Challenge your Beliefs

Before the session, prepare a set of limiting beliefs—students will not generate their own for this part of the activity. Mark a visible line on the floor (or establish an imaginary one) in the classroom.

To introduce the topic of beliefs and guide students in understanding their relevance and impact, begin by setting the context through a relatable example so students can connect the activity to the course theme. For instance, say: “When we discuss [insert relevant course theme], it’s clear that success often depends on human behaviour. But what beliefs might hinder us from fully using our abilities and qualities? Today, we’ll focus on identifying limiting beliefs and transforming them into more empowering ones.”

Explain the goals of today’s session: (1) to become aware of your limiting beliefs, and (2) to transform a limiting belief into a more supportive belief that can empower your actions.

Briefly explain that limiting beliefs are thoughts that restrict our ability to use our strengths, and how they can affect students’ ability to use their strengths. Share examples that are likely to resonate, such as “I’m not smart enough to succeed in this course”, “I always fail when trying something new”, or “I’m not creative enough to come up with good ideas”.

These beliefs often develop as protective mechanisms to prevent discomfort or failure, but can become obstacles later in life when they hold us back from unleashing our potential. Emphasise that everyone has them, and that becoming aware of them is the first step to tapping into this potential.

Ask all students to stand on one side of the line in the classroom.

Explain the Crossing the Line activity: “I will read aloud a series of limiting beliefs. If a belief resonates with you, step silently across the line. Then, return to the starting side before I read the next one.” During the activity, observe the students as they participate and maintain a calm, empathetic presence.

Debrief in plenary, using these questions to guide reflection:

• What did you experience during the activity?
• What thoughts, feelings or physical sensations came up?
• How did it feel to cross the line?
• What was it like to see others cross the line?

Select one or two beliefs for group reflection. Discuss how these could be limiting, not the origins of these beliefs, but focus on the experience of the activity.

Finally, invite students to choose one belief that resonated and write it down privately, for personal insight. Sharing is optional.

Pair up the class and assign roles: one speaker, one listener. Provide the following guiding questions for their conversation:

• When was this belief originally helpful?
• What would it mean if this belief were 100% true, always and everywhere?
• What strengths are you not fully using because of this limiting belief?
• What advice would you give a friend with this belief?

Explain that each speaker will have time to reflect on their chosen belief while the listener supports with these questions and allows space for thoughtful responses. After ten minutes, they switch roles. During the activity, circulate the room to observe and offer support as needed.

Afterwards, invite students to share any insights or breakthroughs from the exercise. Prompt further reflection with questions such as

• What did you learn about your belief that surprised you?
• Did this activity help you see your belief in a new way? If so, how?

Now that the students have explored their limiting beliefs, it’s time to identify a more helpful belief that encourages tapping into their potential and engaging in authentic action.

In this step, the students will create an alternative perspective they can rely on whenever the limiting belief arises, helping them to act with more confidence and authenticity. For instance, the limiting belief ‘I have no influence’ can be reformulated into ‘I can make a difference through small, consistent actions.’

Explain the guidelines for crafting a supportive belief:

• Address the same situation
• Encourage action
• Use positive language (avoid ‘not’)
• Keep it short and impactful
• Use the present tense
• Start with “I” to make it personal

Next, direct the students to write down their limiting belief, then cross it out on their paper — symbolically letting it go. Using the guidelines, they create a new, empowering belief. Move around the room to support and offer examples as needed.

Once the individual work is complete, pair students up to share their new beliefs. Instruct partners to offer constructive feedback on whether the belief feels:

• Authentic and believable
• Actionable and empowering
• Simple enough to recall in challenging moments

To encourage a reality check and meaningful reflective discussion, have students work in pairs to explore how they can put their new empowering beliefs into practice. Now that the students have reformulated their beliefs, it’s time to think about how they can apply them in real life and how they can support their actions effectively.

Together with their partners, the students reflect on situations where their new beliefs can come into play and come up with concrete ways to keep them at the top of mind. Ask each pair to take turns responding to these reflective prompts:

• In which situations will you apply your new belief?
• What part of your potential does this belief help you unlock?
• What will help you remember and apply it in real life? (e.g., a sticky note on your door or laptop as a reminder)
• How confident do you feel acting from this new belief, even in uncertain or challenging situations? 
• In what way does this belief help you maintain a hopeful and constructive outlook when things get difficult?

Give students five minutes for this exchange, ensuring that both partners have a turn as the speaker and the listener.

Afterwards, bring the class back together for a final round-up. Form a circle and invite each student to share their new empowering belief with the group. Ask them to briefly explain how it will help them act more authentically and positively in challenging situations.

Encourage students to listen actively and offer each other recognition or encouragement. This closing activity reinforces the mindset shift and inspires students with each other’s insights and strategies.

Assessment for learning (formative assessment) aims to gather evidence and provide feedback on students’ learning during the learning process.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Self-assessment & peer assessment 

Self-regulated learning & Authentic

Reflective questions