What Does Support Look Like?

Think about a time someone supported you or you supported someone else. It could be a friend, a family member, or even a classmate.

1. What happened?





2. How did it feel to give or receive that support?





3. What actions did the person take (or did you take) that made it feel supportive?

Teacher Script: Your Squad: Peer Support & Allyship

Introduction (Slide 1: Your Squad: Peer Support & Allyship)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something incredibly important that affects all of us every single day: how we support each other and build a stronger, kinder community together. We're going to explore what it means to be a great 'squad member' for your peers."

Connecting to the Warm-Up (Slide 2: Remember Your Warm-Up?)

Teacher: "Let's start by thinking back to our warm-up activity, What Does Support Look Like?. You reflected on a time you gave or received support. Take a moment to chat with the person next to you. Share one thing that made that moment of support impactful for you." (Pause for 1-2 minutes for quick partner share)

Teacher: "Okay, let's hear from a few of you. What were some common feelings or actions that came up when you talked about support? What made those moments truly matter?" (Call on a few students, affirm their responses, and connect them to the idea of positive relationships.)

What is Peer Support? (Slide 3: What is Peer Support?)

Teacher: "Excellent. Now, let's get a little more specific. Our first key concept today is Peer Support. The word 'peer' means someone similar to you – like your classmates, friends, or even siblings. And 'support,' as we just discussed, is about giving help, encouragement, or comfort."

Teacher: "So, put those together: Peer Support is when people of similar age or experience help and encourage each other to deal with challenges or celebrate successes. It’s not about being a counselor or solving all of someone's problems. It's about being present, understanding, and a positive force."

Teacher: "Why do you think peer support is so powerful? What makes support from a peer different, or sometimes even more helpful, than support from an adult?" (Encourage responses about shared experiences, relatability, trust.)

Keys to Great Peer Support (Slide 4: Keys to Great Peer Support)

Teacher: "To give really effective peer support, there are a few key ingredients. First, Active Listening. This means really hearing what someone is saying, not just waiting for your turn to talk. It’s about focusing on their words, their feelings, and their body language, without interrupting or judging."

Teacher: "Can someone give an example of what active listening looks like? What do you do when you're actively listening?" (Look for answers like making eye contact, nodding, asking clarifying questions, not looking at your phone.)

Teacher: "Next, Empathy. Empathy is the ability to understand and share the feelings of another. It's putting yourself in someone else's shoes. How is empathy different from sympathy? Sympathy is feeling sorry for someone, while empathy is feeling with someone."

Teacher: "Finally, Confidentiality. This is huge. When someone shares something with you, especially something personal or difficult, it's a sign of trust. Keeping what is shared private is essential for building that trust. However, there's a really important exception: if someone tells you something that makes you worried about their safety or the safety of others, that's when you must speak to a trusted adult. That's not breaking trust; that's being responsible and caring."

What is Allyship? (Slide 5: What is Allyship?)

Teacher: "Now, let's move to our second big idea: Allyship. An ally is someone who supports and advocates for an individual or group that might be facing challenges, discrimination, or marginalization."

Teacher: "Allyship is the active, consistent, and ongoing practice of working alongside groups who face discrimination or unfair treatment. It means using your voice and your actions to stand up for what's right, even when it might be uncomfortable. It's about showing solidarity."

Teacher: "Can you think of a time, maybe in a movie, a book, or even real life, where you saw someone act as an ally? What did they do?" (Allow students to share examples.)

Why Does Allyship Matter? (Slide 6: Why Does Allyship Matter?)

Teacher: "Allyship isn't just a nice thing to do; it's essential for creating a positive environment. It creates a safer and more inclusive environment for everyone, because when you stand up for one person, you're sending a message that everyone deserves respect."

Teacher: "It challenges unfairness and discrimination. It shows solidarity and support, letting people know they're not alone. Ultimately, it helps build a strong, positive school community where everyone feels valued."

Teacher: "Think about our school. Why is it so important for everyone here to feel safe, included, and respected? How does allyship help with that?" (Discuss the impact of a positive school culture.)

