Self-Advocacy Script

Introduction & Hook: What is Self-Advocacy? (10 minutes)

(Teacher): "Good morning/afternoon, everyone! Today, we're going to talk about something super important that helps you in school, with friends, and even at home. I want you to imagine this scenario: You have a fantastic idea for a class project, something you've thought a lot about, but you're a little nervous to share it with your group or the class. What do you do? Take a moment to think about it, then be ready to share."

(Pause for student reflection. Call on a few students to share their initial thoughts.)

(Teacher): "Those are some great ideas! Many of you mentioned things like sharing your idea, asking a friend for help, or maybe even waiting for the right moment. What you're describing, in many ways, is self-advocacy. Can anyone take a guess at what that might mean?"

(Listen to student responses, guide them towards the core concept.)

(Teacher): "Exactly! Self-advocacy is all about speaking up for yourself and your needs in a respectful and effective way. It's about letting your voice be heard. Let's look at the slides to dive deeper into this."

(Display Self-Advocacy Blueprint Slide Deck - Slides 1-3. Read Slide 1 and reinforce the question. Read Slide 2 and elaborate on the definition, providing simple examples. Read Slide 3 and discuss the benefits.)

(Teacher): "So, as you can see, self-advocacy helps you get what you need, builds your confidence, and even makes your relationships stronger. It’s a powerful skill that will benefit you for the rest of your life."

Identifying Your Needs & Rights (15 minutes)

(Teacher): "Now, before you can speak up for yourself, you need to know what you need or what you want to say. Think about different parts of your life: school, your friendships, your personal time. Can you think of something you might need in one of these areas?"

(Display Self-Advocacy Blueprint Slide Deck - Slide 4. Facilitate a quick brainstorm, writing student ideas on the board. Examples: 'more time on a project,' 'a quiet place to study,' 'a friend to listen to me.')

(Teacher): "Great examples! It’s important to be aware of what you need to thrive. And along with your needs, you also have certain rights. These aren't just legal rights, but personal rights that empower you to advocate for yourself."

(Display Self-Advocacy Blueprint Slide Deck - Slide 5. Discuss each point, providing examples. For 'right to say no,' explain it means saying no to things you're uncomfortable with, or don't want to do, without guilt.)

(Teacher): "Let's look at a few situations and quickly identify a need or a right. Imagine you're struggling with a math problem and don't want to ask for help because you feel silly. What's a need there? And what's your right?"

(Display Self-Advocacy Blueprint Slide Deck - Slide 6. Discuss 1-2 scenarios. Guide students to connect needs/rights with potential actions.)

Communicating Assertively: The 'I' Statement Formula (15 minutes)

(Teacher): "Knowing what you need and what your rights are is the first step. The next step is how you actually communicate that. And how we communicate makes a huge difference in how others receive our message."

(Display Self-Advocacy Blueprint Slide Deck - Slide 7. Introduce passive, aggressive, and assertive communication. Give very brief, distinct examples for each, perhaps through tone of voice or body language.)

(Teacher): "Which of these do you think is the most effective for getting your needs met while still being respectful? That's right, assertive communication! It's the sweet spot where you stand up for yourself without putting others down."

(Display Self-Advocacy Blueprint Slide Deck - Slide 8. Show the examples and discuss why the assertive example is most effective.)

(Teacher): "A super helpful tool for communicating assertively is the 'I' statement formula. This helps you express your feelings, the situation, the reason, and what you'd like to happen, all without blaming or attacking. It starts with 'I feel...'"

(Display Self-Advocacy Blueprint Slide Deck - Slide 9. Go through the formula slowly, writing it on the board. Work through the example provided on the slide as a class, perhaps breaking it down into parts.)

(Teacher): "Let's try one together. Someone says something that hurts your feelings. How might you turn that into an 'I' statement?"

(Guide students to construct an 'I' statement: 'I feel hurt when you say that because it makes me feel like my feelings don't matter. I would like you to be more mindful of your words.')

