My Body, My Space, My Boundaries
Students learn to say "stop" or "I don't like that" clearly when their personal space or body is not respected, say no firmly to a peer request they don't want to do, understand the difference between safe and unsafe touch, refuse a peer pressure situation using a simple refusal phrase, and name two specific trusted adults they can go to if something feels wrong.
Lesson Overview
What students will be able to do after this lesson: Students will be able to say “stop” or “I don’t like that” clearly when their personal space or body is not respected, say no firmly to a peer request they don’t want to do, know the difference between safe and unsafe touch, say no to a peer pressure situation using a simple refusal phrase, and name two specific trusted adults they can go to if something feels wrong.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Saying Stop and Saying No | RS-BDR-2-1 · RS-BDR-2-2 |
| 2 | Knowing What’s Safe and What to Do About Pressure | RS-BDR-2-3 · RS-BDR-2-4 |
| 3 | Knowing Who to Tell | RS-BDR-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| RS-HLP-2-1 | Naming trusted adults for safety — same concept, different context |
| RS-COM-2-3 | I-statements and direct language are the communication tools for asserting boundaries |
| RDM-SAF-2-3 | Knowing what to do and who to tell when unsafe — same response applied to a personal safety context |
Key Vocabulary
- Boundary — A line that shows where your personal space or body ends — something you get to decide
- Firm voice — A clear, steady voice that lets people know you mean what you say
- Safe touch — Touch that is welcomed, appropriate, and not meant to harm
- Unsafe touch — Touch that hurts, feels wrong, or makes you uncomfortable — and that you should tell a trusted adult about
- Peer pressure — When someone your age dares you, pushes you, or pressures you to do something you don’t want to do
- Trusted adult — A grown-up you feel safe telling things to — and who you know will help
Materials
- Whiteboard or chart paper + marker
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
Note for teachers: This lesson covers personal boundaries and body safety. Deliver all content in a calm, matter-of-fact tone — the goal is to give students knowledge and language they can use, not to alarm them. If a student discloses a safety concern during this lesson, follow your school’s reporting protocol immediately.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 4 quick set-ups before the I DoSaying stop is not rude — it’s a right · Safe touch vs. unsafe touch: a clear, calm framework · Peer pressure looks like “I dare you” — and there’s a phrase that works · A trusted adult isn’t “someone” — it’s a specific person you can actually find
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Saying Stop and Saying No
- What’s inside
- I do: 4 teacher modelsSaying stop: words, not just reaction · Wrong version → fix: whispering or caving · Saying no to a peer request: firm, not mean · Non-conflict: using a firm voice in an ordinary moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Knowing What’s Safe and What to Do About Pressure
- What’s inside
- I do: 4 teacher modelsSafe touch vs. unsafe touch: the clear framework · Wrong version → fix: staying quiet about unsafe touch · Peer pressure refusal: the short phrase that works · Staying firm under pushback: the second “no”
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Knowing Who to Tell
- What’s inside
- I do: 4 teacher modelsWhat a trusted adult looks like · Wrong version → fix: “a teacher” vs. a specific person · How to start the conversation with a trusted adult · Non-conflict: naming your trusted adults as a regular practice
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Relationship Skills resources for Grade 2, ready to use today.