How to Be an Awesome Ally (Slide 7: How to Be an Awesome Ally)

Teacher: "So, how do we actually do allyship? It comes down to three main things:"

1. Speak Up: If you hear an unfair joke, see someone being teased, or witness any unkindness, say something. It could be as simple as, 'Hey, that's not cool,' or reporting it to a trusted adult if it's serious. Your voice has power.
2. Educate Yourself: Take time to learn about different perspectives, cultures, and experiences. The more you understand, the better you can support others and challenge stereotypes.
3. Support: Be a dependable friend and advocate. This means standing by your peers, lifting them up, and defending them, even when they're not around to hear it. It's about being someone others can count on.

Teacher: "What's one small way you could 'speak up' or 'support' someone in our school this week?" (Ask for a couple of quick ideas.)

Putting It Into Practice (Slide 8: Putting It Into Practice)

Teacher: "Great ideas! Now, we're going to put these skills into practice. I'm going to hand out some scenarios, and in small groups, you'll discuss how you would act as a peer supporter or an ally in those situations. This is your chance to think through these real-life challenges."

(Transition to Activity: Ally Action Scenarios)

Key Takeaways (Slide 9: Key Takeaways)

Teacher: "Alright, as we start to wrap up, let's quickly review the main points from today. Remember, peer support is about mutual help and encouragement among friends. Allyship is about actively standing up and advocating for others, especially those who might be facing unfairness. And both of these practices are super important for building a stronger, more positive community where everyone feels like they belong."

Be a Champion for Your Peers! (Slide 10: Be a Champion for Your Peers!)

Teacher: "You all have the power to make a real difference. By practicing peer support and allyship, you're not just helping individuals; you're shaping our entire school into a place where everyone feels respected, valued, and safe. Be that champion for your peers!"

(Transition to Cool Down: One Word Wisdom or other closing activity.)

The Power of Peer Support: Standing Together

Life can be full of ups and downs, and sometimes, navigating these moments feels easier when you have someone by your side. That's where peer support comes in. Peer support is all about people who share similar experiences helping and encouraging each other. It’s like having a teammate in the game of life.

What Does Peer Support Look Like?

Imagine you're stressed about a big test, or maybe you're feeling down about something that happened. A friend who listens without judgment, offers a kind word, or just hangs out with you—that's peer support in action. It's not about giving advice or fixing problems; it's about being present, showing empathy, and letting someone know they're not alone.

Key elements of good peer support include:

• Listening: Truly paying attention to what someone is saying, both with their words and their body language.
• Empathy: Trying to understand how another person feels by imagining yourself in their situation.
• Encouragement: Offering positive words and cheering on your friends during tough times.
• Sharing Experiences: Sometimes, just knowing that a friend has gone through something similar can make a big difference.
• Respecting Privacy: Keeping what is shared confidential, building trust.

Why is it So Important?

Peer support is incredibly powerful because it often comes from a place of shared understanding. Your friends understand what it's like to be a student in your school, to face similar pressures, or to deal with common challenges. This shared experience can make their support feel particularly meaningful.

When we support our peers, we create a network of care. This network makes everyone feel safer, more connected, and more confident to tackle whatever comes their way. It helps reduce feelings of loneliness and stress, and it builds a stronger, more positive school community.

Beyond Support: Becoming an Ally

Sometimes, supporting our peers means more than just being a good listener. It means stepping up to become an ally. An ally is someone who actively supports and advocates for others, especially those who might be facing unfair treatment, discrimination, or who are part of a group that is often marginalized.

Being an ally means using your voice and actions to create a more just and inclusive environment for everyone. It means challenging unfair comments, standing up to bullying, and speaking out when you see something wrong, even if it doesn't directly affect you.

How can you be an effective ally?

• Speak Up: If you hear or see something unfair, don't stay silent. Your voice can make a difference.
• Educate Yourself: Learn about different cultures, backgrounds, and challenges that your peers might face. Understanding builds bridges.
• Show Solidarity: Stand with your friends. Let them know you've got their back. Sometimes, just your presence can be a powerful message of support.

