You Can Sit With Me- Whole School Program

Teacher Implementation Guide | Kindergarten – Year 12

Creating a culture of kindness, inclusion, friendship and belonging

1. PROGRAM OVERVIEW

The You Can Sit With Me Program is a whole-school initiative designed to promote kindness, inclusion, empathy and positive relationships among school students from Kindergarten to Year 12.

The program encourages students to recognise when someone may be feeling lonely, excluded or unsure of where they belong, and to take positive action by offering friendship, companionship and support.

At the centre of the program is a simple but powerful message:

You Can Sit With Me

The yellow You Can Sit With Me wristband acts as a visible symbol of a student’s willingness to make others feel welcome and included. It communicates that there is someone available to sit with, talk to or spend time with during recess and lunch.

The program is not simply about providing a place to sit. It is about developing a school culture where every student feels valued, accepted, respected and connected.

Through the program, students are encouraged to become active contributors to a safe, supportive and inclusive school community.

2. PROGRAM PURPOSE

The purpose of the You Can Sit With Me program is to:

1. Reduce feelings of loneliness, isolation and social exclusion.

2. Encourage students to demonstrate kindness, compassion and empathy.

3. Promote positive friendships and respectful relationships.

4. Help students recognise and respond appropriately when someone is alone.

5. Develop leadership and peer-support opportunities.

6. Encourage students to include others regardless of age, race, religion, gender, culture, ability or background.

7. Strengthen students’ sense of belonging and connection to their school.

8. Build a positive school environment where inclusion is everyone’s responsibility.

The program aims to empower students to understand that small acts of kindness can make a significant difference to another person’s day.

3. PROGRAM OBJECTIVES

By participating in the You Can Sit With Me program, students will be encouraged to:

1. Recognise situations where another student may be experiencing loneliness or exclusion.

2. Demonstrate empathy by considering how others may be feeling.

3. Initiate positive interactions with students outside their usual friendship groups.

4. Invite others to participate in games, activities and social experiences.

5. Develop confidence in approaching and supporting others.

6. Demonstrate respect for individual differences.

7. Understand the importance of making others feel welcome and included.

8. Develop personal responsibility for contributing to a positive school culture.

Teachers will support students to understand that inclusion is not limited to wearing a wristband. It is an everyday behaviour and a shared responsibility.

4. THE YOU CAN SIT WITH ME WRISTBAND

The yellow You Can Sit With Me wristband is the identifying symbol of the program.

Students wearing a wristband are communicating that they are willing to welcome another student into their social space during the agreed period.

The wristband represents a commitment to kindness, inclusion and positive social behaviour.

Recommended Distribution

To maintain the meaning and value of the wristband, it is recommended that not every student wears one.

A suggested approach for Kindergarten to Year 12 is:

1. Allocate approximately eight wristbands to each class.

2. Distribute wristbands at the beginning of each term, so that by the end of the year all students have had the opportunity to be a You Can Sit With Me ambassador.

3. Allow students to wear their wristbands on the days they feel comfortable and able to participate.

4. Rotate opportunities each term so different students can experience the responsibility.

5. Ensure wristband participation is voluntary and never used as a reward for popularity or social status.

Teachers may select students who demonstrate kindness, compassion, leadership and a willingness to help others, fill out a You Can Sit With Me expression of interest form (located in the teacher kit) or ask students to write to the teacher saying why they want to be a You Can Sit With Me ambassador.

Suitable students to start the program may include:

1. Student leaders and school captains.

2. Class captains and vice captains.

3. Peer-support leaders.

4. Students who consistently demonstrate inclusive behaviours.

5. Students who show empathy and consideration towards others.

6. Students who would benefit from developing confidence, positive relationships and social responsibility.

The program should provide opportunities for a diverse range of students to participate. Each term, encourage other students to join the program.

Wristbands should not be viewed as a popularity award or an indication that some students are more important or inclusive than others.

5. STUDENT WRISTBAND COMMITMENT

Before receiving a wristband, students must understand that wearing it represents a commitment to making others feel welcome and fill out the student agreement (found at the end of the program).

Teachers should explain that the wristband is more than an accessory. It is a promise to make a genuine effort to include others.

