Resilience is described as the ability to bounce back from adversity. It is a vital skill for coping with the ups and downs of life and one of the key ingredients of success when transitioning to secondary school. By recognising their resilience, students are able to learn habits that will continue to strengthen and build their resilience.

Year level



20 minutes


In class activity

SEL Competencies



Learning intention

Students explore the meaning of resilience and identify healthy habits to build their resilience.

Key outcomes

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

  • explain ‘resilience’

  • identify resilient people or a time when they have shown resilience

  • define ‘habits’, and identify healthy habits that support resilience.

Materials needed

  • Whiteboard and markers

  • Access to the YouTube clip ‘What is resilience?’

  • Projector and sound to show clip

  • Butcher’s paper and markers for each group

Mapped to

Australian Curriculum: Health and Physical Education

  • Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (AC9HP8P02)

Australian Curriculum: General Capabilities

  • Personal and Social Capability:

    • Social awareness

    • Social management

    • Self-awareness

    • Self-management

NSW PDHPE Syllabus

  • Examines and evaluates strategies to manage current and future challenges (PD4-1)

  • Demonstrates self-management skills to effectively manage complex situations (PD4-9)

Victorian Curriculum: Health and Physical Education

  • Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (VCHPEP128)

Show details

Activity 1

Sharing: Storytime

10 minutes

  1. Ask students to think of an event or a time that they found challenging, and which they feel comfortable sharing with another student. As the teacher, sharing a personal story of your own can help you to build connections and set the scene.

  2. Place students in pairs and invite them to share their stories with each other. Explain that they don’t have to share; however, this is an opportunity for them to learn about and from their partner.

  3. Explain to students that when sharing stories, they need to be respectful by listening to each other and taking turns.

  4. After a few minutes, have a class debrief. Ask students:

    • Does anyone have a short story they would like to share with the group?

    • How did their partner overcome their challenge?

    • Did anyone learn something about their partner?

  5. Conclude the discussion by emphasising how resilient students have been in the examples shared. Remind them that we all show resilience, to varying degrees, in our everyday lives.

Activity 2

Video: Resilience

10 minutes

  1. Play the video clip ‘What is resilience?’ by AXA PPP Healthcare.

  2. As a class, discuss:

    • What does ‘resilience’ mean? Write a definition on the board.

    • Can resilience be learnt, or do you have to be born with it?

    • What were some good habits the clip recommends to help build resilience?

    • What were some of the ‘sayings’ they used to describe resilience?

    • Can you think of another saying that could be used to describe resilience?


No time displayed

Explain to students that resilience is something we will continue to strive to develop. We all need to be resilient at different times and in different circumstances. These circumstances could include when coping with stress, adopting a growth mindset, and being grateful and optimistic.


Free teaching resources emailed to you

Subscribe to our newsletter for the latest teaching resources on mental health and wellbeing.

To see how we use this information check out our Privacy policy.