D. Healthy Living · Healthy Living

Staying Safe: Handling Threatening Situations

D2.2 A1.1 A1.2 A1.4About 45 minutes

Learning goals

I can notice the warning signs my body gives me when something feels unsafe.
I can use calm, assertive words and body language to deal with a threat.
I can use safety strategies like planning ahead, staying with others and getting help.

Words to know

threatening situation
A situation where someone might hurt you, scare you or pressure you, in person or online.

assertive
Saying what you need clearly, calmly and firmly, while still being respectful.

body language
What people say without words: their face, posture, voice and movements.

conflict resolution
Ways to solve a disagreement fairly without hurting anyone.

gut feeling
A feeling inside that something is wrong, even when you can't explain why.

Your body is an alarm system

Have you ever felt your heart pound, your stomach twist or your hands get sweaty when something felt wrong? That's your body's alarm system. It's trying to tell you: pay attention. Today you'll learn how to listen to that alarm and what to do next.

Remember from Grade 4

You learned how to assess risks before acting, and how to respond to bullying and non-consensual behaviour: say "Stop, I don't like that", get away, and tell a trusted adult. This year you'll put your social-emotional skills to work in many kinds of threatening situations.

What can a threatening situation look like?

An older student says they'll hurt you if you don't give them your lunch money.
A group crowds around you and won't let you leave.
Someone you met in an online game says they'll share your private messages unless you send a photo.
An adult you don't know offers you a ride or a gift and asks you to keep it secret.
A disagreement on the playground starts turning into a fight.
Someone keeps following you home.

Skill	How it helps	What it sounds or looks like
Self-awareness (notice your feelings)	Your feelings warn you early	"My stomach feels tight. Something isn't right."
Managing emotions	A calm brain makes better choices	Take a slow, deep breath. Count to 3.
Assertiveness	Shows you are confident and not an easy target	Stand tall, eyes up, firm voice: "No. Leave me alone."
Reading body language	Helps you spot danger or anger early	Clenched fists, a red face or blocking your way are warning signs.
Conflict resolution	Stops a disagreement from becoming a fight	"Let's take a break and ask a teacher to help us sort this out."
Getting help	You don't have to handle it alone	Go to a trusted adult or call 911 in an emergency.

Social-emotional learning skills you can use when you feel threatened.

Three ways to respond. An assertive stance and a firm, calm voice show confidence without starting a fight.

Safety strategies

Plan ahead: know your route, tell an adult where you'll be, and when you'll be home.
Use the buddy system: walk with a friend or group.
Trust your gut feeling. You don't have to be polite to someone who makes you feel unsafe.
Keep your distance and stay where there are other people.
Get away if you can, toward a safe adult or a busy place.
Don't fight unless it's the only way to escape. Getting away is the goal.
Online: don't reply to threats, don't send photos, take screenshots, block, and tell an adult. Threats online are not your fault, even if you shared something before.
Tell a trusted adult afterward, every time.

When something feels unsafe: notice your body's alarm, breathe, say no firmly, move toward a safe place, and tell an adult every time.

Worked example

Let's practise an assertive response

On the way home, an older kid blocks Liam's path and says, "Give me your phone or else."

Notice: Liam's heart is racing. That's his alarm. He takes one slow breath.
Read the situation: the older kid is bigger and blocking the way. Liam's safety matters more than the phone.
Act: Liam steps back, says firmly, "I'm leaving," and walks quickly toward the busy corner store without arguing. If the kid tries to grab the phone, Liam lets the phone go. A phone can be replaced.
Get help: at the store, he asks an adult to help him call home. He tells his parents, who contact the school and police.
Afterward: Liam talks about how scared he felt. Next time he walks with a friend.

Liam stays calm, uses a firm voice without arguing, gets to a safe, busy place, and tells adults. His safety comes first.

Worked example

Let's stop a conflict before it grows

During a basketball game, Priya and Sam argue about a foul. Sam steps close and says, "Say that again and you'll see."

Read body language: Sam is red-faced and close. This could become a fight.
Calm down: Priya takes a breath and steps back to give space.
Use conflict resolution words: "I don't want to fight. Let's ask the teacher to decide."
Get help: she walks over to the teacher on duty.

Priya steps back, uses calm words and gets an adult to help solve the problem.

Hands-on activity

Strong, calm, clear: role-play

You need: a grown-up and a mirror.

In front of the mirror, practise an assertive stance: feet apart, shoulders back, head up, eyes looking at the person.
Practise saying "No. Leave me alone." in three ways: a tiny whisper, a shout, and a firm, clear voice. Which sounds most confident?
With your grown-up, act out two scenes from this lesson. Your grown-up plays the person making the threat (gently). You practise: breathe, say no, move away, tell.
Together, plan a safe route to school or a friend's house. Mark safe places along the way (a friend's home, a library, a store).

What to look for: steady voice, eye contact, a clear move toward safety, and naming who they'd tell.

Your turn

Name two signs your body might give when something feels unsafe.

What does assertive mean?

Give an example of assertive words you could use.

What is the buddy system?

Name two body language signs that someone might be angry.

Someone online threatens to share your messages unless you send a photo. Name three things to do.

What should you always do after a threatening situation?

More practice: warm-up

True or false: you must be polite to someone who makes you feel unsafe.

Is your phone more important than your safety?

Where is it safer to go: an empty lane or a busy store?

What should you take before you answer when you feel scared or angry?

Should you keep a gift from a stranger secret if they ask?

More practice: on your own

Why does a firm, clear voice work better than a whisper or a scream?

A car slows down and the driver says, "Your mom sent me to pick you up." You don't know this person. What should you do?

Two friends are about to fight at recess. What can you do as a bystander?

Why is planning ahead a safety strategy?

Explain how self-awareness helps you stay safe.

Challenge

Create a safety plan for walking home from school. Include at least four strategies.

Someone in your class says they'll "get you" after school. You're not sure if they mean it. What would you do, and why?

Explain the difference between being assertive and being aggressive. Why is assertive usually safer?

Check your understanding

Quiz

What is the main goal in a threatening situation?

Which is an assertive response?

Your heart is racing and your stomach feels tight around someone. This is...

Which is a safety strategy?

Someone online threatens you. You should...

Clenched fists and a red face are examples of...

For parents and teachers

Big idea: This lesson covers the Grade 5 expectation to demonstrate the ability to deal with threatening situations by applying social-emotional learning skills (D2.2), such as self-awareness, managing emotions, assertiveness, reading body language, conflict resolution and getting help.

How to help at home:

Practise the assertive stance and voice. It feels awkward at first; repetition builds confidence.
Agree on a family code word that anyone picking your child up would need to know.
Walk your child's route together and point out safe places.
Tell your child that their safety matters more than any object, and that they won't be in trouble for running away or telling.

Common difficulties: children often feel they must be polite to adults; give clear permission to say no and leave. Some may think fighting back is the "brave" choice; emphasize getting away and getting help.

If your child tells you about a real threat, stay calm, thank them, and contact the school or police as needed.

This lesson builds identifying and managing emotions (A1.1), coping and help-seeking (A1.2) and healthy relationships and communication (A1.4).