Students create self-affirmations to repeat daily to feel empowered.


  1. Cognitive: Students will be able to identify a personal affirmation as a technique to provide encouragement.
  2. Affective: Students will feel an increasing capacity to evoke internal motivation.


Journals, writing utensils

Teacher Prep

Prepare audio set up.


Time Activity Notes
2 min Tell students that this activity is a way to equip them with a positive verbal anchor. They will generate a personal statement to use as an affirmation at the beginning of classes. Affirmations will be in present tense, positively stated, personal and specific.
8 min Ask students to think of a self-affirmation to repeat daily to make themselves feel empowered. Let students know that they will repeat this mantra to ourselves at the beginning of each class. Prompt students with the following questions:

  • What does empowered feel like in your body?
  • What does empowered sound like in your head?

Some examples

  • I am strong. I am valued. I am powerful.
  • I am in control of my actions and emotions. Though I cannot control what happens to me, I can control how I react.
  • Be here now.
Encourage students to imagine what it feels like to when they feel confident in themselves.

Remind students that everyone may have a different affirmation.

10 min Wrap up the activity by reminding students that they have the power to re-train their brain. By repeating affirmations, students can create new neural pathways to reinforce empowering ideas. Ask students to discuss when it might be helpful to repeat their affirmation throughout the day, and what possible outcomes they might expect from self-affirmation. What’s it like repeating your affirmation to yourself?

Teacher Reflection

How did you feel after the activity? Did students participate and seem engaged? Remember to ask the students to share their feedback about their activity: What went well? What suggestions do they to make the activity better? Think about what you might do differently next time.

Emotional Intelligence Tips

  • Be conscious of pre-existing limiting beliefs – reframe negative self-talk and put-downs
  • Encourage students to be patient, respectful, open, and reserve judgment
  • Approach the exercise with curiosity

Auditory Cues: “Bring to mind” “Imagine the words scrolling across your mind’s eye”