Together in Change: Facing the Cost of Living

Before you teach, we strongly recommend you review our supporting resources:

Educator Workbook

Trauma Informed Teaching

‍Mental Health 101

Safer Language

Classroom Discussion Guide

This lesson is best used alongside additional learning about mental health, including warning signs, coping strategies, and help-seeking supports.

This lesson begins by helping students notice how rising living costs and financial uncertainty can impact emotions, relationships, and day-to-day routines. Students explore common emotional and social reactions, such as worry, fear, or withdrawal, and reflect on how financial stress can influence interactions with peers and family. Video speakers normalize these responses and provide a safe space for students to consider their own well-being in the context of financial pressures.

The lesson emphasizes trauma-informed principles by giving students choice, normalizing diverse reactions, and fostering reflection without requiring personal disclosure. Students leave with practical strategies to manage financial stress, reduce stigma around money worries, and connect with trusted adults, peers, and community supports while maintaining their own mental health and sense of agency.

By the end of this lesson, students will be able to:

1. Explain how cost-of-living pressures can impact mental health and relationships
2. Identify common emotional responses to financial stress
3. Use simple strategies to reduce stress related to money worries
4. Identify trusted supports and resources for financial and emotional well-being
5. Reflect on how to show care for themselves and others during financial uncertainty

Note: Students are not expected to share personal experiences to meet these goals.

Video

Together in Change Video

‍Note: This video makes reference to mental health struggle. We encourage educators to consider the needs of their students before delivering this content in their classroom.

Slide Deck

Facing the Cost of Living

Handouts

Video Guide: Facing the Cost of Living

Group Activity: Facing the Cost of Living Scenario Practice

Additional Materials

• Teacher computer, projector, and speakers
• Paper, markers/pencils
• List of school/community support resources (e.g., counsellor, trusted adult, youth helplines)

TEACHER ANSWER KEY Video Guide: Facing the Cost of Living

1. Minds On (5-10 minutes)
2. Action Tasks (50-60 minutes)
3. Consolidation (3-5 minutes)

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

Land Acknowledgement

Slide 2

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. 

Part 1: Minds-On (5-10 minutes)

Opening & Emotional Safety Setup (2-3 minutes)

Slides 3-5

Review Objectives and Ensuring a Positive Experience. 

Teacher prompt: “Today we’re learning from a video about cost of living and financial stress. People’s experiences with money can be very different. You won’t be asked to share anything personal. You can participate by listening, writing, or reflecting quietly.”

A. Optional: Quick Grounded Check-In (1 minute)

This is a suggested activity if you notice your students are activated or dysregulated. It can be used at any point in the lesson.  

Prompt: “Right now, scan your body. Are you feeling more alert, calm, tired, or restless? How do you know? What sensations do you notice are telling you this?” (No sharing required.)

Students respond by:

• Circling a word
• Holding up fingers
• Writing privately

After your students respond, invite them to take a few deep breaths. You can use the Kids Help Phone Breathing Balloon (slide 7) to help guide breathing, if needed. 

B. What Stress Can Feel Like (1-2 minutes)

Prompt: “Stress can look or feel like…”

Students silently brainstorm words or phrases (e.g., tired, distracted, worried, irritable, numb). They can:

• Write privately
• Add ideas anonymously (sticky notes or shared board)

Debrief:

• Highlight that stress affects thinking, emotions, bodies, and relationships
• Emphasize that financial stress is one of many stressors teens may notice within themselves and/or around them

C. Gentle content notice and clear lesson roadmap before the video:

“During today’s video, you might notice emotional responses coming up. That’s okay. If at any point you need a break or just want to step back, that’s fine too.

You will not be asked to share personal experiences. You can choose how you participate: listening, writing, drawing, or taking a quiet break if needed.

We’ll watch the video, then do some discussion and activities to practice what we’ve learned. Sharing is always optional.”

Offer grounding reminder

“If you notice your body or mind getting tense while watching, you can try a few slow breaths, stretch, or gently refocus your attention. This is about learning strategies and seeing examples, not about reliving personal experiences.”

Part 2: Action Tasks (50-60 minutes)

Video (22:20)

Slide 6

Share the Video Guide with your students, and briefly review the instructions. Emphasize that the questions are meant to help them notice key ideas, and it’s okay if they don’t catch every answer. Students can use the space on the side for additional notes or thoughts, if they choose.

Supportive Options During Viewing:

• Students may look down, doodle, or take notes.
• Provide a quiet signal students can use if they need a short break

Processing & Reflection (15–20 minutes)

Slide 7-10

1. Immediate Grounding (1-2 minutes)

Teacher prompt: “There was a lot of information in that video. Before we talk, let’s take a moment to pause. You don’t need to share anything. Let’s just take a breath and reset.”

