How Would You Treat a Friend? Part 2: Activities to Boost Self-Compassion within School Health Curricula
Valeria Altieri, Sierra Cordova, John McCarthy, Robert Diehl, Mariah Rooney
Journal of Physical Education, Recreation & Dance May 18, 2026 DOI: 10.1080/07303084.2026.2625080 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Practical guide or manual Peer reviewed |
|---|---|
| Keywords | Education |
| Key points | Proposes that teaching mindful self-compassion through a structured lesson plan—including exercises, discussion prompts, scenario-based practices, and journaling—can help students build emotional resilience and well-being, and argues that educators should attend to cultural responsiveness and their own self-compassion practices. |
Abstract
Abstract While self-compassion refers to being kind and understanding toward oneself during tough times, mindful self-compassion (MSC) focuses on teaching individuals how to develop and strengthen the skill of offering themselves self-compassion. Through MSC, students can learn to advocate for their own mental health by integrating mindfulness practices that deepen and enhance the experience and benefits of self-compassion. This article (Part 2 of a three-part series) highlights the practice of MSC and includes a lesson plan that provides instant exercises, discussion prompts, readings, scenario-based practices, videos, future planning exercises, and journaling reflections. It also addresses important considerations for teachers, such as engaging in cultural responsiveness, follow-up strategies, and self-compassion practices. By incorporating these practices into their curriculum, health educators can empower students to build emotional resilience and enhance their overall well-being.