Lesson 3: Resilience: People to turn to

We don’t have to deal with everything on our own. This lesson looks at who the children can turn to when they need help, support or guidance.

Learning objective

  • To identify special people around them and who to go to for help

National curriculum

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.

The PSHE Association Programme of Study advises that pupils should be taught:

  • R2. to identify the people who love and care for them and what they do to help them feel cared for
  • H19. to recognise when they need help with feelings; that it is important to ask for help with feelings; and how to ask for it
  • L4. about the different groups they belong to

Success criteria

  • I can identify people who care for me
  • I can describe difficult situations
  • I can recognise who to go to for help in different situations
  • I know how to approach people for help

Cross-curricular links

  • None relevant for this lesson

Before the lesson


  • Teacher video: Resilience
Teacher video: Resilience

Have ready

  • ‘The Great Ogres’ scene from Shrek (46.10 minutes – 48 minutes) – this film can be found on Netflix or purchased from Amazon Prime


  • Activity: Pocket people guide (including blank template) (see Classroom resources) – in A3, one per pupil

Download classroom resources

Activity: Pocket people guide (including blank template)
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Attention grabber

As a class, watch ‘The Great Ogres’ scene from Shrek (46.10 minutes – 48 minutes) and discuss why Shrek might want to be alone.

–        What might Shrek find difficult?

–        How might Shrek feel? Why?

Share ideas as to what Shrek might do when he encounters a problem. What could he do if he had friends and family around him?

Main event

Ask the children to draw a small stick figure in the circle labelled ‘Me’ on their Activity: Pocket people guide template.

The children think about the different people that they have in their lives.

Use a different coloured circle for each group of people. The children could use the blank template to create their own labels or by using the labelled template.

These groups might include:

–        family that I live with

–        other family

–        friends at school

–        friends from outside school

–        adults in the community

The children can either write the names of these people in each circle or draw a stick figure with the first letter of their names underneath to help remind them of who they are referring to.

Ask the children to carefully cut out along the marked lines on the worksheet, making sure that they keep all of the circles attached.

The children can then carefully fold to create a concertina, with the stick figure of them on the front.

Instruct the children to decorate their Pocket People Guide by adding colour or patterns to the back and detail to the stick figure drawings.

Then tell the children to act out asking someone for help:

  • What could you say?
  • How could you approach them?

Key questions

  • Who are your friends and family?
  • Who do you trust?
  • Who can you go to if you are feeling sad, angry or worried?
  • How could you let them know?


Pupils needing extra support: Might need more prompting questions to help them think of the special people they have in their life. For example: Who do you live with? Who do you play with at school? Do you have any brothers or sisters? Do you have any cousins? Who would you go to if you hurt yourself in the playground? Who would you ask if you were stuck with your work in the classroom?

Pupils working at greater depth: Should be naming a range of situations where they might need support from someone else. They should recognise lots of sources of support. They should describe how to approach someone for help.

Wrapping up

As a class, discuss what problems or worries they sometimes encounter. Each time, children should point to a person or group of people who they would speak to in that situation on their Activity: Pocket people guide. Share different responses and discuss how that person might help them to feel better or help to resolve an issue.

Assessing pupils' progress and understanding

Pupils with secure understanding indicated by: Identifying times and situations where they can ask for help. Recognising their network of people and that different people can help in different ways.

Pupils working at greater depth indicated by: Articulating how to go about asking someone for help, including: identifying when it is a good time, not raising their voice but asking calmly, fully explaining how they are feeling and what has happened.


  • Action

  • Emotions

  • Feelings

  • Strategy

Created by:
Elaine Bousfield,  
Wellbeing specialist
Elaine worked for many years as a therapist with young people. She is the founder and chair of XenZone and its children and young people’s counselling service, kooth.com. Kooth delivers an online counselling and therapy service. It is also an online community…
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