Student Resources

"I wonder if everyone could become friends in the world." (Grade 4/5 student)
See our student blog friendCHIPS for challenges, videos and tips that your students can engage with directly - kids to kids. We would love comments by your students. Your school might be interested in sending in their own experiments and challenges. 

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Video resources

The following videos have been created by kids for kids. They include tips and scenarios to help thinking about what it means to create positive relationships. They also provide examples of some of the activities in the Build Positive Relationships and School Cultures program guide . We have provided a range of activities for you to choose from.  We hope that you will have fun showing them and doing the activities. We hope they will encourage your own students to explore different scenarios and come up with their own videos. For more information on the making of the videos go to the bottom of the page.

The Say 10 positive things in 10 days challenge

Will you take up the challenge? Say 10 positive things in 10 days! Be inspired to change meanness into friendCHIPS.


  • Brainstorm different types of positive things that you could say. For example, compliments, appreciating something that happened (I really enjoyed playing with you), thanking people for being Caring, Helping, Including, Positive or Smiling....
  • Create  a Say Something Positive Wall where you write sticky notes thanking someone.
  • Practice - Do a Say Something Positive Circle where you go around the circle, each person saying something positive to the person on their left.  Notice how hearing something positive or saying something positive made you feel. Then try the other way.
  • Create - Make up your own challenge to other schools to build positive relationships.
Releasing stuck emotions

If you are overwhelmed with emotions or feeling down then here are some quick tips for releasing them and getting back to who you are.

  • Practice these moves. When you get full of emotions try shaking it out and throwing it out and see what happens. 
  • Imagine positive things that open your heart and bring a smile to your face. Have you a pet you cuddle and feel love between you? What else? Put your hand on your heart, close your eyes, breathe slowly and imagine those thoughts. Feel the beating of your heart and feel what happens to your body. (
  • Draw a ''before" picture of you when you are full of emotions. Colour in your emotions and show where they are in your body. Do these moves and see how they change. Then draw an "after" picture. Compare with other people. What do you notice?
  • Inquiry - Try these tips out for a week and notice if it makes any difference. 
  • Create  - Make up your own moves that help you shift stuck emotions or help you to feel balanced. Share with others. (Here is a video Dover Grade 3/4 made.)

What can you do if you have no friends?

Sometimes it is very hard to find people to be your friends. In this video Daisy asks the Grand Poobar of Wiseness for help.

  • Brainstorm - What other suggestions could you make to Daisy?
  • Act it out  - Do you notice people who are lonely? What could you do to make them feel included? Practice with a partner.
  • Inquiry - find someone who looks alone at recess or lunch and smile and ask them to play.
  • Write a letter - Do you have a concern? Write a letter to the Grand Poobar of Wiseness.

How to make friends from SCRATCH

If you meet someone new, what do you say to them? This scratch animation gives a few tips. Coming soon

Change Meanness into friendCHIPS

Sometimes we are mean without thinking. Pause, tune into whether it feels right or not. Imagine how the other person feels. Think about what can make it right. And don't be afraid to admit your mistake and apologise.

  • Notice - Think about a time when you were mean. How did it feel? What were your emotions? How did it feel in your body? Do your emotions and body tell you when you are doing something that isn't nice? Work out what a YES and a NO feels like.
  • Drawing  - Imagine what it feels like when you are the self you like being - you feel a BIG YES.  Draw a picture of yourself on one half of the page with  colours, words, feelings, actions that describe what it is like to be the self you like being. On the other half of the page draw a picture of the self that feels wrong - a BIG NO in the body.
  • Discussion - What do we hope for when things go wrong? What does the person who has been harmed hope for? What does the person who has harmed hope for? (The Dover Grade 3/4 class share their ideas on this video.)
  • Inquiry - for one week pay attention to your emotions and body when you do things. What is the signal that you are not who you want to be? What does it feel like when you are who you like to be? How can you make things right?
  • Act it out  - In a group make up a scenario of something that happens at your school and find an ending that you like.
More information: restorative model

How can we stop anger from getting bigger?

You often see people fighting and it gets out of hand quickly. When can you intervene? Is it safe? What can the people in the fight do to stop it getting bigger and when is a good time?

