Safety Launch Lesson Plan Postsecondary Safety and Advocacy
Lesson Plan: Launching Safely
Grade Level: 12th Grade
Duration: 45 Minutes
Why This Matters
Entering postsecondary settings (college, work, etc.) can be overwhelming. Knowing how to access support and advocate for oneself is crucial for personal safety and well-being. This lesson provides the navigation tools for that journey.
Objective
Students will accurately map at least four categories of support in a chosen postsecondary setting (confidential support, reporting options, medical/mental health, safety/security) and draft two advocacy scripts for disclosure/help requests, scoring 3/4 on the advocacy rubric.
Teacher Preparation
Review all generated materials (Slides, Worksheets, Assessments).
Prepare technology (projector/whiteboard) for presentation.
Print copies of: Pre-Assessment, Mapping Activity, Script Builder, Rubric, and Exit Ticket.
Time Required: 15 minutes of prep.
Lesson Materials
Know Your Supports Slides Pre-Assessment Likert Handout Resource Mapping Activity Template Two-Script Advocacy Builder Friend Disclosure Discussion Guide Advocacy & Navigation Rubric Post-Assessment & Exit Ticket Pocket Safety Card Project Sheet
Lesson Flow
5 Min
Warm-Up & Pre-Assessment
Administer the Pre-Assessment Likert to gauge prior knowledge and confidence. Introduce relevance: "As you prepare for new adventures after high school, understanding your safety net and how to speak up for yourself is incredibly important. Today, we'll build skills to help you launch safely."
10 Min
Introduction to Postsecondary Safety
Present the Know Your Supports Slides . Discuss individual rights, privacy, and healthy/unhealthy relationship indicators in adult settings. Introduce the four support categories: Confidential, Reporting, Medical/Mental Health, and Safety/Security. Model mapping a hypothetical setting using the Resource Mapping Activity template.
15 Min
Mapping & Script Building
Students choose a postsecondary setting and complete their Resource Map . Then, guide them to draft two advocacy scripts using the Two-Script Advocacy Builder . Encourage clear, concise communication. Have students pair up for peer feedback using the Rubric .
10 Min
Whole-Group Debrief
Facilitate the Friend Disclosure Discussion . Discuss appropriate responses: active listening, believing the person, and connecting with resources while respecting privacy. Reiterate the crucial distinction between confidential and reporting options.
5 Min
Cool-Down & Post-Assessment
Administer the Post-Assessment Quiz & Exit Ticket . Introduce the Pocket Safety Card as a practical takeaway. Instruct students to start setting this up in their phones or on the provided card template.
Know Your Supports Slides Launching Safely
Your Guide to Postsecondary Safety & Advocacy
Grade 12 Transition Workshop
New Beginnings
New Responsibilities
Entering college, work, or new communities.
Understanding your rights and boundaries.
Knowing exactly where to go for help.
Teacher Note: Ask students to share one excitement and one nervousness about their next steps.
Healthy Connections
Relationships in adult settings follow the same rules.
Healthy
Respect & Trust
Open Communication
Equality & Support
Consent as a Baseline
Unhealthy
Control & Dishonesty
Disrespect & Intimidation
Isolation from Support
Pressure & Coercion
Your Safety Net
Four Key Categories of Support
1
Confidential Support
Privacy is protected by law/policy.
2
Reporting Options
Formal action or investigation.
3
Medical / Mental Health
Physical and emotional care.
4
Safety / Security
Immediate protection & prevention.
1. Confidential Support
"I need to talk privately."
What it is
Sharing info that cannot be reported without your consent (with specific exceptions for safety).
Examples
Counselors, Sexual Assault Advocates, Religious Leaders, Trusted Mentors.
Primary Purpose
Emotional support
Exploring all your options
Private processing of events
2. Reporting Options
"I need formal action taken."
What it is
Sharing information that requires an official response, investigation, or record.
Examples
Title IX Office, HR Department, Campus/Local Police, Dean of Students.
Primary Purpose
Formal investigation
Disciplinary action
Legal recourse/Safety plans
3. Medical & Mental Health
Physical Care
Clinics, Urgent Care, Hospitals
Ongoing Care
Safety Pre Assessment Likert Pre-Assessment: Launching Safely
Resource Knowledge & Advocacy Confidence
Student Record
Instructions: Read each statement below. Circle the number that best reflects your current level of agreement. Be honest—this helps us tailor the lesson to what you need!