The Three Commitment Questions

Students should be encouraged to reflect on the following questions before accepting a wristband:

1. Am I having a good day, and do I feel able to support someone else today?

Students need to recognise their own emotions and understand that they cannot always be available to support others.

2. Am I willing to welcome anyone, regardless of their age, race, religion, gender, culture or disability?

Students must understand that inclusion means welcoming everyone without discrimination or judgement.

3. Am I available during recess and lunch to spend time with someone who may need a friend?

Students should consider their own activities, commitments and availability before accepting the responsibility.

Wristband Expectations

Students wearing a You Can Sit With Me wristband are expected to:

1. Make a genuine effort to welcome students who approach them.

2. Be friendly, approachable and respectful.

3. Offer a place to sit or invite someone to join an activity.

4. Listen and communicate kindly.

5. Avoid making assumptions about another student’s circumstances.

6. Include others without judgement.

7. Seek assistance from a teacher if they are unsure how to support someone.

8. Treat the wristband as a commitment throughout the agreed school day.

Students should not feel pressured to wear a wristband when they are having a difficult day or are unable to participate.

If a student becomes overwhelmed or needs assistance, they should be encouraged to speak with a teacher.

6. HOW STUDENTS SHOULD RESPOND

Teachers should explicitly teach students what to do when someone approaches them.

A student wearing a wristband should be encouraged to:

1. Acknowledge the student with a smile or friendly greeting.

2. Ask whether they would like to sit with them or join their activity.

3. Make space and help the student feel comfortable.

4. Introduce them to other students where appropriate.

5. Encourage participation in a game or conversation.

6. Continue to treat the student with kindness and respect.

Suggested language students can use includes:

1. “Of course, you can sit with me.”

2. “Would you like to play with us?”

3. “Come and join our game.”

4. “Would you like to sit here?”

5. “Let’s find something we can do together.”

Teachers should explain that inclusion involves genuine interaction. Simply allowing someone to sit nearby without acknowledging or engaging with them may not make that student feel included.

7. ROLE AND RESPONSIBILITIES OF TEACHERS

Teachers play a critical role in the successful implementation of the program.

They are responsible for modelling inclusive behaviour, identifying opportunities for positive social interaction and supporting students to understand their responsibilities.

Before the Program

1. Attend the staff information session.

2. Understand the purpose and values of the initiative.

3. Introduce the program to students in an age-appropriate way.

4. Explain the meaning of the yellow wristband.

5. Establish classroom expectations.

6. Identify suitable students for participation.

7. Ensure students understand the wristband commitment.

8. Reinforce that all students deserve kindness and inclusion, whether they wear a wristband or not.

During the Program

1. Monitor student participation and engagement.

2. Encourage the students to run the program.

3. Observe interactions during recess and lunch where appropriate.

4. Provide guidance when students experience social difficulties.

5. Recognise and reinforce positive behaviours.

6. Address exclusion, unkindness or misuse of the wristband.

7. Ensure students do not feel pressured to participate.

8. Provide opportunities for different students to become ambassadors.

At the End of the Term

1. Reflect on student participation and experiences.

2. Identify successes and areas for improvement.

3. Discuss any challenges with the wellbeing team.

4. Gather student feedback.

5. Provide recommendations for future implementation.

6. Provide certificates to the ambassadors in a You Can Sit With Me kindness assembly.

Teachers should remember that the program complements, rather than replaces, existing student wellbeing, supervision, anti-bullying and child-safety procedures.

8. WHOLE-SCHOOL IMPLEMENTATION PLAN

For the program to be effective, it should be introduced and supported as a whole-school initiative.

Stage 1: Staff Information and Preparation

Prior to launching the program, the school should conduct a staff information session.

The session should cover:

1. The purpose and values of You Can Sit With Me.

2. The importance of creating an inclusive school environment.

3. The meaning and responsibility associated with the wristband.

4. Student selection and distribution procedures.

5. Teacher and wellbeing team responsibilities.

6. Strategies for supporting students who experience loneliness or exclusion.

7. Monitoring and evaluation procedures.

All staff should understand that the program is intended to create meaningful and lasting changes in school culture.

Stage 2: Establish a You Can Sit With Me Committee

The school should consider establishing a small committee to coordinate the program.

