting you. You need to politely ask them to lower their voice so you can focus. Role-play that conversation.

Scenario 3:
You feel overwhelmed by a group project workload and want to make sure tasks are divided fairly. Role-play asking your group members to redistribute responsibilities.

Scenario 4:
You received a grade lower than you expected on your English essay and don’t understand why. Role-play how you would request feedback from your teacher to improve next time.

Scenario 5:
You have a learning accommodation that gives you extra time on tests, but the teacher forgot to apply it. Role-play reminding the teacher about your accommodation and asking for extended time.

Scenario 6:
You want to join the school yearbook club but aren’t sure who to ask or how to sign up. Role-play approaching the club advisor or office staff to get the information.

Scenario 7:
You’re confused by the instructions for today’s science lab and don’t want to make a mistake. Role-play asking the teacher for step-by-step clarification.

Scenario 8:
You’re sitting in the back of the classroom and can’t read what’s on the board. Role-play how you would ask the teacher to move to a front seat.

Session 1 Reflection Journal: Speak Up, Shine On

Use this journal to reflect on today’s session and plan how you will practice self-advocacy this week.

1. My Self-Advocacy Action Plan

Write one specific way you will speak up for yourself in the next week. Describe when, where, and how you’ll do it.

2. Why It Matters

Reflect on why this self-advocacy strategy is important for you. How could it help your learning, relationships, or confidence?

3. Potential Challenges

Think about obstacles that might get in the way of your plan (e.g., feeling nervous, forgetting to ask). List two challenges and write one strategy for each to overcome it.

Challenge 1: ________________________________



Strategy 1: ________________________________

Challenge 2: ________________________________



Strategy 2: ________________________________

4. Looking Ahead

Describe another situation at school where you could use self-advocacy in the coming weeks. What would you say or do?

Session 2 Communication Handout: Assertive Communication & I-Statements

Goal: Learn how to express your needs clearly and respectfully using assertive language.

1. Communication Styles

Below are three common ways people communicate. In your own words, define each style and give one example.

Passive (holding back needs or opinions):







Example:

Aggressive (pushing needs at others’ expense):







Example:

Assertive (expressing needs respectfully):







Example:

Refer to the Communication Strategies Anchor Chart for tips on tone, body language, and phrasing.

2. I-Statement Formula

Use this structure to turn your thoughts and feelings into a clear request:

“I feel ___ when ___ because ___, so I would like ___.”

Fill in each blank on the lines below:

• I feel _______________________________________________________________________
  
  
  
• when _________________________________________________________________________
  
  
  
• because ______________________________________________________________________
  
  
  
• so I would like _______________________________________________________________
  
  
  
  

3. Practice: Writing I-Statements

Read each scenario and write one assertive I-statement using the formula above.

Scenario 1:
A classmate keeps interrupting you during group discussions, and it’s hard for you to share your ideas.

Your I-statement:

Scenario 2:
You received a grade lower than expected on your project and want to ask the teacher for feedback on how to improve.

Your I-statement:

4. Reflection Challenge (Optional)

Choose one communication strategy you learned today. Describe when and how you will use it this week.

Session 2 Communication Scenario Cards

Use these scenario cards in pairs or trios. Choose a card, plan an assertive conversation using I-statements and active listening, then role-play the scenario for 2–3 minutes. After each role-play, discuss: What felt effective? What could you adjust?

Scenario 1:
A classmate keeps talking over you during group work, making it hard for you to share your ideas. Role-play how you would use an I-statement to ask them to let you speak.

Scenario 2:
Your teacher speaks very quickly when giving instructions, and you’re confused about the assignment. Role-play asking the teacher to slow down or repeat key steps using assertive language.

Scenario 3:
In a project group, one member hasn’t completed their part of the work on time. Role-play how you would use an I-statement to express your concerns and request a deadline adjustment.

Scenario 4:
You forgot to apply your extended-time accommodation for today’s quiz, and the teacher is about to collect papers. Role-play reminding the teacher about your accommodation respectfully and requesting the extra time.

Scenario 5:
A friend borrows your notes without asking and hasn’t returned them. Role-play how you would use assertive communication to request the return of your materials.

Scenario 6:
The study hall monitor isn’t enforcing quiet, and noise is making it hard for you to concentrate. Role-play politely asking the monitor to remind peers to work quietly.

Scenario 7:
You want to schedule a meeting with the school counselor but aren’t sure how to make the request. Role-play using an I-statement to explain why you need the meeting and ask for an appointment time.

Scenario 8:
During a lab activity, the instructions aren’t clear and you’re worried about making a mistake. Role-play using assertive language to ask your lab partner or teacher for clarification.

Session 2 Reflection Journal: Speak Up, Shine On

Use this journal to reflect on today’s session about assertive communication and plan how you will apply these strategies.

1. My Communication Strategy

Identify one communication strategy you learned today (e.g., using an I-statement, active listening, observing tone/body language). Describe why you chose this strategy and how it can help you advocate for yourself.