Resource Knowledge
1. I know where to find confidential support services if I experienced a problem in a new college or workplace setting.
Disagree
1 2 3 4 5
Agree
2. I can identify different reporting options (e.g., Title IX, HR, campus police) and understand when to use them.
Disagree
1 2 3 4 5
Agree
3. I know how to access medical or mental health services in a new environment if I needed them.
Disagree
1 2 3 4 5
Agree
4. I am aware of general safety and security resources that might be available in a postsecondary setting.
Disagree
1 2 3 4 5
Agree
Advocacy Confidence
5. I feel confident in my ability to clearly communicate a personal concern or need for help to a trusted adult.
Disagree
1 2 3 4 5
Agree
6. I feel prepared to ask for specific support or accommodations if I needed them in a new environment.
Disagree
1 2 3 4 5
Agree
7. I know how to support a friend who might disclose a difficult situation to me.
Disagree
1 2 3 4 5
Agree
Safe Launch Assessment Series • Grade 12 • Session 1
Resource Mapping Activity Template Campus & Workplace Mapping
Navigating your future environment safely.
Resource Navigator Activity
My Target Destination
Choose one setting you plan to enter after high school (e.g., a specific college campus, a trade school, or a workplace).
SETTING NAME:
1. Confidential Support
Privacy protected. Ideal for emotional processing and exploring options without formal reports.
Resource 1: Name / Type
Contact / Location
Resource 2: Name / Type
Contact / Location
2. Reporting Options
Required action/investigation. Used for formal complaints, safety enforcement, and legal recourse.
Resource 1: Name / Type
Contact / Location
Resource 2: Name / Type
Contact / Location
3. Medical & Mental Health
Immediate or ongoing care. Clinics, hospitals, and counseling centers for health and wellness.
Resource 1: Name / Type
Contact / Location
Resource 2: Name / Type
Contact / Location
4. Safety & Security
Immediate protection. Emergency alerts, call boxes, and escort services to prevent or respond to threats.
Resource 1: Name / Type
Contact / Location
Resource 2: Name / Type
Contact / Location
Self-Check: Can you find these in your chosen setting? If not, where would you search?
Two Script Advocacy Builder Worksheet Advocacy Script Builder
Disclosure • Request
Script 1: Disclosing a Concern
Sharing something difficult to access support or guidance.
Who is the audience?
e.g., Counselor, Advisor
What is the core issue?
e.g., Harassment, Stress, Boundary violation
1. Opening Statement
2. State the Concern Clearly (Factual & Direct)
3. Impact/Feelings
4. Desired Outcome/Goal
Script 2: Making a Specific Request
Asking for a particular action, adjustment, or accommodation.
Who is the audience?
e.g., Professor, Boss, HR
What is the exact need?
e.g., Time extension, Mediation, Alert access
1. Polite Opening/Purpose
2. Specific Request (Direct & Unambiguous)
3. Explanation of Impact
4. Proposed Solution/Next Step
Peer Feedback Note:
Swap scripts with a partner. Use the Advocacy Rubric to provide one specific suggestion for making their script more clear or more direct.
Friend Disclosure Discussion Guide Supporting Your Peers
Discussion Guide: Safe Responses
Core Principle: Being a bridge, not a therapist. Your role is to support, believe, and connect your friends to professional resources safely and effectively.
Scenario 1: Emotional Distress
Discussion A
Your friend confides in you that they are feeling incredibly overwhelmed, anxious, and homesick in their new environment. They mention struggling to sleep/eat and feeling totally isolated.
1. Immediate Response (Verbal/Non-Verbal)
2. Suggested Resources
3. Friendly Limits
Scenario 2: Uncomfortable Situation
Discussion B
A friend tells you about an experience at a party where someone ignored their verbal cues to stop. They don't know if it was "serious enough" to act, but they feel shaken and unsafe.
The Most Important Step (B_______!)
Confidential vs. Reporting?
Why avoid tampering with evidence (clothes, messages)?
Whole-Group Reflections
1
Why is the distinction between confidential and reporting options critical when helping a friend?
2
What are subtle signs that a friend might be in trouble but isn't yet asking for help directly?
3
How do you balance being "supportive" with "encouraging professional help" without making them feel judged?
Advocacy and Navigation Rubric Evaluation Assessment Rubric
Advocacy & Navigation Proficiency
Target Score: 3 / 4
Lesson Objective: Students will accurately map 4+ support categories and draft two advocacy scripts (Disclosure & Request) that demonstrate clarity, directness, and appropriate resource identification.