Options (choose one):

• 1-minute quiet pause (heads down, eyes open/closed)
• Guided breath: Inhale for 4, exhale for 6 (2–3 cycles)
• Simple grounding: “Notice one thing you can see, one thing you can hear, and one thing you can feel.”

2. Review & Pair/Group Share (8–10 minutes)

• Give your students time to review their Video Guide responses and add to anything they may have missed.
• Then, have students pair up or form small groups (2–4 students) to share and discuss what they noticed during the video.

Discussion Prompts:

• What did you add or notice after reviewing your notes?
• What stood out about how financial stress can affect young people?
• Which coping strategies seemed most realistic or manageable?
• How can connection (peers, adults, community) make a difference?

Optional: Group identifies 2–3 key takeaways to share with the class

Teacher Reminder: “Keep responses general and based on the video. There is no need to share personal experiences, unless you would like to. Listening is also participating.”

3. Whole Class Debrief (5–7 minutes)

Prompts:

• What are some ways financial stress can show up in daily life or relationships?
• What emotions were mentioned that stood out?
• Which strategies help create a sense of control or reduce stress?
• Why is connection and support important when dealing with stress?

Suggestion: Capture responses on the board or a shared class document.

4. Closing Reframe (1–2 minutes)

Teacher script: “Financial stress is not a personal failure. It’s a response to life pressures. You’re not alone, and there are ways to care for yourself and support each other. If anything from today brought up feelings that are feeling overwhelming, support is available.”

Briefly re-name supports (school staff, trusted adults, community resources).

Activity: Scenario Practice (10-15 minutes)

Slide 11

Group Activity: Facing the Cost of Living Scenario Practice

Help students practice identifying realistic, manageable ways to respond to financial stress. These scenarios focus on strategies and support, not personal experiences.

Instructions:

• Divide students into small groups (2–4 students).
• Give each group one scenario.
• Ask students to discuss the prompts below.
• Encourage multiple strategies and remind students that there are no “right” or “wrong” answers.
• Reinforce that responses should stay general (no personal or family financial details required).
• Groups can share one or more ideas with the class.
  • Optional: Students can record ideas on the board or in a shared document.

TIp: If time is limited, groups can begin the scenario activity in class today and continue or share their responses in the next lesson.

Part 3: Consolidation (3-5 minutes)

Teacher script: Now that we’ve talked about financial pressures and practiced some strategies, let’s take a moment to reflect individually.

*No sharing required. Students can hand it in, keep it, or simply think it through.

Option 1: One-Sentence Exit Reflection (1-2 minutes)

Students complete one sentence (written or silently):

• One thing I learned about financial stress is…
• One way people can support themselves or others is…

Option 2: Keep / Remember (1-2 minutes)

Ask students to choose one idea from the lesson to mentally “keep.”

Prompt: If there’s one message or strategy from today that feels important to remember, what is it?

Closing & Grounding (2 minutes)

End with a brief grounding or reassurance:

• One slow breath together
• A reminder:  “Financial stress is not a personal flaw. Everyone deserves care, support, and understanding.”

Remind students (and yourself) of:

• School supports (counsellor, child and youth worker, trusted adults).
• Crisis or community supports as appropriate.

Alberta

Health and Life Skills  (9)

Specific Outcomes

• R-9.3  Analyze, evaluate and refine personal strategies for managing stress/crises 
• W-9.11  Use personal resiliency skills 
• R-9.1  Identify appropriate strategies to foster positive feelings/attitudes
• R-9.3  Analyze, evaluate and refine personal strategies for managing stress/crises 

CALM (10-12)

Specific Outcomes

• describe the combination of factors that contribute to personal well-being
• examine the determinants of health and their effect on lifestyle choices
• demonstrate an understanding of the interrelated and interdependent aspects of well-being and healthy lifestyles
• appreciate the value of positive attitudes about self when making choices
• describe the existence of self and the importance of self-confidence
• assess own well-being and own ability to cope with challenges and overcome obstacles
• analyze the ability to make a change or difference, for self and others
• discuss possible consequences of not constructively dealing with emotions
• recognize that change and stress are inevitable in life
• develop strategies for managing stress; and investigate the benefits and limitations of stress and the negative, stressful and harmful responses to stress

British Columbia 

Physical and Health Education 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others 
• Propose strategies for developing and maintaining healthy relationships (understanding personal boundaries and respecting the boundaries of others e.g., body boundaries, emotional boundaries; other strategies for maintaining healthy relationships could include: open communication, listening, trust, maintaining mutual respect)

