Tier 2

• Aimed at boys in grades 7 and 9 in Nova Scotia, it covers topics such as sexual coercion, power dynamics in intimate-partner relationships,  and gender-based violence.

• Encourages self-reflection and vulnerability

• For more information visit, https://www.bridgesinstitute.org/guyswork

Embed It Within Healthy Living Curriculum (Grade 7 & 9)

The topics align directly with Nova Scotia Healthy Living outcomes around:

• Consent

• Healthy relationships

• Gender-based violence prevention

• Media literacy and masculinity

Actions:

• Schedule GuysWork sessions during Healthy Living blocks.

• Pre-teach key vocabulary (consent, coercion, power, respect).

• Follow up sessions with structured classroom reflection activities.

• Use journaling prompts to deepen learning.

Create Safe, Structured Spaces for Vulnerability

GuysWork encourages boys to reflect and share honestly. That requires psychological safety.

Actions:

• Establish group agreements before sessions (confidentiality, respect, no interrupting).

• Use circle format seating.

• Have a trusted adult present who models openness.

• Normalize emotional language and vulnerability.

Staff Modelling:

• Male-identifying staff (where appropriate) share reflections on masculinity.

• Staff demonstrate that emotional expression is strength.

Reinforce Themes Throughout the Year (Not One-Time)

Avoid positioning the program as a single event.

Actions:

• Reference GuysWork language when addressing conflict.

• Incorporate discussions of power and respect into:

  • Athletics programs

  • Student leadership

  • Advisory periods

• Use restorative conversations tied to themes of responsibility and repair.

Example:

When addressing harmful behaviour:

• Ask: “How did power show up in that situation?”

• “Was that choice aligned with respect?”

Include Parent/Guardian Communication

Parents should understand the purpose and goals.

Actions:

• Send an information letter explaining:

  • Topics covered

  • Emphasis on safety and respect

  • Encouragement of open conversation at home

• Provide conversation starters for families.

Example:

• “What does respect mean in relationships?”

• “How do you know if someone feels pressured?”

Impact:  

Over time, schools may observe:

• Increased student willingness to challenge harmful peer behaviour.

• Improved understanding of consent.

• Reduced normalization of coercion.

• Greater emotional literacy among boys.

• Stronger allyship toward girls and gender-diverse peers.

• Teacher-led. Curriculum is divided into nine themes; with three classroom visits supporting each theme (a pre-family visit, family visit and post-family visit) for a total of 27 visits.

• Roots of Empathy uses best practice approaches to reduce levels of aggression among school children by raising social/emotional competence and increasing empathy.

• The program is teacher-led based on available materials and manuals that have many links to curriculum (e.g. the use of math, literature, art, music, etc.).

• In addition, the program uses an experiential learning approach by having students observe the relationship between a neighbourhood parent and infant who visit the classroom.

• A trained Roots of Empathy instructor coaches students through this process. 

• Offered through SchoolsPlus.

• https://rootsofempathy.org/nova-scotia/ 

• Small group instruction is an approach where a teacher works with a small number of students to provide targeted, differentiated support based on their specific learning needs. 

• It allows for increased interaction, feedback, and relationship-building while supporting both academic growth and student well-being.

Increases Sense of Belonging

Students are more likely to feel seen and valued in small groups.

Actions:

• Keep groups small (3–6 students).

• Rotate groups so students build connections with different peers.

• Start each group with a quick personal check-in.

• Ensure every student has opportunities to speak.

Impact:

• Students feel known.

• Reduced social isolation.

• Stronger peer relationships.

Builds Emotional Safety

Large groups can feel overwhelming; small groups reduce social pressure.

Actions:

• Establish clear group norms (respect, listening, no interrupting).

• Use structured turn-taking.

• Provide sentence starters for hesitant speakers.

• Maintain consistent adult presence and tone.

Impact:

• Reduced anxiety.

• Increased confidence in participation.

• Greater willingness to take learning risks.

Strengthens Adult-Student Relationships

Small groups create more opportunities for connection.

Actions:

• Use small groups for regular relationship check-ins.

• Incorporate interest-based discussion topics.

• Provide specific, strengths-based feedback.

• Observe and respond to emotional cues more easily.

