Boundary Blueprint Teacher Guide Boundary Blueprint
Lesson 1: Teacher Facilitation Guide
Duration
60 Min
Objectives
Define physical, emotional, and digital boundaries.
Identify personal comfort zones for different relationships.
Learn vocabulary to articulate personal limits.
Key Vocabulary
Boundary Physical Space Comfort Zone Privacy Emotional Safety
Sensitive Topic Note
Discussions about boundaries can be personal. Ensure students know they don't have to share specifics if they feel uncomfortable. Establish a "brave space" rule.
Instructional Steps
1
The Space Bubble Hook (10 min)
Ask students to stand up and find a space. Have them extend their arms to visualize their "invisible bubble." Ask: "Who do you let inside this bubble? Does it change depending on who it is?"
2
Defining Boundaries (15 min)
Use the slides to define the three types: Physical (touch, personal space), Emotional (feelings, personal info), and Digital (passwords, social media posts).
3
The Comfort Continuum (20 min)
Students complete the "Space Explorer Worksheet". They map out how close they feel comfortable being with family, close friends, classmates, and strangers in different scenarios.
4
Boundary Vocabulary (15 min)
Brainstorm phrases used to set boundaries (e.g., "I'm not comfortable sharing that," "I need some space right now," "Please don't touch my phone").
Discussion Prompts
"Why might someone's boundaries be different than yours?"
"How do we know if we've crossed someone's boundary if they haven't said anything?"
"What happens to a friendship when boundaries aren't respected?"
Space Explorer Worksheet Space Explorer
My Boundary Blueprint
Name:
Date:
1. The Space Bubble
Everyone has different levels of comfort for physical space. Think about where you would place these people around your "bubble." Draw them on the map or write their names.
ME
Social Zone (Stranger/Acquaintance) Personal Zone (Friends) Intimate Zone (Family)
2. Boundary Breakdown
Boundaries aren't just about physical space. Match the scenario to the correct boundary type by drawing a line.
"Please don't look through my photos without asking."
"I don't really want to talk about why I'm sad right now."
"I'm not a big hugger, a high-five is better for me!"
Physical Boundary
Emotional Boundary
Digital Boundary
3. Setting the Limit
Think of one boundary you have (physical, emotional, or digital). How would you say it politely but firmly if someone crossed it?
Boundary Blueprint Slides Boundary Blueprint
Lesson 1: Understanding Personal Space & Limits
The "Space Bubble"
Imagine an invisible bubble around your body. This is your personal space.
"Who do you let inside your bubble? Does it change depending on who they are?"
ME
What is a Boundary?
The Definition
A limit or rule you set for yourself to feel safe, comfortable, and respected in a relationship.
The Why
Protects your feelings
Respects your body
Keeps your info private
3 Types of Boundaries
Physical
Your body, your personal space, and who is allowed to touch you.
Emotional
Your feelings, your secrets, and what you choose to share.
Digital
Your passwords, your photos, and how others interact with you online.
Respecting "No"
If someone says NO, or looks uncomfortable, we must immediately back off.
"Wait, I thought we were just joking!"
Impact matters more than intent. If they aren't okay with it, it's a boundary.
Friendship Radar Teacher Guide Friendship Radar
Lesson 2: Healthy vs. Unhealthy Dynamics
Duration
60 Min
Objectives
Identify "Green Flags" in healthy friendships.
Recognize "Red Flags" in unhealthy or controlling relationships.
Analyze scenarios to categorize friendship behaviors.
The Flag System
Green Flags
Support, honesty, independence, listening, respect.
Red Flags
Jealousy, isolation, pressure, put-downs, controlling behavior.
Teacher Tip
Emphasize that "Red Flags" aren't just one-time mistakes; they are often patterns of behavior. Help students distinguish between a friend having a bad day and a friend who is consistently controlling.
