Seek Help

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This session will explore the fifth LEADS strategy: Seek help. WITS LEADerS have many problem-solving skills to draw on when they’re facing a problem. Equally important, however, is their skill to recognize when a problem is something they can’t deal with on their own.


To begin, show students the LEADS poster, and review the first four strategies: Look and listen, Explore points of view, Act, and Did it work?
Next, distribute the True or False Quiz handout to students. Ask them to fill it in and then discuss the correct answers as a class:

  1. False. There are multiple ways to solve a problem.
  2. True. Decisions involve several steps, including thinking and talking about potential benefits and consequences.
  3. True. A decision is the choice you make based on the information you know. The outcome is the result of what happens based on your action. Those results include people and situations that are sometimes unpredictable.
  4. False. Often you need to modify your actions based on new information or results.
  5. True. You cannot predict all of the consequences (good or bad) of your action.
  6. True. These include:
    • Is there a decrease in the negative behaviour or communication?
    • Is there a sense of acceptance or belonging?
    • Is there a better understanding of perspectives?
    • Is there a better sense of safety?
    • Other possibilities suggested by students in the Did it work? lesson.
  7. True. Safety is a very important measurement.
  8. True. You cannot control the outcome of your action.
  9. False. You cannot predict all the risks and benefits.
  10. True. Seeking help and talking it out can help you choose an action that will bring about the best results.


Each activity in this segment will take one or two classes to complete. Activities are divided into three levels:

  • GETTING STARTED ACTIVITIES: Suitable for students being introduced to LEADS for the first time.
  • NEXT STEP ACTIVITIES: Used to reinforce LEADS strategies that have been introduced in a previous session or year.
  • REINFORCEMENT ACTIVITIES: Suitable for students who have been using the LEADS Programs for two or more years.

Complete one of the Getting Started Activities below and then conduct a novel study of the book Just Kidding by Trudy Ludwig. Use the questions and activities in the book’s associated lesson plan to reinforce the Seek help strategy.



Have students sit down with their hands behind their backs, and choose a volunteer to step out of the room. Place a small object in the hands of one of the students. Everyone should know who is holding the object except the volunteer.

Ask the volunteer to return to the room, stand at the front of the class, and make three guesses of who they think is holding the object. It is important that the other students stay quiet.

After three guesses, stop the volunteer and explain that for the first part of the game, the other students (who could be considered bystanders) were not allowed to help. This time, however, the bystanders will be able to help by answering the volunteer’s yes or no questions about the object’s whereabouts (e.g., Is the student holding the object a girl? Does the student holding the object have glasses?).

If the volunteer is still unable to guess correctly after asking five questions, he or she can ask someone in the class to help by suggesting a new question. After the volunteer has guessed who the student is, have him or her return to sit with the other students.


  1. Ask the volunteer the following questions:
  1. Was it difficult to guess who was holding the object in the first part of the game? Why?
  2. How was it different the second time when you were allowed to ask the other students questions?
  1. Involve the entire group in discussing the following questions:
  1. What does it mean to seek help?
  2. Who should we seek help from? Teacher, friends, playground supervisor, principal, vice-principal, parents, etc.
  3. What usually happens when you ask for help?
  4. Why is seeking help a good thing to do? Adults may be able to solve a problem and stop it from recurring. It could stop someone from getting hurt.
  5. Why might people not want to ask for help? They might think it won’t make a difference or that the teachers won’t do anything anyway. They might worry about getting into trouble or that a bully might retaliate for getting them in trouble.
  6. Is seeking help tattling? No. When you tattle, you have the intention of getting someone in trouble. When you seek help, you have the intention of helping someone in trouble.



Reinforce the concept that everyone needs help sometimes. Discuss with students the following questions.

  1. Does everybody need help?
  2. Who needs help?
  3. When do people need help?



Discuss with students when they should seek help when confronted with bullying. Share the following four questions and explain that if they answer yes to any of them, they should seek help from an adult:

  1. Could you or someone else get hurt??
  2. Does the situation make you feel afraid or uneasy?
  3. Is this something you can’t handle alone?
  4. Did your attempts to deal with the situation not work?




Distribute the Scenarios handout to students and ask them to answer the three discussion questions in each section.


Ask students to discuss how they would solve the problem and if they think they need help. If students decide they need help, ask them to explain why and identify who they would go to for help.

My Best Sleepover Party

Complete one of the Next Step Activities below and then conduct a novel study of the book My Worst Best Sleepover Party by Anna Morgan and Rachael Turkienicz. Use the questions and activities in the book’s associated lesson plan to reinforce the Seek help strategy.



Ask students to share a situation where they sought help from a friend, an adult at school, or their parents. For each situation, ask students to explain what happened, who was involved, and why they decided to seek help. Ask students to reflect on whether or not seeking help was the best thing to do and provide their reasoning.



Discuss with students how they decide who to go to for help, using the following questions:

  1. What problems are friends best at solving? What about parents, brothers, sisters, teachers, or playground supervisors?
  2. Who are other people that help you? What do they help you with? Doctor with your health, dentist with your teeth, coach with your sports team, parents with your homework, etc.
  3. Who helped characters solve their problems in The English Roses, Mr. Peabody’s Apples and Jake Drake, Bully Buster?
  4. Who are the people you help?



Brainstorm ideas with students about what they can do if they seek help but don‘t get the help they need. Emphasize that it’s important to keep asking different people for help until they get the help they need.

By Golly, Molly, You’re Right

Complete one of the Reinforcement Activities below and then conduct a novel study of the book By Golly, Molly, You’re Right by Bobby Hawley. Use the questions and activities in the book’s associated lesson plan to reinforce the Seek help strategy.




Cut out and distribute blank paper cutouts from the Cutouts handout to students (about six cutouts per student). Ask them to write on the cutouts who they could seek help from if they faced a situation like a conflict or a bullying incident. There should be one name on each cutout.
Distribute the Who Can Help Me? handout and ask students put the cut outs in the categories on the paper. If there are few or no roles in one of the categories, ask them to consider people in that category who could potentially help them.

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