Suggested members include:

1. Principal or assistant principal.

2. Wellbeing coordinator.

3. Classroom teacher representatives.

4. Student leadership representative.

5. School counsellor or relevant support staff, where appropriate.

The committee will oversee planning, communication, implementation and evaluation.

Stage 3: Develop a School Implementation Plan

Each school should develop an implementation plan that reflects its size, student population, playground structure and existing wellbeing initiatives.

The plan should identify:

1. Program launch date.

2. Participating year levels.

3. Wristband allocation.

4. Staff responsibilities.

5. Student selection procedures.

6. Communication strategies.

7. Playground support arrangements.

8. Evaluation and review dates.

The program may be introduced at the beginning of each school term or alongside relevant events such as Harmony Week or You Can Sit With Me.

Stage 4: Educate and Inform Students

Teachers should introduce the program through classroom discussions, age-appropriate presentations and practical examples.

Students should understand:

1. Why the program exists.

2. What the wristband represents.

3. How to approach someone who is alone.

4. How to respond when someone asks to join them.

5. Why inclusion is important.

6. How to seek help when a situation becomes difficult.

Teachers should reinforce that every student has a role in creating an inclusive school.

Stage 5: Launch the Program

The Principal or school leadership team should formally introduce the initiative at a whole-school assembly.

The launch should explain the program’s purpose and highlight the importance of kindness, friendship and belonging.

Suggested launch activities include:

1. A presentation explaining the yellow wristband.

2. A short video or visual presentation (we can supply this on request).

3. Student leadership involvement.

4. Distribution of classroom wristbands.

5. A school-wide commitment to kindness and inclusion.

6. Display of You Can Sit With Me posters.

Stage 6: Ongoing Implementation

Following the launch, teachers should continue reinforcing the program through classroom discussions, positive acknowledgement and regular reminders.

The program should become part of everyday school culture.

Each term, rotate the wristbands.

9. CLASSROOM TEACHING AND LEARNING

The program provides opportunities for teachers to incorporate social and emotional learning into everyday classroom practice.

Suggested activities include:

Kindness Discussions

Discuss what kindness looks like and how small actions can improve another person’s day.

Understanding Loneliness

Explore how someone might feel when they have nobody to sit with or play with.

Developing Empathy

Encourage students to consider how they would feel if they were new to a school or excluded from a group.

Role-Playing Scenarios

Practise welcoming someone into a game, inviting someone to sit together and responding positively to a student seeking friendship.

Inclusive Language

Teach students to use respectful and welcoming language.

Reflection Activities

Ask students to reflect on how their actions contribute to making their classroom and playground welcoming places.

These activities should be adapted to suit the developmental needs of each year level.

10. AGE-APPROPRIATE IMPLEMENTATION: KINDERGARTEN TO YEAR 12

The program should be adapted to suit students’ social, emotional and developmental needs.

Kindergarten – Year 2

Focus: Kindness, friendship and belonging

Younger students should be introduced to the program through simple explanations, stories, pictures and practical activities.

Learning outcomes:

1. Understand what it means to be kind.

2. Recognise when someone is alone.

3. Learn how to invite another student into the game or conversation.

4. Practise sharing and taking turns.

5. Understand that everyone deserves a friend.

6. Identify a trusted teacher when they need help.

Teachers should provide additional guidance and supervision to ensure younger students understand how to participate.

Years 3–4

Focus: Empathy, respect and inclusion

Students should begin developing a deeper understanding of social relationships and the impact of their behaviour on others.

Learning outcomes:

1. Recognise feelings of loneliness and exclusion.

2. Demonstrate empathy towards others.

3. Develop confidence in approaching different students.

4. Practise inclusive playground behaviours.

5. Understand the importance of respectful communication.

6. Recognise that everyone has a responsibility to include others.

Years 5–6

Focus: Leadership, responsibility, respect and positive influence

Older students should be encouraged to model inclusive behaviour and support younger students through positive leadership.

Learning outcomes:

1. Demonstrate leadership through kindness and inclusion.

2. Recognise and respond appropriately to social exclusion.

3. Support younger students in understanding the program.

4. Promote respectful relationships.

5. Encourage participation across different friendship groups.

6. Understand the importance of using their influence positively.

Older students should understand that leadership is demonstrated through actions, not status or popularity.