Activity Roadmap
1
Text Detective Hook (10 min)
Present a simulated chat log (from slides). Ask: "Does this conversation feel good? Where did it start to feel weird?" Introduce the idea of being a friendship detective.
2
The Flag Framework (15 min)
Define Healthy (Green) and Unhealthy (Red) behaviors. Use the "Friendship Radar Slides" to visually compare supportive vs. controlling interactions.
3
Detective Log Activity (20 min)
Students work in pairs using the "Detective Log Worksheet". They analyze three distinct cases and label the behaviors found in each "clue".
4
The "Yellow Flag" Bonus (15 min)
Discussion: Are there "Yellow Flags"? (Behaviors that make you pause, like always needing to be the center of attention). How do we address them?
Facilitation Prompts
"If a friend gets mad when you hang out with someone else, is that a sign of love or a sign of control?"
"Can a healthy friendship have a bad day? What's the difference between a mistake and a pattern?"
"What should you do if you realize you've been showing 'Red Flag' behaviors yourself?"
Detective Log Activity OFFICIAL LOG
Detective Log
Case File: Friendship Dynamics
Agent Name
Date Assigned
Case #01
The "Helper" Friend
"Sam keeps texting Jordan: 'I noticed you're hanging out with Alex again. Alex is so immature, they're going to get you in trouble. I'm just looking out for you! You should probably just stay at my house after school instead.'"
Evidence Analysis
Green Flag (Healthy)
Red Flag (Unhealthy)
Why?
Case #02
The "Brave" Talk
"Taylor tells Avery: 'Hey, it really hurt my feelings when you told everyone that secret about my crush. I felt like I couldn't trust you for a second.' Avery replies: 'I'm so sorry, Avery. I messed up and I'll work on being a better friend.'"
Evidence Analysis
Green Flag (Healthy)
Red Flag (Unhealthy)
Why?
Detective's Summary
In your own words, what is the biggest difference between a friend who "supports" you and a friend who "controls" you?
Friendship Radar Slides Friendship Radar
Lesson 2: Healthy vs. Unhealthy Dynamics
Green Flags
Signs of a healthy, supportive relationship.
Mutual Respect
Honesty & Trust
Independence (You can have other friends!)
Red Flags
WATCH OUT!
Signs of an unhealthy or controlling relationship.
Jealousy & Possessiveness
Isolation (Making you quit activities)
Put-downs & Name-calling
Text Message Detective
"Hey, are you coming to the soccer game tonight?"
"Yeah! See you there!"
"Actually, don't go. You spent all day with Alex. If you go to the game, it shows you don't care about our friendship."
Is this a Green Flag or a Red Flag?
Consent Connection Teacher Guide Consent Connection
Lesson 3: Understanding Consent & Respect
Duration
60 Min
Objectives
Define consent using the F.R.I.E.S. model (Freely given, Reversible, Informed, Enthusiastic, Specific).
Apply consent concepts to property, information, and personal space.
Understand that "no" must be respected immediately.
The Analogy
The Pizza Toppings Rule: Just because someone likes pepperoni doesn't mean they want it on their pizza. You can't force your toppings on them. And if they change their mind halfway through eating, you stop putting toppings on!
Critical Point
Consent is not just about physical touch. It applies to:
• Borrowing a pencil
• Posting a photo of a friend
• Sharing a secret told to you
Lesson Flow
1
The Pizza Hook (10 min)
"I'm ordering pizza for the class. Who wants pineapple and anchovies?"
Use this to show that everyone has different preferences and we must ask before assuming someone wants something.
2
What is Consent? (15 min)
Walk through the slides. Focus on Reversible (you can change your mind) and Enthusiastic (it's not consent if they are being pressured or just silent).
3
Topping Toss Workshop (20 min)
Students complete the "Pizza Toppings Activity". They evaluate scenarios to see if consent was present or if a boundary was crossed.
4
The "No" Practice (15 min)
Role-play simple asks: "Can I borrow your hat?" "Can I see your phone?" Practice both saying "no" clearly and accepting the "no" without argument.