  • Brainstorm some things that the boys in the video could have said to stop the fight getting bigger.
  • Graph it - Think of a time that you were in a fight with someone. Do a graph to show what happened. What do you think you could have done to stop it before it got bigger? 
  • Inquiry - for one week notice when things start to get bigger. Try to say or do something that can stop it getting bigger.
  • Act it out - Use a make it bigger circle to try out what happens when you start with a frown, or a smile and pass it on so each time it is made bigger. Try different things.
Discuss your problems in circle time

Circle time can be a great way to talk about issues. But it can also get angry and heated. Find out how to run a circle time with your peers to help resolve issues. Print out circle time instructions and cards here.

  • Brainstorm  - What do you think are important rules and values for running a circle time? What would you like to have happen if you were in the wrong?
  • "I messages" - Come up with sentence starters that you think might help people share their concerns. (e.g. "I hope for....")
  • Experiment - run a small circle group where some people want to bring issues and see what happens. 

What animal are you?

When there is a conflict we can take on different animal roles. Some of us are like turtles who like to avoid conflict. What do you think a teddybear, owl or shark would do? 

(No animals were harmed in the making of this video) 
  • Notice - Think about the different disagreements or fights you get into with different people. What different animals do you think you turn into for each case?
  • Discuss - When can an animal power be useful or not useful? Look at the strengths and weaknesses of different animals. (Teacher handout) What animal powers would you like to draw on?
  • Inquiry -  try out taking on a different animal power to what you usually do and see how it changes situations.
  • Act it out - create a scenario with a partner where you are in disagreement. Try each of you taking on different roles and see how the situation changes.
How would you treat someone who is bullying?

Fighting and bullying behaviours are not good and we want to stop them. But the way we do this is important. Check out this video and choose what you would do to stop Billy from bullying.

  • Discussion - Pause the video on each scenario and have a discussion about the advantages, disadvantages or interesting aspects of each approach. Consider from different people's perspectives.
  • People who turn into bullies usually try to have power over someone else.  They do this because they are feeling powerless. They feel they have no control in some part of their life. Which solutions do you think give some control back to Billy?
  • Draw it - think about a conflict situation you have been in and draw the different people, showing the colours and emotions and thoughts behind what they are doing.
  • Act it out - do a role play where one person uses bullying behaviours on another person with some bystanders watching. What could each person do in the situation? Try out different scenarios and see how they play out. Which one is your preferred ending?
  • Inquiry - notice in the playground whether anyone is using bullying behaviours. What can you do to help the situation. What further skills do you need?

More information: restorative model

Making the videos

How did they happen? These video clips were developed organically in response to students wanting to capture their understandings from the Build Positive Relationships Program. Along the way, as students wanted to develop their capacity as mentors, they brought in issues that they were seeing on the playground and finding difficult to resolve. There were natural conflicts that arose due to working in teams. We explored these through role plays and discussions and such activities brought up new issues that the students wanted to explore.  

Student creativity. Some video clips are based entirely on the students own creativity in response to the activities and discussions - they found a place, worked as a team and came back with lots of takes and said "Use the last one." Their journey through the takes is interesting to see! Some videos have had more guidance. The videos reflect different levels of student understanding of emotional and social learning concepts and should just be seen as prompts for more fuller discussions with other students. 

Our kids really enjoyed creating the videos and learnt a lot through the process of doing them. The way they negotiated roles and storyboard as part of a team helped to consolidate the social and emotional learning principles.

Using their bodies. We noticed how important it was that students used their bodies to integrate knowledge through acting out scenarios, trialling different possibilities and then rehearsing their proposed actions again again. They particularly liked being able to experiment and try out different options to any scenario. Testing possibilities and seeing what they do is a key part of developing moral and ethical intelligence.  Students have a lot of wisdom, know when things are wrong, and just need a little help to remind them to tune into their inner poobar of wisdom (which can sometimes look like a unicorn.) We also found it helped to have a strong sense of the underpinning values that we wanted to promote and could help orient students back to these as well as try to model them. 

Technical. We used ipads, iphones and a decent video camera on a tripod. Dr Sue Stack editted the videos using Camtesia Studio Education Licence. Music under a creative commons licence was used. Note the Billy video was made by Dr Stack using an ipad drawing app.

Parent permissions. Although students in the videos had no blocks to their images being used in media, we sent an information sheet about the program and the videos home to the parents with a permission form. We felt that parents should have the option to decide if they wanted their child to be in videos that might have a large audience and be used for teaching purposes.

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