Years 7–10

Focus: Belonging, peer relationships and positive influence

Students develop a stronger understanding of social inclusion, empathy and the impact their actions have on others. They learn to recognise exclusion within friendship groups, navigate peer relationships respectfully and take positive action to help others feel welcome, valued and connected.

Learning Outcomes

Students will be able to:

1. Recognise social exclusion, isolation and barriers to belonging.

2. Demonstrate empathy and respect in their interactions with peers.

3. Identify practical ways to include others in conversations, group activities and social settings.

4. Develop confidence in approaching and supporting students who may feel left out.

5. Recognise the influence of peer pressure and make respectful, inclusive choices.

6. Understand that small, everyday acts of kindness can strengthen relationships and create a more inclusive school culture.

7. Identify when to seek support from a trusted adult if a student needs additional help.

Years 11–12

Focus: Leadership, mentorship and a culture of belonging

Students strengthen their capacity to lead through kindness, empathy and everyday actions. They learn to model inclusive behaviour, support younger students and contribute to a school culture where everyone feels respected, welcomed and valued. Leadership is understood not as a title or position, but as the responsibility to make a positive difference in the lives of others.

Learning Outcomes

Students will be able to:

1. Demonstrate leadership through consistent acts of kindness, inclusion and respect.

2. Act as positive role models for younger students and their peers.

3. Recognise and respond appropriately when students experience exclusion or isolation.

4. Use effective communication and active listening to help others feel heard and supported.

5. Encourage inclusive behaviours within friendship groups and the wider school community.

6. Identify appropriate ways to support peers while recognising when a trusted adult or wellbeing staff member is needed.

7. Contribute to student-led initiatives that promote connection, wellbeing and belonging.

8. Reflect on their responsibility in creating a school culture where every student feels they belong.

11. PLAYGROUND SUPPORT AND SUPERVISION

The playground is an important setting for the program because it is often where students experience social challenges.

Teachers and playground supervisors should be familiar with the program and understand how to support its implementation.

Staff should:

1. Encourage students to approach designated wristband ambassadors.

2. Observe whether students are engaging positively.

3. Support students who appear isolated or distressed.

4. Reinforce inclusive playground behaviours.

5. Intervene when exclusion, bullying or unkind behaviour occurs.

6. Provide appropriate support when a student needs adult assistance.

The You Can Sit With Me program must not place responsibility for resolving bullying, managing distress or supporting complex social situations solely on children.

These situations must be referred to appropriate school staff and managed through existing school policies and procedures.

The wristband is a symbol of welcome, not a substitute for adult supervision or pastoral care.

12. COMMUNICATING WITH PARENTS AND THE SCHOOL COMMUNITY

Successful implementation requires the support and understanding of the wider school community.

Parents and carers should be informed about the program before or during its introduction.

Recommended communication strategies include:

1. A letter or email from the Principal.

2. Information in the school newsletter.

3. Information shared through the school’s communication platform.

4. Assembly presentations.

5. Classroom discussions.

6. Posters displayed throughout the school.

7. Information provided during parent information sessions.

Communication should explain the purpose of the program, the meaning of the wristband and how families can reinforce kindness and inclusion at home.

Suggested Parent Message

The You Can Sit With Me program is an initiative designed to encourage kindness, friendship and inclusion within our school community.

Students will have the opportunity to wear a yellow You Can Sit With Me wristband throughout the year, demonstrating their willingness to welcome other students who may be looking for someone to sit with or play with during recess and lunch.

The program encourages students to look beyond their usual friendship groups and understand the importance of making everyone feel welcome.

We encourage families to support the program by discussing kindness, empathy and inclusion at home and reinforcing the message that every student deserves to feel that they belong.

Together, we can create a school environment where every student feels seen, valued and included.

13. MONITORING AND EVALUATION

The school should regularly review the program to ensure it is achieving its intended outcomes.