Role-Playing Scenarios: Putting it into Practice (20 minutes)

(Teacher): "Now it's time to put your self-advocacy skills to the test! We're going to break into small groups for some role-playing. This is where you get to practice using 'I' statements and communicating assertively in different situations."

(Divide students into small groups of 3-4. Distribute the Self-Advocacy Role-Playing Activity.)

(Teacher): "Each group will choose 2-3 scenarios from the activity sheet. You'll take turns being the person who needs to advocate for themselves and the person they are speaking to. Remember to really focus on using those 'I' statements and assertive body language. I'll be circulating to listen and offer feedback."

(Circulate, listen to groups, offer constructive feedback, and answer questions. Encourage students to try different roles.)

Reflection & Application: Worksheet & Discussion (10 minutes)

(Teacher): "Alright everyone, let's bring it back together. That was some excellent practice!"

(Distribute the Self-Advocacy Worksheet for individual reflection.)

(Teacher): "Take a few minutes to silently work on this worksheet. It will help you reflect on what you learned and how you can apply it. After you've had some time, we'll discuss a few of the questions as a class."

(Allow students 5 minutes to write. Then, facilitate a brief class discussion using questions from the worksheet, such as: 'What was challenging about role-playing?', 'What did you learn about yourself or about self-advocacy today?', 'How can you use self-advocacy in your daily life, starting now?')

(Teacher): "It's important to remember that self-advocacy is a skill, and like any skill, it gets better with practice. Don't be discouraged if it feels awkward at first."

Wrap-Up & Next Steps (5 minutes)

(Teacher): "To wrap up, remember that self-advocacy is about using your voice to respectfully express your needs, opinions, and boundaries. You have the right to be heard and to seek support when you need it. Keep practicing those 'I' statements!"

"If you didn't finish the Self-Advocacy Worksheet in class, please complete it for homework. It's a great way to solidify what we learned today."

"Thank you for your active participation today! You all did a fantastic job exploring this crucial life skill."

Self-Advocacy Role-Playing Activity

Instructions: In your groups, choose 2-3 of the scenarios below to role-play. Take turns being the person who needs to advocate for themselves and the person they are speaking to. Focus on using "I" statements and assertive communication.

Scenario 1: Academic Challenge

Situation: You are struggling to understand a concept in math class, and the teacher is moving quickly. You feel lost but don't want to interrupt.

Your Goal: Ask your teacher for clarification or additional help.

Scenario 2: Group Project Disagreement

Situation: You are working on a group project, and one of your group members keeps interrupting you and dismissing your ideas. You feel frustrated and unheard.

Your Goal: Express your feelings and ask to be heard respectfully.

Scenario 3: Peer Pressure

Situation: Your friends want you to try something you're uncomfortable with during lunch or after school. You don't want to do it, but you're worried they'll make fun of you or exclude you.

Your Goal: Clearly and respectfully decline the offer and set a boundary.

Scenario 4: Asking for Space

Situation: You're at home, trying to finish homework, but a sibling or family member keeps distracting you or making a lot of noise. You're feeling overwhelmed and unable to concentrate.

Your Goal: Politely ask for some quiet time or space to work.

Scenario 5: Expressing a Need for a Break

Situation: You've been studying for a test for a long time and feel mentally exhausted. You know you need a break to recharge, but you feel pressured to keep going.

Your Goal: Communicate your need for a short break to a parent or yourself.

Scenario 6: Disagreeing Respectfully

Situation: In a class discussion, a classmate makes a statement that you strongly disagree with. You have a different perspective and want to share it without causing an argument.

Your Goal: Express your differing opinion assertively and respectfully.

Self-Advocacy Worksheet: Speak Up!

Name: _____________________________
Date: _____________________________

Part 1: Reflecting on Your Needs

1. Think about your daily life (school, home, friends). What is one situation where you have a need that isn't currently being met? (e.g., needing more clarity on homework, needing quiet time, needing a friend to listen).
   
   
   
   
   
   
   

2. What is your specific need in this situation?
   
   
   
   
   
   
   

3. Which of your