Impact:

• Students feel supported.

• Increased trust in adults.

• Earlier identification of emerging concerns.

Reduces Academic Stress

Academic struggle often impacts emotional well-being.

Actions:

• Provide differentiated instruction.

• Break tasks into manageable steps.

• Offer immediate feedback.

• Normalize mistakes as part of learning.

Impact:

• Increased confidence.

• Reduced performance anxiety.

• Growth mindset development.

Promotes Student Voice

Students are more likely to share in smaller settings.

Actions:

• Use open-ended reflection questions.

• Invite students to co-create goals.

• Conduct group problem-solving discussions.

• Allow choice in how learning is demonstrated.

Impact:

• Increased agency.

• Higher engagement.

• Stronger self-advocacy skills.

Every week, one special student gets the spotlight as our Student of the Week! This is a time for classmates to celebrate each other’s strengths, kindness, and unique qualities.

How it works:

1. The Compliment Booklet:
   Throughout the week, students write thoughtful compliments about the Student of the Week in a special booklet. This can be a digital document or a physical booklet - whatever feels best for your classroom.

2. Circle of Kindness:
   At the end of the week, the class gathers in a circle. The Student of the Week gets cozy -sometimes even wrapped in a soft blanket for extra warmth and connection, while classmates take turns sharing their compliments aloud.

3. Talking Piece Tradition:
   To make sure every voice is heard, students pass a talking piece around the circle. Only the person holding the piece speaks, ensuring everyone has a moment to shine.

4. A Keepsake of Kindness:
   After the verbal compliments, the Student of the Week receives the completed booklet to take home - a lasting reminder of the love, respect, and friendship from their classmates.

Optional Twist:
Turn it into a mini “award ceremony” with applause, a special seat, or a small badge to make the Student of the Week feel extra celebrated.

Strengthens Sense of Belonging

• Every student is intentionally seen and valued by their peers.

• The circle format reinforces that each person is an important member of the community.

• Students experience what it feels like to be celebrated, not compared.

Impact: Increased feelings of inclusion and connection.

Boosts Positive Self-Reflection and Confidence

• Receiving genuine compliments can reshape how students see themselves.

• The written booklet provides a tangible reminder of their strengths.

• The ritualized celebration reinforces positive identity.

Impact: Stronger self-worth and resilience.

Supports Mental Health Protective Factors

This practice strengthens key protective factors:

• Connection to peers

• Positive identity

• Feeling valued

• Community belonging

These are strongly linked to reduced anxiety, improved mood, and greater resilience.

Teaches Social-Emotional Skills

Students practice:

• Giving meaningful compliments

• Speaking in front of peers

• Listening attentively

• Expressing appreciation

Impact: Development of communication skills, empathy, and emotional literacy.

• The Walking Curriculum is an innovative interdisciplinary resource for educators K-12 who want to take student learning outside school walls. 

• Walking Curriculum activities can be used in any context to develop students’ Sense of Place and to enrich their understanding of curricular topics. 

• Based on principles of Imaginative Ecological Education, the 60 easy-to-use walking-focused activities in this resource are designed to engage students’ emotions and imaginations with their local natural and cultural communities, to broaden their awareness of the particularities of Place, and to evoke their sense of wonder in learning.

• https://edapps.ednet.ns.ca/nssbb/

• https://www.amazon.ca/Walking-Curriculum-Evoking-Wonder-Developing-ebook/dp/B078QXQ5NJ

• Pick a helping project that excites everyone - like collecting supplies, fundraising, or volunteering locally. 

• Deciding and working together inspires students to commit, showing them that teamwork can truly make a difference in their community and the world.

Reference: *Caring School Community: School Wide Community-building Activities: Working for a Cause (page 37-39) for more information

Impact:

Builds Purpose and Collective Efficacy

• When students help choose and work toward a shared cause, they experience a sense of purpose and agency. 

• Seeing that their actions make a real difference strengthens confidence, hope, and the belief that they can create positive change - which supports overall emotional well-being.

Strengthens Connection and School Community

• Working together toward a common goal builds teamwork and shared identity across classrooms and grade levels. 

• This sense of unity and collaboration increases belonging, reduces social isolation, and fosters a more positive, caring school climate.