2. I-Statement Application

Think of a real situation at school (in class, with friends, or with a teacher) where you could use an I-statement this week. Write out your full I-statement using the formula: “I feel ___ when ___ because ___, so I would like ___.”

3. Anticipating Challenges

What might make it hard for you to use this communication strategy (e.g., nerves, timing, uncertainty)? List one or two potential challenges and one action you can take to overcome each.

Challenge 1: ________________________________



Strategy to Overcome 1: ________________________



Challenge 2: ________________________________



Strategy to Overcome 2: ________________________

4. Next Steps

Describe one other situation this month where you want to practice assertive communication. What will you say or do differently next time?

Session 3 Action Plan Worksheet: Developing Your Self-Advocacy Plan

Use this worksheet to create clear, actionable SMART goals for one academic and one social focus area. Then plan steps, resources, challenges, and timelines.

1. My Focus Areas

Academic Focus Area:

Social Focus Area:

2. SMART Goals

Refer to the Self-Advocacy Goals Anchor Chart for SMART criteria examples.

Academic SMART Goal

• Specific: What exactly will I achieve?

  ---

  
  
  

• Measurable: How will I know I’ve succeeded?

  ---

  
  
  

• Achievable: Why is this realistic for me?

  ---

  
  
  

• Relevant: How does this goal help my learning?

  ---

  
  
  

• Time-Bound: By when will I complete this?

  ---

  
  
  

My Academic SMART Goal:

__I will _______________________________________________________________ by ________________________________________________________________.

Social SMART Goal

• Specific: What exactly will I do?

  ---

  
  
  

• Measurable: How will I measure success?

  ---

  
  
  

• Achievable: Why can I accomplish this?

  ---

  
  
  

• Relevant: How does this goal support my social confidence?

  ---

  
  
  

• Time-Bound: When will I have this done?

  ---

  
  
  

My Social SMART Goal:

__I will _______________________________________________________________ by ________________________________________________________________.

3. Action Steps & Resources

List the steps you’ll take, the resources or support you need, and target dates.

For Academic Goal

1. Step 1: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   
2. Step 2: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   
3. Step 3: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   

For Social Goal

1. Step 1: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   
2. Step 2: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   
3. Step 3: ____________________________________________
   Resources/Support: __________________________________
   Target Date: ____________
   
   
   

4. Potential Challenges & Solutions

Anticipate obstacles and plan how you’ll address them. You may use ideas from the Peer Feedback Cards.

Academic Goal

• Challenge: ________________________________________________________________
  Strategy to Overcome: ______________________________________________________
  
  
  

Social Goal

• Challenge: ________________________________________________________________
  Strategy to Overcome: ______________________________________________________
  
  
  

5. Check-In & Next Steps

When will you review progress on your goals?

One adjustment I’ll make based on peer feedback:

One action I’ll take this week to move forward:

Session 3 Peer Feedback Cards

Use these cards to guide structured peer review of self-advocacy action plans. Students take turns drawing a card, reading the prompt aloud, and offering constructive feedback based on what they see in their partner’s worksheet. Rotate cards so each plan receives multiple perspectives.

Card 1: Clarity & Specificity
• Is the focus area (academic or social) clearly stated?
• Does the SMART goal describe exactly what will happen?
• Suggest one way to make the goal more specific (e.g., add “in Ms. Lee’s class,” “by asking one question per week,” etc.).

Card 2: Measurable Evidence
• Can the student track progress with concrete data or milestones?
• Is there a clear way to know when the goal is achieved?
• Recommend one measurable indicator (e.g., number of meetings scheduled, percentage improvement on quizzes, number of times I-statements practiced).

Card 3: Achievable & Realistic
• Does the plan feel doable given the student’s current schedule and resources?
• Point out one element that might be too big or too small, and suggest how to adjust it for a better challenge.

Card 4: Relevance & Impact
• How does this goal connect to the student’s learning needs or social confidence?
• Offer one comment on why this goal matters and how it might benefit them in class or with peers.

Card 5: Time Bound & Deadlines
• Are target dates set for each action step?
• Does the timeline look balanced (not too rushed or too spread out)?
• Suggest one realistic deadline or checkpoint for a key action step.

Card 6: Action Steps & Resources
• Review the listed steps: Are they sequential and clear?
• Check resource needs (people, tools, materials).
• Identify one missing resource or refine a step to make it more actionable.

Card 7: Anticipating Challenges
• Are potential obstacles named?
• Is there a solid strategy to overcome each challenge?
• Recommend one additional challenge they might face and propose a solution.

Card 8: Overall Feedback & Encouragement
• Highlight one strong element of the plan (e.g., clarity, creativity, thoroughness).
• Offer one suggestion for improvement.
• End with an encouraging note: What makes you confident this student can succeed?

Session 3 Reflection Journal: Speak Up, Shine On

Use this journal to reflect on peer feedback and plan your next steps for applying your self-advocacy action plan.

1. Feedback Reflection

Describe one piece of feedback you received that you found most helpful. What adjustment will you make to your action plan based on this feedback?

2. Next Steps

Write one specific follow-up action you will take this week to move forward with your self-advocacy plan. Include when and where you will carry out this step.