Discussion Questions
"Is it still consent if the person says 'I guess' but looks at the ground?"
"Why is it important that consent can be taken back at any time?"
"How do we ask for consent online before posting a picture with a friend?"
Pizza Toppings Consent Activity Pizza Toppings
The Consent Challenge
Chef's Name:
1. What is Consent?
Use the F.R.I.E.S. acronym to check for consent. Every single one must be present!
F
Freely Given
No pressure or guilt.
R
Reversible
Can change mind any time.
I
Informed
Knowing all the facts.
E
Enthusiastic
Excited, not just silent.
S
Specific
Asking for one thing only.
2. Order Up!
Read the order. Is there consent? If not, which letter from F.R.I.E.S. is missing?
Scenario #1
"Jamie asks to borrow your headphones. You say okay, but five minutes later you realize you need them back for a call. Jamie says, 'Too late, you already said I could have them!'"
Yes
No
Missing Letter:
Scenario #2
"You ask a friend to help you with a prank. They say, 'Ugh, fine, I guess. If I don't help, you'll probably be mad at me all week.'"
Yes
No
Missing Letter:
Scenario #3
"Riley asks to take a video of you doing a funny dance for TikTok. You say, 'Sure! That sounds hilarious!'"
Yes
No
Missing Letter:
Consent Connection Slides Consent Connection
Lesson 3: The Power of "Yes" and "No"
The Pizza Rule
You wouldn't force someone to eat a topping they hate just because you like it.
Consent is the same. You must ask before you "add toppings" to someone's life (their property, their time, or their space).
🍕
CAN I?
ASK FIRST
🚫
Consent is F.R.I.E.S.
F
Freely Given
No pressure or guilt-tripping.
R
Reversible
You can change your mind anytime.
I
Informed
Knowing the full story.
E
Enthusiastic
If it's not a "HELL YES," it's a no.
S
Specific
Only saying yes to one thing.
What if they say NO?
You immediately accept it. No arguing. No whining. No "but why?"
"Okay, I respect that. Let's do something else."
Power Talk Teacher Guide Power Talk Training
Lesson 4: Assertive Communication & Refusal
Duration
60 Min
Objectives
Differentiate between passive, aggressive, and assertive communication.
Practice verbal techniques for setting boundaries (e.g., "I" statements).
Use the "Broken Record" technique to maintain a boundary.
Communication Styles
Passive
Hiding your needs; "whatever you want."
Aggressive
Demanding; "do what I say or else!"
Assertive
Clear and respectful; "I need this."
Broken Record
When someone pressures you, politely repeat your "No" or boundary without adding new excuses. Don't engage in a debate. Just keep the record playing!
Instructional Steps
1
The Styles Showcase (15 min)
Act out three ways to say "no" to borrowing a phone: one whispering (passive), one yelling (aggressive), and one firm and clear (assertive). Ask students which felt the most powerful.
2
Power Phrases (15 min)
Introduce "I" statements: "I feel [feeling] when [behavior] happens. I need [boundary]." Have students write three of these for common middle school scenarios.
3
The Pressure Test (20 min)
Students work in pairs. One is the "Pressurer" (nicely but firmly asking for something) and the other is the "Defender" (using the Broken Record technique). Swap roles.
4
Ace Check (10 min)
Complete the "Assertive Ace Worksheet" to reflect on body language and verbal tone.
Watch For...
Students often confuse assertiveness with meanness . Remind them that standing up for yourself is respectful to you and your needs. Tone of voice and eye contact are just as important as the words.
Assertive Ace Worksheet Assertive Ace
The Power Talk Playbook
Squad Member Name
Date
The Style Switch
Identify which style of communication is being used in each example.
"I'm sorry, I really can't let you borrow my sneakers today. I'm going to wear them after school."
Passive
Aggressive
Assertive
"Fine, you can have my lunch money. Just don't tell anyone I gave it to you."
