Training Module: Understanding Respect and Setting Boundaries

Learning Objectives

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

 Define respect and boundaries in the context of relationships.

 Identify different types of boundaries (physical, emotional, digital).

 Recognize the importance of consent and personal space.

 Practice respectful communication when setting and respecting boundaries.

ACTIVITIES:

1. Icebreaker Activity: "What Does Respect Look Like?"

Time: 10 minutes
Instructions:

 Ask students to think of a moment when they felt respected by a friend or classmate.

 In pairs, they share their experience.

 Collect responses on the board or chart paper: “Respect Looks Like / Sounds Like / Feels Like”
Debrief:

 Highlight how respect can be shown through actions, tone, and words.

A time I felt respected by a friend was

2. Group Activity: “Boundary or Not?”

Time: 15 minutes
Instructions:

 Divide the class into four groups. Discuss among your group and discuss whether your
boundary is being crossed or not.
Examples:
 1. Sam and Alex have known each other since 3rd grade. Throughout the years, they
have become good friends. One evening, they are hanging out at Sam’s house and
Sam asks Alex if they would like to vape. Alex ignores the question and changes the
topic. Sam, then asks once again, but this time, Sam take out their dad’s and begins
to hand it to Alex. “Come on, don’t be a baby, and anyway, it doesn’t even taste like
smoke.” Alex moves away from Sam and says “I don’t know. I mean, I just don’t feel
like it right now.” Sam, gets frustrated and walks out the room.

2. You’re sitting in your group during a class activity. Everyone’s laughing and having
fun. One of your classmates, Arjun, likes to be the center of attention. Today, he
starts making jokes that are a bit more “grown up”—he says something that sounds
sexual and makes everyone laugh. At first, you’re not sure what to say. Some people
laugh awkwardly, some look away, and some even encourage him. But deep down,
you feel uncomfortable. The joke made the space feel weird. It crossed a line for you.

3. “A friend shares your secret in a group chat.”

4. “A classmate hugs you without asking.”

5. “Someone asks before borrowing your pen.”

Debrief:

 Discuss each scenario.

 Highlight why respecting boundaries makes people feel safe and valued.

3. Role Play Practice: “Setting My Boundaries”

Time: 15 minutes
Instructions:

 In pairs, give students simple scenarios to act out:

o A friend keeps interrupting you while you’re talking.

o Someone keeps sitting too close even after you moved away.

o A peer keeps teasing you about your appearance.

4. Identifying boundaries activity: Have the student draw a house, that represents themselves, and
draw a fence around it. On the outside of the fence, write down words that describe behaviors that
make them uncomfortable. This can be broken down into specific areas:

Physical: This could include unwanted touch anywhere on the body, hitting, biting, hair pulling, or
wrestling. Basically, any touch that makes you feel uncomfortable. This could include hugs, kisses on
the cheek, or tickling. You can discuss with whom they feel comfortable engaging in these physical
activities.
Emotional/Psychological: This could include name calling, humiliating treatment, controlling,
bullying, yelling, being forced to keep an “unsafe secret,” intense jealousy, belittling, or criticism. This
could include love, kindness, caring, sharing, respect, honesty, encouragement, or personal freedom.

5. Reflection and Takeaway (optional)

Time: 10 minutes
Activity: “My Respect Pledge”

 Ask students to write 1–2 boundaries they want others to respect and 1 way they will
respect someone else’s boundaries.

 Collect on sticky notes anonymously and display on a “Respect Wall” or chart.

CONCEPTS:

1. Concept Introduction: What Are Boundaries?

Time: 10 minutes
Explain:

 Boundaries are like invisible lines we draw around ourselves that tell others what we’re
comfortable with. boundary as a “psychological demarcation” that protects individuals and
groups by setting “realistic limits in a relationship or activity.” These are actually meant to
protect us.

Why Boundaries Are Important

 Build self-respect and confidence

 Help protect your emotional and physical safety

 Prevent misunderstandings and peer pressure

 Improve relationships by promoting mutual respect

There are different types:

o Physical boundaries (space, touch)

o Emotional boundaries (feelings, trust)

o Digital boundaries (privacy online, photos, messaging)

 Physical boundaries: Personal space, touch, body autonomy

 Emotional boundaries: Feelings, opinions, privacy

 Social boundaries: Friends, group preferences, social dynamics

 Time boundaries: Respecting schedules, saying no to overcommitment

Activity: Use relatable examples and ask:

 “Is it okay if someone takes your phone without asking?”

 “How do you feel if someone pushes your backpack off your desk?”
Encourage open answers and gently guide them to identify the boundary being crossed.

2. Teach the “3-Step Assertive Formula”:

I. Say how you feel → “I feel uncomfortable…”

II. Say what you need → “Please give me some space.”

III. Stay firm and kind → “Thanks for understanding.”

3. Identification of boundaries:
4. Problems can develop along the way with our boundaries. Sometimes as we develop
our boundaries, they are too open or closed. If your boundaries are:
• Too closed or rigid—You never share personal thoughts and emotions with others.
• Too open or loose—You share too much information, especially private thoughts, feelings,
and experiences with others who are not appropriately in the close boundary circle.

Both situations are unhealthy. If your boundaries are too closed, you shut yourself off from
others. Ultimately you will be hurting yourself and those who truly want to care for you.
Some ways of doing this are:

Talk about consent and cyberbullying too

Order

 respect
 1st activity : respect means and instances
 1st concept: boundaries explain
 2nd activity: divide into groups
 Identifying boundaries: explain
 4thth activity: house activity
 3-Step assertive formula
 Roleplay / behavior response worksheet