Building a Supportive Community

Both peer support and allyship are essential for building a truly supportive and inclusive community. When we practice these skills, we're not just helping individuals; we're making our entire school a place where everyone feels valued, respected, and safe to be themselves.

It starts with small actions: a kind word, an empathetic ear, or bravely speaking up when it matters. Together, we can create a school where everyone thrives because they know they have a squad that cares.

Activity: Ally Action Scenarios

Instructions: Read each scenario below. In your groups, discuss the situation and answer the questions that follow. Be ready to share your group's responses with the class.

Scenario 1: The New Kid

Maria just transferred to your school mid-year. She seems shy and eats lunch alone. You notice some students making quiet jokes about her accent when she tries to answer a question in class, and they sometimes exclude her during group activities.

Discussion Questions:

1. How could you offer peer support to Maria?
   
   
   
   
   
   
   
2. How could you act as an ally for Maria in the classroom or at lunch?
   
   
   
   
   
   
   
3. What are some challenges you might face when trying to help Maria, and how would you overcome them?
   
   
   
   
   
   
   
   
   
   

Scenario 2: Social Media Stress

Your friend, Liam, has been posting a lot less on social media lately. You overhear some classmates whispering about negative comments being left on his old posts, and you notice Liam seems quieter and less engaged in class. He often looks at his phone with a worried expression.

Discussion Questions:

1. What signs indicate Liam might need peer support?
   
   
   
   
   
   
   
2. How could you approach Liam to offer support while respecting his privacy?
   
   
   
   
   
   
   
3. If you found out someone was actively leaving mean comments, how could you be an ally for Liam online or in person?
   
   
   
   
   
   
   
   
   
   

Scenario 3: The Group Project Glitch

In a class project, one of your group members, Sam, has a different learning style and struggles to keep up with the fast pace of the group. Another group member, Chloe, keeps making sarcastic comments about Sam’s contributions, saying things like, "Are you sure that's right, Sam?" or "We don't have all day."

Discussion Questions:

1. How could you offer peer support to Sam during the group project?
   
   
   
   
   
   
   
2. What could you say or do to be an ally for Sam in response to Chloe's comments?
   
   
   
   
   
   
   
3. What is the importance of diverse learning styles in a group, and how can an ally help highlight this?
   
   
   
   
   
   
   
   
   
   

Discussion Prompts: Being an Ally

Instructions: Use these questions to guide a class discussion after the reading and scenario activity. Encourage students to share their thoughts and listen respectfully to diverse perspectives.

Reflecting on Support & Allyship

1. What was one new thing you learned about peer support or allyship today?
   
   
   
   

2. Can you think of a time when someone was an ally for you or for someone you know? What did they do that was helpful?
   
   
   
   
   
   
   

3. What are some challenges that might prevent someone from being a good peer supporter or ally? How can we overcome these challenges?
   
   
   
   
   
   
   

4. Why is it important for everyone in our school community to understand and practice allyship?
   
   
   
   
   
   
   

5. How can we make sure our efforts to be allies are genuinely helpful and not just performative (doing it for show)?
   
   
   
   
   
   
   

6. What's one small, concrete action you can take this week to be a better peer supporter or ally to someone in our school?
   
   
   
   
   
   
   

Game: Support Says

Instructions: This game is similar to "Simon Says." The teacher will call out an action or statement related to peer support or allyship, starting with "Support Says..." Students should only perform the action if the teacher says "Support Says." If the teacher just states the action without "Support Says," students should remain still. If a student performs the action when they shouldn't, or doesn't perform it when they should, they are out. The last student standing wins!

Examples of "Support Says" Prompts:

• Support Says: Nod if you understand someone.
• Support Says: Make eye contact with a friend.
• Support Says: Give a thumbs up if you would listen to a friend.
• Support Says: Cross your arms if you agree with standing up for others.
• Support Says: Point to a person you think would be a good listener.
• Support Says: Put your hand over your mouth if you would keep a secret (unless it's a safety issue).
• Support Says: Tap your head if you believe in respecting differences.
• Support Says: Give a high-five to a peer if you would offer encouragement.
• Support Says: Stand up if you would speak up against bullying.
• Support Says: Sit down if you would educate yourself about other cultures.