Physical and Health Education 10

Curricular Competency

• Evaluate and explain strategies for promoting mental well-being
• Explore and describe factors that shape personal identities, including social and cultural factors 
• Analyze the potential effects of social influences on health

Manitoba

Physical Education and Health 20F

Specific Student Learning Outcome

• K4S2A2b. Evaluate how various internal and external factors may have an impact on the achievement of personal and/or career goals.
• K4S2C2. Describe situations that cause personal stress.
• K4S2C3. Examine the physiological and psychological effects of stress related to health and well-being.
• K4S2C4a. Examine the strategies and defence mechanisms that can be healthy or unhealthy ways of managing stress.
• K4S2B2a. Evaluate the benefits of effective communication skills for getting along with family, friends, and peers in school, community, and/or the workplace.
• K4S2C1a. Describe the behaviours necessary for providing others with support and promoting emotional health and well-being.
• S4S2A3. Apply communication skills and strategies in case scenarios for getting along with others in a variety of contexts.
• S.4.S2.A.5 Apply stress-management strategies (e.g., mental imagery, relaxation skills, rest habits, focusing...) and communication skills (e.g., listen, comfort, seek help...) for stress reduction for self and/or others in case scenarios related to stressful situations (e.g., family breakdown, violence...).

Active Healthy Lifestyles 30F 

Specific Student Learning Outcome

• 11.FM.2  Examine factors that have an impact on the development and implementation of and adherence to a personal physical activity plan. Examples: motivation, barriers, changing lifestyle, values and attitudes, social benefits, finances, medical conditions, incentives, readiness for change
• 11.FM.3 Examine and evaluate factors that affect fitness and activity choices. Examples: intrinsic and extrinsic motivation, personal interests, personal health, family history, environment, finances, culture, level of risk
• 11.MH.1 Identify and apply positive health strategies to deal with issues such as stress, anxiety, depression, and eating disorders.
• 11.MH.2  Examine media influence(s) on self-image and behaviour.
• 11.MH.4  Examine the signs and symptoms of mental-emotional health issues related to stress, anxiety, depression, and eating disorders.
• 11.MH.5  Identify community service agencies that support individuals concerned about mental-emotional health issues.
• 11.MH.6  Apply problem-solving and decision-making strategies in case scenarios related to selected mental-emotional health issues.

New Brunswick

Personal Wellness 9

Big Idea: Positive Mental Health

Achievement Indicators

• Discuss the role of hope in positive mental health
• Assess how listening and empathy support the positive mental health of peers
• Demonstrate understanding of how stopping negative thought cycles and/or catastrophizing, overcoming fear of failure, and developing a positive mindset can build resilience
• Identify strategies to build own positive mental health

Wellness Through Physical Education

Specific Curriculum Outcome

• 1.2 Students evaluate and address personal wellness needs.
• 1.3 Students analyze how society, media and culture influence wellness

Newfoundland and Labrador

Grade 9 Health 

Specific Curriculum Outcome

• Demonstrate positive communication strategies in a variety of social situations.
• Assess personal communication skills and their impact on relationships with others.
• Assess the role that respect for sensitive issues plays in relationships.
• Identify healthy ways of coping with stress.
• Reflect upon the effect decisions, choices, actions, and words may have on themselves and others.
• Students evaluate and address personal wellness needs.
• Students analyze how society, media and culture influence wellness
• assess the role of family and friends in the development of self concept.

Healthy Living 1200 

Specific Curriculum Outcome

• Demonstrate an understanding of stress and its impacts on individuals, relationships and society. (H-GCO4, KSCO1; FS:HD-GCO2, KSCO2)
• Demonstrate an understanding of the importance of communication, negotiation and conflict resolution skills in personal relationships. (H-GCO4, KSCO1; FS:HD-GCO1, KSCO5; PE-GCO2, KSCO5)
• Demonstrate an awareness of the role of emotions on decision making. (H-GCO4, KSCO4; FS:HD-GCO2, KSCO2; PE-GCO6, KSCO3)
• Identify and participate in activities that reduce stress, are financially viable, and enhance relationships. (H-GCO4, KSCO2; PE-GCO6, KSCO7)
• Develop a personal action plan which addresses time management, finances and relationships. (H-GCO4, KSCO2; GCO8, KSCO1; FS:HDGCO2, KSCO5/FM-GCO2, KSCO4)

