Boundaries and Support

The idea

A boundary communicates what feels acceptable and what support is needed. Respect includes listening to a refusal and making space for a person to seek help.

Try it together

1. Use ordinary examples such as borrowing a pencil, taking a photograph, or sharing a story. Practice asking first and accepting the answer.
2. Practice: “Please stop.” “I do not want to share that.” “I would like support.” Learners may observe instead of participating.
3. Create a support map with roles rather than private details: a trusted adult, another trusted adult, and a relevant school or community support service. Discuss asking someone else if the first response is not helpful.

Reflect

How can we respond kindly when someone sets a boundary?

Carry it forward

We will ask before sharing another person’s story and respect their answer.

Facilitator note

Use fictional or everyday examples. Do not require a personal disclosure or ask learners to relive a difficult experience. Offer a pause and an alternative activity. Follow your organization’s applicable safeguarding procedures when support is needed.