Non-"Support Says" Prompts (actions students should not do):

• Interrupt a friend while they're talking.
• Tell someone else's secret to everyone.
• Laugh at someone's mistake.
• Ignore someone who looks sad.
• Walk away when you see someone being treated unfairly.

Worksheet: My Support Plan

Instructions: Based on what we discussed about peer support and allyship, complete the following to create your personal plan for being a supportive peer and an active ally.

Part 1: My Peer Support Actions

1. Think about a peer you know who might need support this week (this could be anyone - a friend, a classmate, or someone new). What is one way you can offer them peer support?

   • Who will I support?
     
     
     
   • What specific action will I take? (e.g., actively listen, offer encouragement, share a positive thought)
     
     
     
     
     
     
     
   • When and where will I do this?
     
     
     
     

2. What is one thing you can do to improve your own active listening skills when a friend is talking to you?
   
   
   
   
   
   
   

3. How can you show empathy more often towards your classmates?
   
   
   
   
   
   
   

Part 2: My Allyship Actions

1. Imagine you see someone being treated unfairly or hear a disrespectful comment. What is one specific way you can speak up as an ally?

   • What would I say or do?
     
     
     
     
     
     
     
   • What challenges might I face, and how would I try to overcome them?
     
     
     
     
     
     
     

2. How can you educate yourself further about different experiences or perspectives to be a better ally?
   
   
   
   
   
   
   

3. What is one way you can show solidarity with a group or individual who might be marginalized or facing challenges in our school?
   
   
   
   
   
   
   

Part 3: Personal Reflection

1. What is one new habit you want to try to develop to be a better peer supporter or ally?
   
   
   
   
   
   
   

2. Why do you think it's important for you to be a peer supporter and an ally?
   
   
   
   
   
   
   
   
   
   

Quiz Answer Key: Peer Support & Allyship

1. Which of the following is an example of peer support?

• Correct Answer: B) Actively listening to a friend talk about their stress.
• Reasoning: Peer support is about offering encouragement and being present, often through active listening, rather than telling someone what to do or ignoring their feelings. Spreading rumors is harmful and not supportive.

2. What does empathy mean in the context of peer support?

• Correct Answer: B) Understanding and sharing the feelings of another.
• Reasoning: Empathy is about stepping into someone else's shoes to understand their perspective and feelings, which is different from just feeling sorry for them (sympathy) or offering advice without understanding.

3. Explain one key difference between peer support and allyship.

• Correct Answer: Peer support focuses on mutual help and encouragement among people of similar experiences, often in a more informal, direct interaction. Allyship involves actively supporting and advocating for an individual or group that is marginalized or discriminated against, often requiring a commitment to challenging injustice and using one's own position to uplift others.
• Reasoning: Peer support often involves more direct, reciprocal emotional or practical help between individuals with shared experiences. Allyship tends to involve a more active, outward stance of advocating for fairness and equity for others, particularly those from marginalized groups, and may involve challenging systemic issues rather than just individual problems.

4. When is it appropriate to break confidentiality when a friend shares something with you?

• Correct Answer: C) When there is a safety concern for your friend or others.
• Reasoning: While confidentiality is crucial for trust, the immediate safety of an individual or others always takes precedence. In such cases, it is important to seek help from a trusted adult.

5. Which action best demonstrates allyship?

• Correct Answer: C) Speaking up to challenge a discriminatory comment.
• Reasoning: Allyship is about active advocacy and standing up against unfairness or discrimination, not about silence, avoidance, or only helping those who are similar to oneself.

Project Guide: Community Support Initiative

Objective: To design and propose a practical initiative that promotes peer support and allyship within our school community.

