Navigating Change: Creating Our Resilience Toolkit

Please refer to our Before You Teach guides for resources to support your practice.

 Mental Health 101

 Safer Language  

 Classroom Discussion Guide

 Trauma Informed Teaching 

Building on the previous lessons, students consolidate their understanding of resilience by creating a collaborative classroom resource focused on protective factors. Through discussion, teamwork, and reflection, students identify the relationships, skills, habits, and environments that support mental well-being and help people navigate change. Together, they create a practical toolkit that can support themselves and others when facing future challenges.

In this lesson, your students will…

• Consolidate their understanding of protective factors that help build resilience.
• Identify supportive relationships, personal skills, healthy habits, and community resources that promote mental well-being.
• Collaborate to create a practical resource that supports navigating change and challenges.
• Recognize that resilience is strengthened through both individual actions and supportive relationships and environments.
• Reflect on how they can apply protective factors to support their own well-being and the well-being of others.

Slide Deck

Navigating Change: Creating Our Resilience Toolkit

‍Handouts

Protective Factors Review: Student Handout

Protective Factors Review: Answer Key

Classroom Resilience Toolkit

‍Additional Resources

• Teacher computer, projector
• Chart paper, markers, sticky notes (optional)

• Part 1: Minds On (5-10 minutes)
• Part 2: Action Tasks (45-60 minutes)
• Part 3: Consolidation (5-7 minutes)

Note: All parts of the lesson procedure can be found in the slide deck provided.

Slide 2: Land Acknowledgement 

In the slide deck, we have included Jack.org’s land acknowledgement. We encourage you to write your own, acknowledging the Nations, communities, territories and treaties upon which you live and work, and your calls to action for reconciliation / Self Pledge.

‍Here are some resources to support you:

Why Acknowledge?

Territory Acknowledgement - Native-Land.ca.  

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Part 1: Minds On (5-10 minutes)

Slide 5: Protective Factors Sort

1. Review the protective factors introduced in the previous lesson by having students sort examples into the appropriate categories. 

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Facilitation Options: Use the provided handout, display the examples on the board, or create cards for students to sort in pairs or small groups.

Protective Factors Review: Student Handout

Protective Factors Review: Answer Key

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Takeaway:

There isn't always one correct category. For example, joining a sports team might help someone build supportive relationships, develop new skills, create healthy routines, and feel connected to their community.

Many protective factors overlap, which reminds us that resilience grows through a combination of people, skills, habits, and supportive environments, not just one factor alone.

We’ve reviewed a range of protective factors that can support our mental well-being. Many of the skills and strengths we’ve identified can also be developed and strengthened over time. So, instead of only asking, “What helps?” we can also ask, “How can someone build this?”

For example, if believing in yourself is a strength we want to develop, what could someone actually do to build it? They might start by setting achievable goals, trying new experiences, noticing their progress, and celebrating small successes.

As we work on our activity today, think beyond simply naming a strategy, skill, or protective factor. Think about what someone could actually do to develop, practise, or strengthen it.

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Transition to lesson:

We’ve explored the different protective factors that can support our well-being. Now, let’s bring these ideas together and create a toolkit of strategies and supports we can use to help us navigate change and build resilience.

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Part 2: Action Tasks (45-60 minutes)

Activity: Creating a Classroom Resilience Toolkit 

Overview

Classroom Resilience Toolkit

In this activity, your students will build upon what they learned in the previous lesson and become contributors to a class resource. Using the handouts provided in the Classroom Resilience toolkit, chart paper, a whiteboard/chalkboard, or other materials, create five different stations:

1. People who support us
2. Skills we can build
3. Healthy coping strategies
4. Helpful environments and routines
5. Encouraging reminders

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Suggested timing:

Round 1 (8–10 min): Groups work at their assigned station, creating the initial content.

Rounds 2–5 (3–4 min each): Groups rotate to the remaining stations to nead what has already been added, add new ideas, clarify or expand on existing ideas, place checkmarks or stars beside ideas they think are especially important.

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Slide 6: Brainstorm and Rotate (30-35 minutes)

Prompt: Using what we've discussed, we're going to create a class resource that someone could use when they're facing a change or challenge. Together, we'll build a “Resilience Toolkit” filled with practical strategies, supportive reminders, and ideas that can help build resilience over time.

1. Direct your students' attention to the five stations around the room. Divide students into five small groups and assign each group to a different starting station. (For larger classes, you may choose to duplicate stations in order to retain smaller group sizes.) 
2. Explain that each station focuses on a different protective factor that supports resilience.
3. At each station, groups will:

• Read the task and discussion prompts.
• Add their ideas to the paper.
• After rotating, build on ideas left by previous groups.
• Place a checkmark or star beside ideas they agree with or think are especially helpful.

Slide 7: Gallery Walk (10-15 minutes)

1. Once all groups have visited each station, invite students to silently walk around and read the completed toolkit.
2. Ask students to:

• Notice common themes across the different sections.
• Place a checkmark or star beside ideas that resonate with them (if they haven't already).
• Write down one idea, strategy, or reminder they want to remember.