Passive
Aggressive
Assertive
"GET OUT OF MY ROOM! You're always touching my stuff and I'm tired of it!"
Passive
Aggressive
Assertive
The "I" Shield
Write an assertive "I" statement for this situation: A friend keeps talking over you when you're trying to tell a story.
I feel...
When you...
I need...
Broken Record
"Can I borrow $5?" -> "No, I'm saving my money right now."
Practice Response:
Someone keeps pressuring you to stay out later than your curfew.
Power Talk Slides Power Talk
Lesson 4: Finding Your Assertive Voice
How Do You Speak?
Passive
"Uh, I guess... if you really want to..."
Giving up your power.
The Goal
Assertive
"I'm not comfortable with that. No."
Standing your ground firmly.
Aggressive
"STOP IT NOW OR ELSE!"
Using power over others.
The "I" Statement Shield
Use this formula to set a boundary without being mean:
I FEEL...
WHEN YOU...
I NEED...
The Broken Record
If someone keeps pressuring you, don't make excuses.
Excuses give them something to argue with. Just repeat your "No" clearly and calmly, like a broken record.
"No, I'm not going."
"No, I'm not going."
"No, I'm not going."
Safety Squad Teacher Guide Safety Squad Network
Lesson 5: Safety Planning & Support
Duration
60 Min
Objectives
Identify at least three "Trusted Adults" in different environments.
Create a personal safety plan for when boundaries are repeatedly violated.
Learn how to ask for help effectively (The "Three Ts").
The Three Ts
Tell Them
Exactly what happened.
Tell How
It made you feel (uncomfortable, scared).
Tell What
Help you need right now.
Mandatory Reporting
Remind students that if they share something that suggests they or someone else is in immediate danger, you are required by law to share that with school administrators to keep everyone safe.
Lesson Procedure
1
The "Safety Squad" Hook (10 min)
Ask: "If you were in a video game and needed backup, who would you call? Real life is the same. We need a squad of people we trust when things get tough."
2
Defining "Trusted Adult" (15 min)
What makes someone trustworthy? (They listen, they don't judge, they follow through, they respect your boundaries). Brainstorm adults at home, school, and the community.
3
Safety Squad Card Activity (20 min)
Students fill out their personal "Safety Squad Card". Encourage them to list specific names and how they would contact each person.
4
Project Wrap-Up (15 min)
Review the entire "Safe Relationship Squad" journey. Hand out certificates or "Squad Medals" (optional stickers) for completing the training.
Closing Circle
"We've learned a lot about boundaries, flags, and power talk. The most important thing to remember is that you deserve to feel safe in every relationship you have. Your 'no' matters, and your safety is the top priority."
Safety Squad Card Worksheet Safety Squad
My Network of Trusted Support
The Trusted Three
List three adults you can talk to if a boundary is crossed or you feel unsafe.
1
Relationship
Contact
2
Relationship
Contact
3
Relationship
Contact
The Help-Seeking Script
Use the "Three Ts" to practice what you would say to a trusted adult.
1. Tell Them Exactly What Happened
2. Tell How It Made You Feel
3. Tell What Help You Need
Squad Promise
"I deserve to be safe. My boundaries matter. I will use my voice and seek support when I need it."
Signature:
Safety Squad Slides Safety Squad
Lesson 5: Building Your Support Network
Who is "Trusted"?
A Trusted Adult is someone who:
Respects your boundaries
Listens without judging
Helps you solve the problem safely
Home (Parents, Aunts, Uncles)
School (Teachers, Counselors, Coaches)
Community (Librarians, Religious Leaders)
Asking for Help: The 3 Ts
Tell Them
Exactly what happened. No secrets!
Tell How
It made you feel (scared, uncomfortable).
Tell What
Help you need right now.
You Are the Boss of You
"Your boundaries are your rules. Your voice is your power. And your Safety Squad is always behind you."
SQUAD READY