Introduction: We've learned about the power of peer support and allyship in creating a positive and inclusive environment. Now, it's your turn to put these ideas into action! For this project, you will work individually or in small groups (2-3 students) to develop a concrete plan for a school-based initiative that strengthens peer support and allyship.

Project Components:

1. Initiative Concept (20 points)

• Name of Initiative: Come up with a creative and impactful name for your project.
• Target Audience: Who will your initiative primarily help? (e.g., new students, students struggling with academic stress, students facing social exclusion, etc.)
• Problem Statement: Briefly describe the specific need or challenge related to peer support or allyship that your initiative aims to address within our school.
• Goal(s): What do you hope to achieve with your initiative? (e.g., increase understanding, create a safe space, promote inclusion).

2. Detailed Plan (40 points)

• Activities/Actions: What specific activities or actions will your initiative involve? (e.g., creating a peer mentoring program, organizing an awareness campaign, developing a support group, creating an anti-bullying pledge, establishing a safe space, etc.) Describe at least three main activities.
• Materials/Resources: What materials or resources would you need to implement your initiative? (e.g., posters, online forms, meeting space, adult supervision, etc.)
• Timeline: What would be a realistic timeline for implementing your initiative? Outline key phases (e.g., planning, launch, ongoing activities).
• Stakeholders: Who would need to be involved or approve your initiative? (e.g., principal, counselors, other teachers, student clubs).

3. Presentation & Reflection (20 points)

• Presentation: Prepare a short (3-5 minute) presentation to share your initiative with the class. You can use slides, a poster, or a handout.
• Reflection: As part of your presentation, explain why you chose this specific initiative and how you believe it will positively impact our school community.

Submission:

• A written proposal (1-2 pages) outlining Components 1 and 2.
• A presentation (3-5 minutes) of your initiative to the class.

Rubric: Community Support Initiative

Student Name(s): _____________________________
Project Name: ______________________________

Cool Down: One Word Wisdom

Instructions: On an index card or a small piece of paper, write down one word that describes how you feel about peer support or allyship after today's lesson, or one word that represents a key takeaway for you. Be prepared to share your word with the class or with a partner.

Examples:

• Empowered
• Connected
• Action
• Empathy
• Community
• Voice

Project Guide: Community Support Initiative

Objective: To design and propose a practical initiative that promotes peer support and allyship within our school community.

Introduction: We've learned about the power of peer support and allyship in creating a positive and inclusive environment. Now, it's your turn to put these ideas into action! For this project, you will work individually or in small groups (2-3 students) to develop a concrete plan for a school-based initiative that strengthens peer support and allyship.

Project Components:

1. Initiative Concept (20 points)

• Name of Initiative: Come up with a creative and impactful name for your project.
• Target Audience: Who will your initiative primarily help? (e.g., new students, students struggling with academic stress, students facing social exclusion, etc.)
• Problem Statement: Briefly describe the specific need or challenge related to peer support or allyship that your initiative aims to address within our school.
• Goal(s): What do you hope to achieve with your initiative? (e.g., increase understanding, create a safe space, promote inclusion).

2. Detailed Plan (40 points)

• Activities/Actions: What specific activities or actions will your initiative involve? (e.g., creating a peer mentoring program, organizing an awareness campaign, developing a support group, creating an anti-bullying pledge, establishing a safe space, etc.) Describe at least three main activities.
• Materials/Resources: What materials or resources would you need to implement your initiative? (e.g., posters, online forms, meeting space, adult supervision, etc.)
• Timeline: What would be a realistic timeline for implementing your initiative? Outline key phases (e.g., planning, launch, ongoing activities).
• Stakeholders: Who would need to be involved or approve your initiative? (e.g., principal, counselors, other teachers, student clubs).

3. Presentation & Reflection (20 points)

• Presentation: Prepare a short (3-5 minute) presentation to share your initiative with the class. You can use slides, a poster, or a handout.
• Reflection: As part of your presentation, explain why you chose this specific initiative and how you believe it will positively impact our school community.

Submission:

• A written proposal (1-2 pages) outlining Components 1 and 2.
• A presentation (3-5 minutes) of your initiative to the class.