Northwest Territories

Health Education 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others
• Explore and describe factors that shape personal identities, including social and cultural factors
• Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others
• Propose strategies for developing and maintaining healthy relationships
• Create strategies for promoting the health and well-being of the home, school and community
• Reflect on outcomes of personal healthy-living goals and assess strategies used as an ie: hunting, time on the land
• Propose healthy choices that support lifelong health and well-being

*Based upon NWT Adapted curriculum Implementation Draft, July 2024

Nova Scotia

Healthy Living 9

Specific Curriculum Outcome

• 9.1 analyze their health needs in times of change and apply strategies that enhance their capacity to manage change in their lives
• 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 with such a service/resource

Physically Active Living 11

Specific Curriculum Outcome

• 4.2  identify community resources that address and enhance mental health, and recognize harms associated with delayed treatment of mental illness
• 4.4  investigate a health issue of relevance to youth, including its impact personally, regionally, and globally

Ontario

Healthy Active Living, PPL3O

Specific Expectations

• C3.4 describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) 

Health for Life, PPZ3C

Specific Expectations

• A1.2 demonstrate an understanding of resilience and its impact on personal health, and explain how personal factors (e.g., ability to self-monitor, self-awareness, assertiveness, ability to solve problems, coping skills, empathy and compassion, sense of humour, good physical and mental health, having goals and aspirations) contribute to the development of resilience
• A2.1 explain how a strong social support network (e.g., family, friends, trusted adults, connections to school and community supports) contributes to better personal health (e.g., provides help to solve problems and deal with adversity; increases feelings of self-worth by reinforcing a sense of belonging and connection; helps to prevent depression and anxiety), and describe ways of enhancing their personal social networks
• A2.2 identify the key social determinants of health and the factors that shape them, and explain how they influence personal health
• A2.3 explain how sex, gender identity, and social and cultural background can influence health (e.g., social and cultural influences on dietary practices, methods of treating illnesses, gender expectations; gender- and sex-based influences on medical treatment, access to jobs, education, and physical activity)
• B2.2 identify ways of overcoming challenges that might inhibit making changes to health-related behaviours (e.g., by scheduling time for physical activity; setting manageable goals; identifying personal motivating factors and choosing activities that are interesting; researching availability of affordable and accessible programs, resources, and facilities; choosing activities that are consistent with their social, cultural, and religious norms; seeking peer and family support)
• B2.3 develop and implement a personal plan that contributes to healthy living by addressing selected dimensions of wellness (e.g., use decision-making and goal-setting skills to develop their plans; enlist the help of others; identify personal and social challenges; make a plan for overcoming potential barriers; be actively engaged in the implementation of their plans; evaluate their plans and make revisions to their programs if needed; celebrate successes; adopt strategies that promote lifelong wellness)
• C1.3 describe factors that influence personal choices of health products and services (e.g., finances; peer, social, cultural, and media influences; government policies and programs; availability and accessibility of health services, facilities, and resources; environmental impact), and assess the impact of these factors on their own choices of health products and services
• C2.1 identify the components of a healthy community (e.g., safe and healthy social and physical environments; inclusiveness and mutual support; access to essential services; diverse, vital economy; high level of individual health), and describe the factors that help to sustain it (e. g., adequate access for all to food, clean water, shelter, income, work, and recreation; adequate water and sanitation infrastructure; effective environmental regulation and pollution controls; a strong local cultural heritage; access to support networks and health services; availability and accessibility of recreational facilities, such as safe and properly lit walking trails and bike paths and lanes)
• C2.2 identify and describe school and community services that offer support related to health and wellness (e.g., public health units, community agencies, friendship centres, mental health facilities)

Healthy Active Living, PPL4O

Specific Expectations

• C2.3 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
• C2.5 identify the skills and resources that they will need to maintain their personal health and well-being as they become more independent (e.g., budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports) 

Career Studies, GLC2O

Specific Expectations

• A1.1 demonstrate an understanding of the importance of resilience and perseverance in school, life, and work – why it is helpful to acquire skills for adapting to change, persevering in the face of adversity, learning from mistakes, and thinking positively about setbacks – and analyse how developing resilience and perseverance can help them in all areas of their lives
• A1.2 identify a range of strategies to help manage stress as they navigate a healthy school/life/work balance; explain how they have used such strategies in their lives so far and how they might apply them in the future; and recognize signs that could indicate stress is becoming problematic
• A1.3 identify people, resources, and services in the school and the community that can provide support when a person is experiencing mental health concerns, and describe how to access these supports

Prince Edward Island

Physical and Health Education 9

Specific Curriculum Outcome

• identify personal strengths and challenges related to mental health, including resilience, coping strategies, and risk factors
• practice active listening and empathy to understand and respect the boundaries and preferences of others, while acknowledging and asserting personal boundaries as well 
• describe the importance of ongoing self-assessment and adjustment to maintain positive mental health and prevent relapse
• identify and describe resources and support systems that can be accessed if mental health challenges arise

