Preparing to Hear Hard Stories

Pre-Work (10-15 min):

• Set the frame that the class will be about preparing ourselves and one another to engage with difficult topics (5 minutes)
  • Identify that there participation is always a choice; that there are no “right” or “wrong” emotional responses; and that students can can step out as needed
• Establish/review community agreements for dialogue and listening (10 minutes)

Warm-Up: Self Awareness and Preparation (10 min):

• Invite students to respond in writing or drawing to the following prompt: “When I hear or learn about difficult topics, I usually need…” (5 minutes)
• Pair-share and offer a general observation (5 minutes)

Creating a Personal Care Plan (15 minutes)

• Explain that a care plan is about knowing what helps us stay grounded when things feel heavy
• Ask students to create a brief Personal Care Plan that includes
  • Signals – How can I tell if I’m starting to feel overwhelmed?
  • Supports – What helps me feel grounded or safe?
  • Choices – What options do I have if I need a pause?
    • Students may write, sketch, or map ideas visually

Group Reflection (10-15 minutes)

• Facilitate a whole-group conversation using general prompts:
  • What did you notice while creating your care plan?
  • What helps people feel safe enough to keep learning?
  • Why might different people need different things?
• Emphasize that:
  • Differences are normal
  • Preparation helps everyone learn better

Reflection & Closing (5-10 minutes)

• Invite students to complete an exit reflection (written or verbal) on one or both of the prompts below:
  • “One thing I can do to take care of myself when learning about hard topics is…
  • “One thing our class can do to support each other is…”

Educator Support

• Facilitation Tips
  • Preview the activity yourself and reflect on your own care needs
  • Model choice and boundary-setting explicitly

• Differentiation
  • Allow students to reflect through writing, drawing, or quiet thinking
  • Offer opt-in sharing
• Assessment
  • Exit reflections
  • Observation of student engagement and self-awareness
    
• School Support
  • Let students know who they can talk to if they need support later
  • Coordinate with counseling staff if this activity precedes heavier content