Criteria 4 • Exceeds 3 • Meets 2 • Developing 1 • Beginning 1. Resource Mapping Identifies 5+ diverse resources across all 4 categories; includes specific contact/location info and clear descriptions. Accurately maps 4 diverse resources across all 4 categories; includes contact/location info and descriptions. Maps 2-3 resources across some categories; descriptions or contact info may be vague or missing. Maps 0-1 relevant resources; categories are unclear or missing; lacks specific details. 2. Disclosure Script Script is exceptionally clear, empathetic, and addresses the core concern with a clear desired outcome; strong self-advocacy. Script is clear and addresses the core concern; includes a desired outcome and good self-advocacy. Script is somewhat unclear or indirect; desired outcome may be vague; shows limited self-advocacy. Script is unclear, irrelevant, or missing; does not communicate concern or desired outcome. 3. Request Script Script is highly specific, polite, and clearly outlines a reasonable request/justification; proposes a thoughtful solution. Script is specific, polite, and outlines a clear request with justification; attempts a solution. Script is somewhat vague or informal; request or justification may be unclear; no clear solution. Script is vague, irrelevant, or missing; does not clearly state a request or justification. 4. Peer Feedback Provides insightful, specific, and actionable feedback that significantly enhances partner's scripts. Provides clear, constructive feedback that helps improve partner's scripts. Provides general feedback that is somewhat helpful. Provides minimal or unhelpful feedback, or no feedback at all.
Total Score
Mastery Met?
YES NO
Safe Launch Curriculum • Evaluation Protocol 04-A
Safety Post Assessment Exit Ticket Post-Assessment & Exit Ticket
Launching Safely: Proficiency Check
Mission Completion Record
Part 1: Self-Reflection
1. I can confidently identify at least four categories of support (confidential, reporting, medical, safety) in a new postsecondary environment.
1 2 3 4 5
2. I feel prepared to draft an advocacy script to disclose a concern or ask for help in a postsecondary setting.
1 2 3 4 5
Part 2: Knowledge Application
3. Which of the following would generally be considered a confidential support resource on a college campus?
Campus Police Department
Title IX Coordinator
Student Counseling Center (Therapist)
Dean of Students Office
4. Your friend tells you they are being harassed online. They are scared and unsure. What is the most important first step to take as a friend?
Tell them to confront the harasser immediately.
Advise them to delete all evidence and try to forget it.
Listen without judgment and believe their experience.
Immediately report it to campus police without their consent.
Part 3: Scenario Exit Ticket
5. Briefly describe one key difference between "confidential support" and a "reporting option." Why is this distinction important for personal safety?
6. Imagine you are at a new job. A coworker consistently makes inappropriate jokes that make you uncomfortable. Draft a short, clear sentence or two you would say to your supervisor to initiate this conversation.
"I'm hoping to discuss..."
Safety Post Assessment Answer Key Answer Key & Teacher Guide
Post-Assessment: Launching Safely
Part 1: Self-Reflection
Questions 1-2 are subjective. Look for growth from the pre-assessment to the post-assessment (higher scores indicating increased confidence).
Part 2: Knowledge Application
3
Correct Answer: Student Counseling Center (Therapist)
4
Correct Answer: Listen without judgment and believe their experience.
Part 3: Scenario Exit Ticket
5. Key difference & Importance:
Key Difference: Confidential support (counselors, advocates) protects privacy and doesn't trigger a report without consent. Reporting options (Title IX, HR, Police) trigger a formal investigation or institutional action.
Importance: This distinction is vital because it allows a person to choose whether they want to process the event privately/explore options first, or if they are ready for formal action.
6. Sample Advocacy Script:
"I'm hoping to discuss a personal concern regarding some uncomfortable interactions I've had with a coworker recently. I would like to explore my options for addressing this professional environment issue."
Teacher Look-fors: Polite opening, clear identification of the issue (uncomfortable jokes/coworker), and a clear request for a discussion or next steps.
Mastery Benchmarks
Accurately identifies confidential vs. reporting (Q3 & Q5).
Demonstrates person-centered supportive response (Q4).
Drafts a clear, polite, and direct advocacy initiation (Q6).
Pocket Safety Project Takeaway Pocket Safety Card
Personal Safety Project
Mission Checklist: Active
Goal: Create an accessible safety tool with key contacts. You can complete the physical card below to keep in your wallet/bag, or use this information to create a dedicated Safe Note on your phone.
Part 1: Emergency Contacts
Primary (Family/Guardian)
Name:
Phone:
Secondary (Trusted Friend/Adult)
Name:
Phone:
Campus/Workplace Emergency
Part 2: Key Resources
Confidential Support
Name/Location:
Reporting (Title IX / HR)
Location:
Medical / Mental Health
Urgent Care/Counseling:
National Crisis Line
Hotline / Text:
Part 3: Important Reminders
My Rights
e.g., "I have the right to say no," "Body autonomy..."
Action Plan
e.g., "If unsafe, I will go to a well-lit area..."
Advocacy Phrases
e.g., "I need to talk about something important..."
Pro-Tip: Bookmark the student health portal & campus security numbers in your favorites.
Keep this accessible • Review often • Your safety matters.
