Suitable for all age groups from the first year of primary school to the end of secondary school, ages 6 - 15 years. 

• To promote positive thinking and self-esteem among students.

• To foster support and positive energy in the classroom.

• To develop the ability to express oneself through positive words.

• Awareness: Promotes awareness of one's own self-image and the impact of positive thoughts.

• Self-regulation: Students learn how to use positive affirmations to regulate their own feelings and thoughts.

• New: The Wall offers a constantly changing environment where students can explore new ideas and concepts of self-esteem and peer support.

• Large poster, notice board or empty wall space.

• Slips of paper or coloured card.

• Glue, tape or tacks.

• Markers, crayons or pens.

Preparation: 10 minutes.

A few minutes a day or occasionally as students add new affirmations.

1. Preparation: The teacher prepares a space for a "Positive Affirmations Wall" in the classroom where students can easily access and add their affirmations.

2. Implementation:

3. Each student chooses or writes a positive affirmation, thought or quote that inspires them or that they feel could inspire others.

4. The pupils then pin their affirmations on a wall, notice board or poster.

5. The wall should be kept alive, which means that new affirmations are added regularly.

6. Maintenance: The teacher regularly encourages pupils to add new affirmations and to reflect on the messages already present on the wall.

To adapt for younger learners, the teacher can prepare templates of affirmations for them to choose from, or carry out the activity as a group project. For older students, the discussion can be extended to explore different sources of positive affirmations and their relevance in everyday life.

During the reflection phase, students are invited to revisit the wall after it has been filled, spending time reading affirmations contributed by others. This quiet moment of connection can be followed by a guided discussion or journal writing, allowing students to articulate which messages resonated with them and how the process of giving and receiving affirmations impacted their mood and perspective.

The expected outcomes of the "Positive Affirmations Wall" activity include an increased sense of self-worth and emotional safety among students, as they engage in writing and sharing messages that uplift themselves and their peers. This process nurtures a more positive self-image and fosters a classroom culture grounded in empathy, encouragement, and mutual respect. Over time, the visual presence of affirmations in the learning environment reinforces these values, making kindness and confidence more accessible in daily interactions.

It is important to create an open and positive environment where all contributions are valued. The facilitator should stress that affirmations do not have to be long or complicated; it is important that they are sincere and positive. Encourage students to think about how certain words or thoughts make them feel.