Spring is a natural time for transformation, for embracing new beginnings while shedding those attitudes or mindsets that no longer serve us. It’s also an ideal time to consider the changes in our lives and their impact.
Change is inevitable, but when it’s out of our control, it can sometimes feel frightening or uncomfortable—especially when it goes unacknowledged. Young people need spaces to process the ongoing changes and losses they’re experiencing in their lives. Aligned with the Relationship Nurturing domain of our Culturally Affirming SEL Wheel, the following lesson plan invites students to explore, identify and reflect upon the changes and losses in their lives while also offering space and time to share their grief to their comfort level.
Opening Ceremony: Scrawl Wall
Circle up and warmly welcome students.
Frame today’s session by explaining that one of the ways we can connect with each other is through our experiences of change. Direct students’ attention to the piece of chart paper that says “Change” in the middle. In groups of 4-5, invite students to write as many words or phrases they associate with change as they’d like.
Read aloud the words/phrases the group has offered. Be sure to add some of your own. You may want to include “unknown,” “discomfort,” “transformation,” “control.”
Then elicit, or explain, that all of us have experienced some type of change in our lives. Even when change feels good or is for the best, we lose something: a place, a relationship, a routine, a familiar or comfortable experience, way of living, etc. Change is a type of loss. Any loss we experience brings up feelings of grief.
Invite a few volunteers to share what the word “grief” means to them. Elicit, or explain, that while grief is a deep sadness often associated with the death of someone we love, any loss we experience–big or small–can be grieved.
Thank students for sharing.
Circle: Acknowledging Change & Loss
Explain to students that we do not have to grieve change or loss alone. Sharing our grief helps heal us and others who’ve had similar experiences of loss. But before we can share it, we need space to acknowledge grief in our lives.
Now, invite students to think of some changes or losses they’ve experienced in their lives, recently or in the past. Give students space and time to reflect and the choice to write, or draw, about these experiences. Be sure to journal or draw alongside your students.
You may choose to play some calming music selected by students and are encouraged to give students choice of where they’d like to sit during this reflection.
Give students several minutes to reflect, draw and journal. Then reconvene the circle and invite students to share anything from their reflections on change and loss. Remind them that they may share only what they’re comfortable sharing and can also choose to pass. Consider sharing first to model vulnerability for your group.
Pass around the talking piece until every student has had the opportunity to share or pass. Thank students for sharing.
Transition to the reflection part of the session by distributing journals, or paper, to students. Invite students to write or draw in response to the following prompts:
- How did it feel to acknowledge changes and losses in your life today?
- How did it feel to share these experiences? To listen to the experiences of others in your community?
Give students at least five minutes to journal. Be sure to write alongside your students to engage in your own self-reflection and be in community with them.
Once students have finished their last thought, invite students to share popcorn-style.
Thank students for reflecting and sharing.
Closing Ceremony: Centerpiece Reflections
Distribute post-its/index cards and pens or have students retrieve them from the centerpiece.
Invite students to write down one thought, feeling or connection they experienced while being in circle today. Their responses will remain anonymous. If it makes them feel more comfortable, students may change their handwriting. Be sure to write alongside your students to engage in your own self-reflection and be in community with them.
Once all students are finished writing, move around the circle and collect the post-its or index cards from each student. Then arrange them around your centerpiece, reading aloud each response.
Extension Activity: Acknowledging Change & Loss: A Collective Playlist
Invite students to think of two to three songs that help them, or have helped them, through changes and losses in their lives. Give significant processing time.
Be sure to offer your own songs first and briefly explain how these songs help you deal with change or loss. Elicit, or explain, that dealing with change or loss or grieving can look different for each of us. Some of us might release our grieve through crying. Some of us might smile and laugh at fond memories we have of times before things changed. Some of us might do both.
Then explain that music is one outlet we can use to help us acknowledge, navigate and process our emotions around change and loss, including the emotion of grief. It can help us move toward healing or restoring our health and well-being.
Pass around the talking piece and invite students to share the name of their song. As they do, cue it up on Spotify or another music platform. Invite students to listen and think about how it makes them feel; what thoughts and impressions they have in terms of change, loss or in general; and what experiences or connections they can make.
Invite students to engage in active listening as they listen to each song from this playlist. If this means they need to close their eyes, they should do so. If they need to journal or doodle as they listen to really focus, they should do so--whatever helps them do their best listening.
Once the song has ended, take a few moments to pause and allow students to engage in further reflection and processing. You may invite them to take a few deep breaths. Then pass around the talking piece and invite them to share any thoughts, feelings or connections they had to the song.
Continue this listening, reflecting and sharing process for each song in the playlist as time permits.
Thank students for listening, reflecting and sharing.
Note to Teacher:
Acknowledging change and loss will likely elicit strong emotions from your students. Be prepared to hold space for the spectrum of their feelings while also ensuring that you prevent further harm or trauma. If at any time, students seem overwhelmed during this TeachableMoment, pause and pivot to one, or more, of the following options:
- Allow students to participate in a self-care activity of their choice that is feasible within the classroom: breathing/contemplation, journaling, drawing, etc.
- Choose two-three opening/closing activities that activate movement and joy.
- Reach out to your campus social worker, therapist or counselor for support.
It’s also possible that students may be reluctant to share. This is okay. The purpose of this session is to afford students space to acknowledge change and loss in their lives–even if it is just self-acknowledgment.