Create role-playing scenarios that simulate real-life situations where students must practice active listening, empathy, and respectful communication. For example, students could role-play scenarios involving conflicts or misunderstandings based on cultural differences and work together to find constructive solutions.
Use the prompts below or create your own!
Elementary Examples
[Scene: A classroom decorated with posters promoting diversity and inclusion. The teacher gathers the students for a role-playing activity.]
Teacher: Good morning, class! Today, we’re going to celebrate Inclusive Schools Week by practicing empathy, active listening, and respectful communication. We’ll focus on including and supporting students with disabilities. Let’s start with our first role-playing scenario.
[The teacher assigns roles to the students and explains the scenario.]
Scenario 1: The Inclusion Game
Roles:
Sarah: A student with a physical disability who uses a wheelchair.
Alex: Sarah’s classmate who wants to include her in a game of tag during recess.
[The students begin the role-playing scenario.]
Alex: Hey, Sarah! Do you want to play tag with us during recess?
Sarah: [Smiles] I’d love to, but I’m not sure if I can play because of my wheelchair.
Alex: That’s okay! We can modify the game so that everyone can join. How about we play a version where we tag each other by touching shoulders instead of running?
Sarah: That sounds great! Thanks for including me, Alex.
[The teacher pauses the role-playing scenario and asks the students to reflect on what they observed.]
Teacher: What did you notice about the way Alex included Sarah in the game? How did Sarah feel included and supported by her classmates?
[The students share their observations and insights before moving on to the next scenario.]
Scenario 2: The Friendship Circle
Roles:
Emma: A student with autism who struggles with social interactions.
Lily: Emma’s classmate who wants to include her in a group activity during lunch.
[The students take on their roles and begin the role-playing scenario.]
Lily: Hi, Emma! We’re making friendship bracelets during lunch today. Do you want to join us?
Emma: Um, I’m not sure. I don’t always feel comfortable in big groups.
Lily: That’s okay! We can make a smaller circle just for us, and you can sit next to me if you want.
Emma: [Smiles] Okay, I’ll give it a try. Thanks, Lily.
[After the role-playing scenario, the teacher facilitates a discussion about the importance of understanding and accommodating differences in social interactions.]
Teacher: How did Lily show empathy and understanding towards Emma’s feelings? What can we learn from this scenario about including and supporting our friends with different needs and preferences?
[The students share their thoughts and experiences before concluding the role-playing activity.]
Teacher: Great job, everyone! Today, we’ve learned how to practice empathy, active listening, and respectful communication to celebrate and support our classmates with disabilities. Remember, inclusion isn’t just about inviting others to join—it’s about making sure everyone feels welcome and valued in our school community. Keep up the fantastic work, and let’s continue to celebrate diversity and inclusion every day!
[The students cheer and applaud as they prepare to continue their day.]
Secondary Examples
[Scene: A school assembly hall filled with middle and high school students. The teacher introduces the role-playing activity.]
Teacher: Good afternoon, everyone! As part of Inclusive Schools Week, we’re going to engage in role-playing scenarios that celebrate the inclusion of students with disabilities. These scenarios will challenge us to practice active listening, empathy, and respectful communication. Let’s dive into our first scenario.
Scenario 1: The Group Project
Roles:
Max: A student with ADHD who struggles with organization and focus.
Sarah: Max’s classmate who is frustrated with his contributions to their group project.
[The students assume their roles and begin the role-playing scenario.]
Sarah: Max, why aren’t you participating more in our group project? It feels like you’re not pulling your weight.
Max: I’m sorry, Sarah. I’ve been trying my best, but I have trouble staying focused and organized because of my ADHD.
Sarah: I didn’t realize. How can we support you better so that you can contribute more effectively?
Max: Maybe we can break down the tasks into smaller steps, and you can help me stay on track with deadlines.
[The teacher pauses the role-playing scenario and asks the students to reflect on the importance of understanding and accommodating differences in collaboration.]
Teacher: How did Sarah demonstrate empathy and understanding towards Max’s challenges? How can we apply these principles to support our peers with disabilities in group settings?
[The students share their insights before moving on to the next scenario.]
Scenario 2: The Extracurricular Activity
Roles:
Chris: A student with a physical disability who uses a wheelchair.
Maya: Chris’s classmate who wants to include him in their school’s sports team.
[The students take on their roles and begin the role-playing scenario.]
Maya: Hey, Chris! Our school is starting a wheelchair basketball team, and I thought you might be interested in joining.
Chris: I don’t know, Maya. I’ve never played basketball before, and I’m not sure if I’d be any good.
Maya: That’s okay! We’re all learning together, and I think you’d be a valuable addition to the team. Plus, it’s more about having fun and being part of a supportive community than winning games.
Chris: [Smiles] Thanks for inviting me, Maya. I’ll give it a try.
[After the role-playing scenario, the teacher facilitates a discussion about the importance of inclusive opportunities and supportive environments for students with disabilities.]
Teacher: How did Maya demonstrate inclusivity and acceptance towards Chris? What can we learn from this scenario about creating accessible and welcoming spaces for all students, regardless of their abilities?
[The students share their thoughts and experiences before concluding the role-playing activity.]
Teacher: Excellent job, everyone! Today, we’ve learned valuable lessons about empathy, inclusion, and understanding. Let’s continue to champion diversity and support our classmates with disabilities, both during Inclusive Schools Week and beyond. Together, we can create a school community where everyone feels respected, valued, and included. Keep up the fantastic work, and let’s strive for inclusion in all aspects of our lives!
[The students applaud as they prepare to continue their day.]