Wellness PED401A

Indicators

• Investigate the multitude of factors that exert influences on life balance (e.g., relationships, gender, culture, stress, sense of belonging, leisure, traditions, socio-economic factors, physical and mental fitness, technology use).
• Assess one’s motivations, (e.g., appearance, health, ability), and limitations (e.g., time management) that improve and/or impede one’s personal wellness.
• Analyse individual and civic responsibility in nurturing well-being and examine the social factors (including expectations of self and others) that influence personal wellness.
• Examine available supports (both formal and informal) for attaining and maintaining optimal wellness and establish strategies to effectively access these supports.
• Describe, with information from a variety of mental health experts, the factors that contribute to positive mental health (e.g., involvement in extracurricular activities, belonging to a team/group).
• Investigate various personal, environmental, biological, and social influences (e.g., sports competitions, use of cannabis, support networks) on mental health and determine one’s relationship to these influences.
• Investigate the relationships between personal mental health and personal wellness (e.g., feeling well, functioning well and being resilient, making positive changes, being physically fit).
• 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).
• Examine the interconnectedness and interdependence of mental health and a variety of activities (e.g., leisure activities, competitive sports, physical activities, helping someone or some cause).
• Analyse mental fitness factors (e.g., placing things in perspective, using stress management strategies, cultivating and maintaining a strong sense of humour) as they relate to personal well-being.
• Examine the benefits (e.g., staying connected to a friend who has moved, enhanced opportunity to engage in social justice or political issues) and the harm (e.g., online bullying, inadequate sleep, scams) that may result from the use of technology, such as social networking, online shopping, and internet gambling.
  

Quebec

Physical Education and Health / PED 302, 402

Knowledge and Skills

• Uses techniques to relax after a physical effort or to manage his/her stress
• Names stressful situations that have an effect on his/her daily life (e.g. winning a competition, writing an exam)
• Names the repercussions of poor stress management for his/her health and well-being (e.g. anxiety, fatigue, sleep disturbances, depression)
• Indicates strategies for relaxing (e.g. taking a warm bath, reading, exercising, using a relaxation technique)

Saskatchewan 

Wellness 10

Indicator

• Investigate the multitude of factors that exert influences on life balance (e.g., relationships, gender, culture, stress, sense of belonging, leisure, traditions, socio-economic factors, physical and mental fitness, technology use).
• Assess one’s motivations (e.g., appearance) and limitations (e.g., time management) that improve and/or impede one’s personal wellness.
• Analyze individual and civic responsibility in nurturing well-being and examine the social factors (including expectations of self and others) that influence personal wellness.
• Investigate various personal, environmental, biological, and social influences (e.g., sports competitions, use of cannabis, support networks) on mental health and determine one’s relationship to these influences.
• Examine the interconnectedness and interdependence of mental health and a variety of activities (e.g., leisure activities, competitive sports, physical activities, helping someone or some cause).
• Analyze mental fitness factors (e.g., placing things in perspective, using stress management strategies, cultivating and maintaining a strong sense of humour) as they relate to personal well-being.
• Reflect on one’s ability to recognize and manage emotions in self and in personal relationships.
• Examine emotional and behavioural patterns of self and others and determine related impact on optimal wellness.
• Practise and reflect on variety of self-awareness strategies (e.g., treat feelings as good or bad, identify triggers, seek feedback, keep a journal of emotions, observe others’ reactions to your emotions).
• Examine the benefits (e.g., staying connected to a friend who has moved, enhanced opportunity to engage in social justice or political issues) and the harm (e.g., online bullying, inadequate sleep, scams) that may result from the use of social networking, online shopping, internet gambling, etc.
• Investigate the value of silence, stillness, solitude, and an inward focus on one’s overall wellness
• Examine the role individual activities (e.g., cooking, travelling, dancing, running) may have in one’s spirituality and wellness.
• Determine how one is influenced by norms, trends, images, and values in various cultures, communities, and groups.

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 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others 
• Propose strategies for developing and maintaining healthy relationships (understanding personal boundaries and respecting the boundaries of others e.g., body boundaries, emotional boundaries; other strategies for maintaining healthy relationships could include: open communication, listening, trust, maintaining mutual respect)

Physical and Health Education 10

Curricular Competency

• Evaluate and explain strategies for promoting mental well-being
• Explore and describe factors that shape personal identities, including social and cultural factors 
• Analyze the potential effects of social influences on health