Unit Plan 26 (Grade 3 Counselor): Boundaries, Privacy, and Speaking Up

Focus: Revisit personal boundaries with more mature Grade 3 examples, including personal space, belongings, privacy, teasing, unwanted touch, and online or device-related boundaries when appropriate. Students practice assertive language and learn that respecting “stop” is required. The counselor reinforces that repeated boundary problems or unsafe behavior should be reported to a trusted adult.

Grade Level: 3

Subject Area: School Counseling (Boundaries • Privacy • Speaking Up)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 3 counseling lesson helps students review and deepen their understanding of boundaries, privacy, and respectful communication. Students learn that boundaries include personal space, body boundaries, belongings, private information, teasing, unwanted touch, and, when appropriate, online or device-related situations. The counselor emphasizes that all students have the right to speak up respectfully when something feels uncomfortable, unsafe, or private.

Students practice assertive words for setting a boundary and respectful responses for hearing someone else’s boundary. The lesson makes clear that “stop” should be respected immediately. Students also learn that repeated boundary problems, unsafe behavior, unwanted touch, threats, or problems that do not stop after assertive words should be reported to a trusted adult.

Essential Questions

• What are personal boundaries, and why do they matter?
• How can students speak up respectfully when they need space, privacy, or safety?
• What should students do when someone says “stop”?
• When should students report a boundary problem to a trusted adult?
• How do safe, respectful, and responsible choices protect everyone at school?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify examples of personal boundaries, including space, body boundaries, belongings, privacy, teasing, unwanted touch, and device-related boundaries when appropriate.
2. Use assertive language to say “stop,” ask for space, protect belongings, or keep private information private.
3. Explain that students must stop immediately when someone else sets a boundary.
4. Identify trusted adults who can help when boundary problems are repeated, unsafe, uncomfortable, or too big to handle alone.
5. Choose safe, respectful, and responsible responses in boundary and privacy scenarios.
6. (Optional Session) Apply boundary, privacy, and speaking-up skills through role-play, scenario sorting, or response practice.

Standards Alignment — Grade 3 (ASCA-based Custom)

• C:S6.3b — Respect Personal Boundaries and Assertive Communication
  • Understand personal space, body boundaries, privacy, and respectful ways to say, hear, and respond to “stop.”
  • Example: A student says, “Please stop touching my things,” and also stops immediately when another student asks for space.
• C:S6.3a — Identify Trusted Adults and Appropriate Help-Seeking
  • Name trusted adults at school and explain when to seek help for themselves or others.
  • Example: A student knows to tell a teacher, counselor, nurse, principal, or playground supervisor about unsafe behavior, strong worries, or repeated peer problems.
• C:S6.3c — Make Safe, Respectful, and Responsible Choices
  • Choose actions that support safety, learning, respect, and responsibility in classrooms, hallways, bathrooms, cafeteria, playground, online spaces, and group settings.
  • Example: A student chooses not to join unsafe playground behavior and tells an adult when someone could get hurt.

Success Criteria — Student Language

• I can name different kinds of boundaries.
• I can use respectful words to say “stop,” ask for space, or protect privacy.
• I can stop immediately when someone else sets a boundary.
• I can tell a trusted adult when a boundary problem is repeated, unsafe, or too big.
• I can make safe, respectful, and responsible choices with boundaries and privacy.