Students move to one of three designated spots in the room (Agree, Disagree, Not Sure) in response to empathy statements read aloud, then discuss why they chose their spot and what empathy could look like in each scenario.

Students complete the "Are You Empathetic?" self-assessment worksheet and discuss empathetic listening behaviors as a class, then receive a character card from "Someone Else's Shoes" and practice empathy in pairs by taking turns sharing their character's situation while the partner listens and responds with genuine empathy.

Students brainstorm and map clique nicknames at their school, discuss what distinguishes cliques from friendship groups, complete a Clique Survey reflecting on their own social circle, then practice reaching across group lines through a chosen activity — writing an anonymous letter to someone in another clique, becoming pen pals with a randomly drawn classmate, or contributing to an anonymous issue box.

Students have quick conversations with multiple partners while secretly tallying dots on each other's sheets every time their partner exhibits a specific assigned behavior (like making eye contact or saying "like") — then, after the reveal that each dot represents "breaking" someone's cultural norm, they discuss what it felt like and write a private reflection on how to honor others' norms going forward.

Students complete an "Are You Empathetic?" self-check and discuss empathetic listening behaviors as a class, then pair up with character cards to role-play sharing a situation while their partner practices empathetic listening — maintaining eye contact, not interrupting, and asking follow-up questions — before switching roles and debriefing with specific feedback.

Students mingle around the room and repeatedly "partner up" with whoever is nearest, each time sharing a positive memory about a third group member — focusing on moments when that person showed good values or was an ally — then debrief together about what the stories revealed about the community.

Students will explore different types of greeting cards and then design and write their own to build a class card collection, practicing empathy by thinking about how to acknowledge and respond to others' experiences through words and art.

To introduce the concept of doing a good job by yourself and in a team, and to have participants explore ways they can be helpful to each other and their communities.

Students watch Sir Ken Robinson’s TED Talk “Do Schools Kill Creativity?” and step into the role of Emotion Ambassadors — brainstorming, prioritizing, and electing peers to lead initiatives that bring creativity and emotional intelligence to the wider school community.

Students journal about someone who seems very different from them, then brainstorm a list of things they likely have in common with that person to see them in a new light — followed by a discussion on how finding shared identity builds empathy and respect.

Students listen to the story of Ryan White, then work with a partner to complete a Compassion and Dignity word map before writing a first-person story from either the perspective of a student with a serious illness or a compassionate friend.

Students will write their own definition of support, then collaborate in small groups and a gallery walk to build a shared class vision of what supportive behavior looks like — which gets posted in the room as an ongoing reference.

Students read Mitali Perkins's essay "Magic Carpet" about cultural assimilation, then discuss questions about hiding parts of one's identity before writing privately about a time they (or someone they observed) concealed a cultural trait — or composing a story, song, or poem saying goodbye to a part of themselves they sometimes disown.

Students examine and challenge gender stereotypes by analyzing outdated messages and creating modern comics that promote gender equality.

Students reflect on their identity and heritage by writing personal poems inspired by Langston Hughes’ My People.

After listening to "The Dark and the Light" story, each student designs a poster presenting their own idea to make the world better — including a step-by-step plan — then presents it in a class exhibition where judges and peers vote on their favorites.

Using IMAGINIFF game cards, students select which of six descriptors best fits each important person in their life (a parent, coach, friend, etc.) and write it down — including at least one card about themselves — then share their descriptions and discuss whether they tend to view the people in their lives through a positive or negative lens.

Students reflect on what happiness means to them individually and collectively, then collaborate to create a shared classroom vision of happiness.

Students explore the concept of “freedom dreaming” by reflecting on Black history and envisioning a future shaped by justice, creativity, and collective joy.

Almost every teacher has heard students use the expression, “that’s so gay” as a way of putting down or insulting someone (or to describe something). These lessons will help students examine how inappropriate language can hurt, and will help them think of ways to end this kind of name-calling.