Slide 8: Debrief (5-10 minutes)

1. Facilitate a whole-class discussion with your students. Suggested questions:

• What did you learn from your classmates while building this toolkit? 
• How did hearing different ideas expand your thinking about resilience?
• How can having a “toolkit" help someone navigate change or challenges?
• When might someone need to use more than one tool from the toolkit?
• If we were creating this toolkit for next year's students, is there anything else you would add?

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Part 3: Consolidation (5-7 minutes)

Slide 9: Wrap Up/Reflection

1. Invite your students to reflect by choosing one or two of the following prompts:

• One idea, strategy, or reminder from our Resilience Toolkit that I want to remember is...
• One protective factor I want to continue strengthening is... because...
• One thing I understand now about resilience that I didn't before is...
• One way I can help build resilience in others is...

Check out the other lessons in the Navigating Change series:

Lesson 1: Reflecting on Change, Stress, and Well-being

Lesson 2: Building Resilience

Lesson 4: Book a Jack Talk → Jack Talks 

Our Jack Talk on Navigating Change is delivered by a trained youth speaker who shares their own story and experiences with change. Students explore the many transitions we face in life, including academic transitions and identity development, and how these can affect our mental, emotional, and physical well-being. They’ll also practice self-awareness, explore uncertainty and thinking traps, and build skills to navigate change with greater intention, grow through change, and build resilience.

‍Lesson 5: Looking Ahead

Alberta

Physical education and wellness 7-9

Curriculum Overview

• Practise positive social behaviours in a variety of contexts. 
• Discuss strategies to manage risk to personal health and safety. 
• Relate protective strategies to mental well-being 
• Reflect on unsafe situations that adolescents face online, at home, at school and in the community. 
• Examine supports for mental health challenges. 
• Reflect on personal strengths as they relate to leadership and followership. 
• Examine personal and social factors that influence decisions, actions and behaviours. 
• Explore mental health literacy. 

Career education and financial literacy 7-9

Curriculum Overview

• Create open-ended plans to support transitions. 
• Assess personal strengths and opportunities for growth. 
• Develop strategies that can help manage transitions. 

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British Columbia

Physical and Health Education 10

Curricular Competencies

• Evaluate and explain strategies for promoting mental well-being 
• Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence 
• Explore and describe factors that shape personal identities, including social and cultural factors 

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Québec

Éducation physique et à la santé

Progression des apprentissages au secondaire : Compétence 3 – Adopter un mode de vie sain et actif

• Nommer des situations de stress qui ont des impacts dans sa vie de tous les jours (ex. : gagner une compétition, avoir un examen) 
• Nommer des réactions physiologiques associées à une situation de stress (ex. : augmentation de la fréquence cardiaque, sudation) 
• Nommer des répercussions d’une mauvaise gestion du stress sur sa santé et son bien-être (ex. : anxiété, fatigue, perturbation du sommeil, dépression) 
• Indiquer des stratégies pour se relaxer (ex. : prendre un bain chaud, lire, faire de l’activité physique, utiliser une technique de relaxation) 
• Utiliser des techniques pour se relaxer après un effort physique ou pour gérer son stress (ex. : respiration contrôlée, méthode de Jacobson, yoga, imagerie mentale) ‘

