Learning intention: To investigate actions that promote inclusion in the community.

In this clip, Hannah visits her friend Josh, a transgender boy in her year level at school. Josh says he will continue with Distance Education partly because of Hillview’s uniform policy. He would like to wear the boys’ uniform but doesn’t want the added attention that might create; and he can wear whatever he likes at home. Hannah later learns that the uniform is a barrier for other gender diverse students at school.

After viewing the clip, allocate students to small groups to brainstorm and discuss possible solutions for Josh’s situation. The current uniform options are not suitable for him, so what might be a good alternative? What actions might need to be taken to enact change?

Ask groups to briefly share their ideas, then play the following clip.

This clip shows Hannah speaking at school assembly. She appeals to the student body to support a proposed change in uniform policy and to sign her petition. This action was inspired by Josh but a gender-neutral uniform option would benefit many students at Hillview High.

Invite students whether any of their proposed solutions were included in this clip. What are some of the actions Hannah took to raise awareness of the issue and call for change? Did Hannah take any steps that the class had not thought of?

Hannah was unsuccessful in her bid to become class captain at Hillview, but she found another way to enact change on an issue important to her and her peers. Hannah’s actions can be described as ‘advocacy’.

Advocacy means standing up for your rights, standing up for someone else, or seeking change for an issue in the broader community. Advocacy involves sharing your views and opinions with others to bring about positive changes in society. Everyone can use their voice and agency to enact positive change in the world, whether they are in a formal leadership position or not.

There are many ways to advocate for the issues that matter to you. If they feel comfortable doing so, teachers or students may wish to share past experiences or prior knowledge of advocacy.

In their Youth Advocacy Toolkit, UNICEF UK suggests that a well-planned advocacy campaign should include the following steps:

1. Explore – Identify, research and analyse the issue.
2. Think – Consider required action, identify who has power and who can facilitate change.
3. Act – Figure out what you need to do and say, and any risks or challenges involved.
4. Evaluate – Reflect on outcomes and plan for the future.

Working individually, have students take the first step in the Youth Advocacy Toolkit by thinking about, identifying and recording an issue that matters to them. This issue could be on a local scale – such as changing a school policy – or perhaps a broader societal issue. It could involve students standing up for their own rights or standing up for someone – or something – else. 

This task enables students to develop advocacy knowledge and skills without necessarily requiring them to take action. If time permits or in subsequent lessons, students could continue their learning by researching and analysing their selected issues and considering possible actions.

In a whole class reflection, ask for volunteers to explain the issues they would advocate for. After several students have shared, consider whether any similarities are emerging. For example, are there multiple issues related to inclusion, animal welfare or the environment? These may reveal shared passions and concerns among the group.