Time icon
Level icon
Material icon


3-5 minutes


Primary / Junior / Intermediate


Post-its, pens, comment box, recycled paper, bulletin board


To support the development of kind interactions

  • Provide context for the practice (See “Evidence” section).
  • Offer guidelines on what is considered a “positive comment”. The educator can model this activity for the first few days before the students try it.
  • Both educators and students anonymously write something nice about someone in the class.  In a designated space or on paper specifically labelled with each individual’s name, post the comment.

Use an anchor chart of suggestions. 

  • There can also be a focus on class positives instead of individual ones (for example, we walked quietly to the gym).
  • The educator can write positive messages on Post-its and leave them on students’ desks (for example, at the beginning of the year, during tests, in the morning).
  • Distribute a class list to each student to fill in their positive comments then cut apart the list to deliver to their peers. The comments could also be collated and printed out as a summary page for each student.
  • Coaching might be particularly beneficial for students who find it challenging to say something positive about others.

Student perceptions of kindness at school are key in developing their understanding of the climate in their school. School climate considers the environment and its impact on psychological well-being of school members (students and staff). Activities that support the development of kind interactions for staff and students can support the goals of a safe and positive school climate to foster learning and prosocial behaviours. NOTE: Students usually indicate a decrease in perceived kindness over the grade four to eight years and therefore, activities such as this may be especially key in these years (Binfet et al., 2016).

Binfet, J. T., Gadermann, A. M., & Schonert‐Reichl, K. A. (2016). Measuring kindness at school: Psychometric properties of a School Kindness Scale for children and adolescents. Psychology in the Schools, 53(2), 111-126.