Sensing Yes, No, Maybe: Listening to Your Body and Boundaries

Pre-Work: Set the Frame (5–7 minutes)

• Introduce the activity by saying: “Today we are practicing how to listen to our own bodies and boundaries. This is not about sharing private stories. It is about noticing what comfort, discomfort, and uncertainty can feel like”
• Connect to the Rethink Gallery: “In the Rethink Gallery, visitors explore how our bodies, brains, relationships, and environments shape how we respond to stress, connection, and harm. This activity helps us practice noticing our internal signals”

Establish clear agreements:

• Participation is always a choice
• No one has to explain a yes, no, or maybe
• “Maybe” is a valid answer
• Students should use only low-stakes examples
• No one should pressure anyone else to participate.

Warm-Up: Body Check-In (7–10 minutes)

• Invite students to sit comfortably.
  • Say: “Place both feet on the floor if that feels comfortable. You may close your eyes, lower your gaze, or simply look at one spot in the room. Take a few breaths and notice what is happening in your body”
  • Guide students to notice:
    • Breath
    • Shoulders
    • Jaw
    • Hands
    • Chest
    • Stomach
    • Energy level
  • Then say: “Your body may communicate through ease, tension, warmth, tightness, openness, heaviness, or something else. There is no right answer. We are just practicing noticing”

Core Activity Part 1: Noticing Yes, No, and Maybe (10–12 minutes)

• Read a few low-stakes prompts. After each one, invite students to silently notice whether their body seems to communicate yes, no, maybe, or unsure
• Use prompts such as:
  • Do you like rainy days?
  • Do you enjoy working in groups?
  • Do you like being surprised?
  • Do you enjoy trying new foods?
  • Do you like speaking in front of a group?
  • Do you need quiet time after a long day?

• After each prompt, ask students to notice privately:
  • Did I feel ease, tension, openness, or resistance?
  • Did my answer feel clear or unclear?
  • Did my mind say one thing while my body said another?
    
• Clarify: Sometimes “maybe” means “not yet.” Sometimes “maybe” means “I need more information.” Sometimes “maybe” is actually a no. Learning to notice the difference takes practice

Core Activity Part 2: Low-Stakes Consent Practice (10–12 minutes)

• Invite students to practice with a partner using only low-stakes, non-personal questions
• Examples:
  • Can I ask you about your favorite snack?
  • Can I ask you about a song you like?
  • Would you like to share one word about how your day is going?
  • Would you prefer to answer this question in writing? 
  • Would you rather pass?

• Students practice responding with:
  • “Yes”
  • “No”
  • “Maybe”
  • “Not right now”
  • “I need a moment”
  • “I’d rather pass”

Then ask partners to reflect briefly:

• What made it easier to say yes?
• What made it easier to say no?
• What did “maybe” feel like?
• What helped the interaction feel respectful?

Remind students: Respecting a boundary means accepting the answer without asking someone to defend it

Core Activity Part 3: Create a Relational Garden (15–20 minutes)

• Introduce the metaphor:
  • Relationships, like a garden needs care, nourishment, space, protection, and attention
  • Invite students to create a Relational Garden using words, drawings, symbols, or a simple map
• Suggested elements:
  • Soil: What nourishes me in relationships?
  • Plants: Who or what helps me grow?
  • Sunlight: What helps me feel open, seen, or supported?
  • Water: What do I need regularly to stay connected?
  • Weeds: What patterns can drain, pressure, or overwhelm me?
  • Fences: What boundaries help me feel safe?
  • Gates or pathways: What helps me choose connection when I am ready?
• Students may keep their gardens private or share one low-stakes element with a partner.

Reflection & Closing (8–10 minutes)

• Invite students to respond privately:
  • One signal my body sometimes gives me is…
  • One boundary phrase I can practice is…
  • One thing that helps me feel safe in relationships is…
  • One thing I learned about “maybe” is…
  • One way I can respect someone else’s boundary is…
• Optional whole-group reflection: What is the difference between a wall and a boundary?
• Close with: “Boundaries help make connection safer, clearer, and more respectful”

Educator Support

• Facilitation Tips
  • Keep the examples low-stakes
  • Do not ask students to disclose personal experiences
  • Model neutral language and reinforce that students do not need to justify their boundaries
  • Key takeaway: noticing and respecting boundaries is a skill that protects both self and relationship

Differentiation

• Students may participate silently, write instead of speak, draw instead of write, or choose an observer role during partner practice. Provide sentence starters for students who need help with boundary language
  • Possible sentence starters:
    • “Yes, I’m comfortable with that.”
    • “No, thank you.”
    • “Maybe, but I need more time.”
    • “Not right now.”
    • “I’d rather pass.”
    • “I’m not sure yet.”

Assessment

• Look for students’ ability to name body cues, use boundary language, distinguish yes/no/maybe, and reflect on how boundaries support healthier relationships.

School Support

If students raise concerns about unsafe relationships, coercion, harassment, or abuse, follow school reporting and student support protocols

This activity is generally safe when kept low-stakes, but educators should preview the language and adapt it for their school context