Health Ed

HEALTH ED: Responsibility, resiliency & self esteem

Tough topics to teach – resiliency, self esteem and responsibility. Great to separate and focus on each one individually – but sometimes good to tie together in scenarios. The below scenarios created some great discussion in our Year 8 health class. Most students where pretty certain on ‘the right answer’ for each. Hence getting them to consider all possible choices and distinguishing which they were most, or least, likely to actually do was a lot more powerful. We then discussed what was required for them to make the ‘right’ choice. How are people able to make the right choice, even when no one is watching? What do they need in order to feel confident and safe in doing the right thing? And finally, it I challenged them to write what they would literally SAY to certain characters in each scenario. I asked students to write a mini script – as if it was going to be performed by drama students.


  1. Damo is in your year. You know him, but not really well. You play soccer with one of his close mates. He’s ’following’ most of the school on instagram plus a whole heap of other random pages, mostly AFL related. He doesn’t use his ‘real’ name – instead he goes by @HawksAreTheBest. He loves the Hawks and abuses anyone who posts anything AFL related that’s not in the Hawks favor. His abuse started pretty general with things like “Nobody likes the Dorkers!” This got him a few laughs from other users. Now his comments have become more personal “You idiot – only losers like the Dorkers!” His comments are still getting some laughs, but are also starting arguments on instagram. You hear through the grapevine that an older Corpus student has had enough and is going to “slap some sense into him” after school sometime. What do you do?
  1. You’re in the middle of your Maths class when you ask to go to the toilet. Heading into the toilet you see two older students stepping out of the first toilet cubicle with a black marker in their hands. You walk past trying to avoid eye contact as they scowl at you. You know these two students – not because you’re friends with them but because you saw them push a kid out of the way in the canteen line last week. You notice graffiti on the walls of the toilet they have exited. “If you dob, we’ll hurt you. You know we will” they say. What do you do?
  1. Gemma hangs out with the same group of year 8 girls as you every recess and lunch. She doesn’t have a lot in common with you girls as you all play netball but she’s more into art. She tries to fit in as best she can. Sometimes when Gemma tells a story other girls will laugh and say how immature and stupid she is. Often when you are all in class together and are told to get into groups, Gemma is always left out and has to join another group. One day, Gemma stops sitting with your group and instead sits on her own elsewhere. The next week, there’s some nasty rumours going around about two of the girls in the group getting drunk and hooking up with older students on the weekend. It’s not clear where the rumour started, but you have a feeling it was Ellice getting payback. What do you do?
  1. Jack and Frank hang out in the same group but aren’t the closest of mates. They hang out together because they just share similar mates. Franks always calling Jack “Spack” and everyone always laughs. Even Jack laughs. One day during a game of basketball at recess Frank makes fun of Jacks missed goal. “Spacko cant even shoot the ball” he says in jest. At this Jack clenches his fists and storms over the Frank – his face looks angry and on the verge of crying. What do you do?
  1. Pip is student you don’t really get along with. She’s a nice enough girl but you find her a bit annoying. You have Phys Ed whilst Pip has Ball Games. So you’re not in the same class, but you run into each other in the Sadler changerooms twice a week. Your best friend forgets their hat one lesson and nobody in your class has a spare. They’re on their THIRD warning which means two lunch detentions! You see Pip head out of the changerooms and into the toilets, leaving her hat on the hook. You and your best friend are the last two people in the change room. Your best friend grabs it and runs out the door. What do you do?
  1. You are in humanities doing group work. You’ve been placed into groups so you know the students you’re working with but they’re not your close friends. You don’t hang out with them outside of class time, but you have to work with them in class time. You’ve been given a task to complete. Everyone is ignoring Julie’s input. Whenever she talks, the group just ignores her and continues on. This is possibly because Julie is pretty shy and struggles to speak loud enough for people to hear. Julie stops giving input. She doesn’t nominate for tasks, instead the group allocates her a task. Everyone else has a task to complete – but Julie’s is the hardest so she’s the only one who will end up having to finish it for homework. As far as your teacher can tell, your group is working diligently.  What do you do?



  1. Define the following terms: Responsibility. Self esteem. Resiliency.
  2. Look back at ALL the scenarios and give two examples of someone: Being responsible; Being irresponsible; Having positive self esteem; Having negative self esteem; Lacking resiliency.
  3. Look back at the scenarios and give an example of how YOU demonstrated the following in your responses: Responsibility; Positive self esteem; Resiliency.
  4. These scenarios are just the beginning of the story. What might happen next if nothing was done? What might happen next if what you suggested was done?
  5. Pick one scenario and answer the following questions:
  • What are your choices on what to do?
  • What do you feel is the right choice and why?
  • What is the choice you are MOST likely to make and why?
  • What is the choice you are LEAST likely to make and why?
  • What can you say in this situation? To the main character? To the bystanders? To others involved?

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