The You Can Sit With Me committee, in consultation with teachers and wellbeing staff, should monitor:

1. Student participation.

2. Wristband distribution and rotation.

3. Student understanding of the program.

4. Positive playground interactions.

5. Student feedback and experiences.

6. Teacher observations.

7. Opportunities for improvement.

8. The overall impact on school inclusion and belonging.

Suggested Evaluation Methods

1. Short student reflection activities.

2. Teacher feedback.

3. Student leadership discussions.

4. Wellbeing team observations.

5. Anonymous student surveys, where appropriate.

6. Parent and carer feedback.

The school should review the program at the end of each term or semester.

Evaluation should focus on whether students feel more connected, supported and included, rather than simply measuring the number of wristbands distributed.

14. CURRICULUM ALIGNMENT

The You Can Sit With Me Whole School Program supports learning across the Australian Curriculum, particularly Health and Physical Education and the General Capabilities.

The program provides practical opportunities for students to develop:

Health and Physical Education

1. ACPPS018 – Strategies to promote inclusion, safety and fairness in groups.

2. ACPPS019 – Respectful relationships and social interaction.

3. ACPPS020 – Strategies for respectful and inclusive participation.

4. ACPPS033 – Understanding health messages and their influence on behaviour.

5. ACPPS034 – Developing and maintaining respectful relationships.

6. ACPPS037 – Exploring how respect, empathy and inclusion contribute to wellbeing.

7. ACPPS038 – Community initiatives that promote health and wellbeing.

General Capabilities

1. Personal and Social Capability: Self-awareness, emotional understanding, empathy, relationship skills and responsible decision-making.

2. Ethical Understanding: Recognising fairness, respect, responsibility and the impact of personal actions.

3. Intercultural Understanding: Respecting differences and valuing diversity.

4. Civics and Citizenship: Understanding individual responsibility and contributing positively to the school community.

Teachers should check the applicable curriculum version, year-level descriptors and achievement standards when incorporating these outcomes into formal planning.

IMPORTANT PROGRAM GUIDELINES

To protect the integrity and purpose of You Can Sit With Me, the following principles should be maintained:

1. Wristbands should not be distributed to every student simply for participation.

2. Wearing a wristband should represent a genuine commitment to inclusion.

3. Students should never be pressured or forced to wear a wristband.

4. Students must understand that the commitment applies for the agreed period.

5. Wristbands should not be used as a popularity award or fundraising item.

6. Participation should be inclusive and provide opportunities for different students.

7. Students should not be expected to manage bullying, serious distress or complex social situations independently.

8. Teachers must continue to provide appropriate supervision and support.

9. Students without wristbands must be encouraged to demonstrate kindness and inclusion.

10. The program must remain focused on genuine connection, friendship and belonging.

Wristbands should be ordered through the official You Can Sit With Me website:

www.youcansitwithme.org/shop

Wristbands are not intended for fundraising. Other merchandise, including water bottles, pencils and bag tags, may be available for fundraising purposes.

EXPECTED PROGRAM OUTCOMES

Through consistent implementation, the program aims to contribute to:

1. A stronger sense of belonging across the school.

2. Increased awareness of loneliness and social exclusion.

3. More positive interactions between students.

4. Improved understanding of empathy and kindness.

5. Greater confidence in initiating friendships.

6. Stronger peer relationships.

7. Increased student leadership and social responsibility.

8. A school culture where inclusion is actively encouraged and modelled.

The ultimate measure of success is not how many students wear a yellow wristband, but how many students experience the feeling that they belong.

FINAL MESSAGE TO TEACHERS

The You Can Sit With Me program is built on one simple belief: no child should feel that they have nowhere to go or nobody to sit with.

As educators, we have an important opportunity to teach students that kindness is an action, inclusion is a choice and everyone has the ability to make a difference.

A simple invitation to sit together can create a friendship, restore confidence, change someone’s day and, in some circumstances, change a student’s experience of school life.

The yellow wristband is a reminder of this commitment, but the message extends far beyond the wristband itself.

We encourage all teachers to actively model, teach and reinforce the values of kindness, empathy, respect and inclusion every day.

Together, we can create school communities where every student feels welcome, accepted and valued.

You Can Sit With Me

Together we can, and we are changing lives.

Program enquiries and resources

Website: www.youcansitwithme.org

Email: sophie@youcansitwithme.net.au

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