EKIP : santé, bien-être et réussite éducative des jeunes

• 1.1 Reconnaître des stratégies d’adaptation à des situations stressantes ou difficiles 
  • Exploration des différentes réactions possibles face à des situations stressantes ou difficiles (ex. : situations liées à de nouvelles exigences socioscolaires, à un nouvel environnement, à l’intimidation ou à la discrimination) 
  • Adoption de stratégies face à des situations sur lesquelles on peut avoir du contrôle ou que l’on peut changer (ex. : méthodes de travail, gestion du temps, démarche de résolution de conflits, demande d’aide) 
  • Adoption de stratégies face à des situations que l’on ne peut changer, comme la perte d’un être cher ou une séparation (ex. : exprimer ses émotions, avoir une attitude positive, demander de l’aide) 
• 1.2 Connaître des stratégies à privilégier lors d’une situation qui nécessite de l’aide pour soi ou les autres 
  • Reconnaissance des signes de détresse, des attitudes et des comportements qui nécessitent de l’aide 
  • Connaissance des services de soutien dans son école et sa communauté
• 2.1 Expliquer l’influence de ses habitudes de vie sur sa santé et son bien-être 
• 2.2 Évaluer et adapter ses stratégies pour améliorer ou maintenir sa santé et son bien-être 
• 3.1 Comprendre différentes composantes de la santé mentale 
  • Interrelations entre santé mentale et a) santé physique; b) relations positives et égalitaires; c) capacité d’adaptation au stress et aux transitions 
  • Facteurs de risque individuels et environnementaux (ex. : situations stressantes et difficiles, exclusion sociale, pensées négatives) 
  • Facteurs de protection (ex. : stratégies d’adaptation, estime de soi, scolarisation, soutien de la famille et des amis, saines habitudes de vie, recours aux services disponibles) 
  • Troubles mentaux (ex. : troubles anxieux, dépression) et répercussions possibles sur les individus, sur les familles et sur la société 
• 3.3 Connaître des stratégies d’adaptation qui permettent d’être plus objectif par rapport à des situations stressantes ou difficiles et à ses émotions 
  • Dédramatisation de la situation 
  • Réévaluation positive de la situation, vision d’un avenir meilleur 
  • Obtention d’un autre point de vue fiable 
• 3.4 Reconnaître les situations qui requièrent de l’aide et les facteurs qui influencent la demande d’aide pour soi ou les autres 
  • Reconnaissance des signes de détresse psychologique (ex. : distinction entre un état passager de tristesse et un mal-être persistant qui nécessite de l’aide, signes de détresse comme le repli et l’isolement, idéations suicidaires) 
  • Connaissance des mythes entourant les troubles mentaux 
  • Développement d’une conception positive de la demande d’aide (ce n’est pas un signe de faiblesse) 
  • Recherche de soutien émotionnel dans l’entourage (accueil, écoute, accompagnement vers des ressources)  
  • Connaissance des types d’aide et des façons d’y accéder 
  • Connaissance des ressources disponibles dans l’école et dans la communauté 

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Nova Scotia 

Healthy Living 9 

Specific Curriculum Outcomes 

• Healthy Self 
  • 9.1 analyze their health needs in times of change and apply strategies that enhance their capacity to manage change in their lives
• Healthy Community 
  • 9.17 examine how people support healthy communities locally and globally, and take age-appropriate action to support a community health issue of interest to them 
  • 9.20 identify school and community-based resources and health services available to assist themselves or a friend if help or information in the area of sexual health, mental health, alcohol and other substance use or gambling is needed, and practise how to make initial contact such a service/resources 

Life 11

Indicators

• Investigate the types of transitions and changes that occur in life and careers (COM, PCD)
• Compare ways to support mental health in times of change (COM, CT, PCD
• Investigate supports and resources available for changing life circumstances (CT, PCD)
• Analyse how protective factors work in response to changing life circumstances (COM, CT, TF)

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New Brunswick

Personal Wellness 9

Big Idea: Positive Mental Fitness Strategies

Achievement Indicators:

Identify strategies to build own positive mental health.

Big Idea: Helpful and Harmful Choices

Achievement Indicators:

Analyze how food, screen time, and substances may affect an individual’s health (e.g., mental, social, emotional, and physical including brain development)

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Wellness Through Physical Education (110)

General Curriculum Outcome:

1.0 Students demonstrate an understanding of the concept of wellness.

Specific Curriculum Outcome:

1.2 Students evaluate and address personal wellness needs.

1.3 Students analyze how society, media and culture influence wellness

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Ontario

Healthy Active Living Education, Grade 10 (PPL 2O)

Specific Expectations

C1 Understanding Health Concepts

1.1 Demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-being

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Healthy Active Living Education, Grade 12 (PPL4O)

Specific Expectations

C2 Making Healthy Choices

2.3 Describe how coping and interpersonal skills and their knowledge of personal protective and risk factors can be used to develop resilience and enhance their ability to make healthy choices, including the avoidance of substance use and addictive behaviours

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Recreation and Healthy Active Living Leadership (PLF4M)

Specific Expectations

C2 Healthy Active Living Plan

2.1 Describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility benefits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being 

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Prince Edward Island

Physical and Health Education 9 (9PHEA)

‍Specific Curriculum Outcomes

Learners are expected to create a personalized mental health plan

‍Achievement Indicators

Develop and implement a personalized mental health plan that incorporates evidence-based strategies, self-awareness, and healthy decision-making skills

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Wellness (PED401A)

Outcomes and Indicators

W1. Evaluate one’s self in each dimension of wellness.

‍l. Examine the relationships among defense mechanisms, feelings, behaviours, and mental health (i.e., ways we protect ourselves from things we do not want to think about or deal with).

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Saskatchewan

Wellness 10

Outcomes and Indicators

W4. l. Examine the relationships among defense mechanisms, feelings, behaviours, and mental health (i.e., ways we protect ourselves from things we do not want to think about or deal with).

W5.g. Examine emotional and behavioural patterns of self and others and determine related impact on optimal wellness.

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Yukon

*Yukon schools follow the British Columbia (B.C.) curriculum, with adaptations to include Yukon content and Yukon First Nations’ ways of knowing and doing. (https://yukon.ca/en/school-curriculum)

Physical and Health Education 10

Curricular Competencies

• Evaluate and explain strategies for promoting mental well-being 
• Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence 
• Explore and describe factors that shape personal identities, including social and cultural factors