D. Healthy Living · Healthy Living

Who Am I? Building a Healthy Self-Concept

D2.4 A1.5 A1.1About 40 minutes

Learning goals

I can explain what self-concept means.
I can name factors that shape how a person sees themselves, including sexual orientation.
I can explain how these factors can support my health and well-being.

Words to know

self-concept
How a person sees and thinks about themselves: their strengths, needs, interests and identity.

identity
The things that make a person who they are, like their culture, interests, values and family.

intersecting factors
Different parts of a person's life that connect and affect each other.

stereotype
An unfair idea that all people in a group are the same, like "girls can't play hockey."

sexual orientation
Who a person is attracted to and may fall in love with, usually as they get older.

body image
How a person sees and feels about their own body.

Your inner mirror

A mirror shows what you look like on the outside. But you also have an inner mirror: the way you see yourself on the inside. Are you funny? Kind? Good at drawing? A great friend? The picture in that inner mirror is your self-concept. Today you'll explore what shapes it, and how to keep it healthy.

A mirror shows the outside. Your self-concept is the picture in your inner mirror: how you see yourself inside.

Remember from Grade 4

You learned that puberty can bring new feelings, including feeling self-conscious about your body, and that everyday choices help your mental health. A strong self-concept helps you handle those changes.

What shapes a person's self-concept?

Many factors shape how people see themselves. They intersect: they connect and affect each other. For example, a person's culture, physical abilities and friends all work together.

Factor	What it means	How it can support well-being
Self-awareness	Knowing your feelings, likes and dislikes	Helps you make choices that fit you
Self-acceptance	Being okay with who you are, including mistakes	Builds confidence and calm
Strengths and needs	Knowing what you're good at and where you need help	You can use strengths and ask for help
Social environment and others' opinions	Family, friends, teachers, coaches and what they say to you	Encouraging people help you believe in yourself
Stereotypes	Unfair ideas about groups	Recognizing them helps you ignore limits that aren't true
Social skills	Getting along, sharing, solving problems	Helps you build friendships
Cultural identity	Your family's culture, language, traditions and beliefs	Gives a sense of belonging and pride
Support	Having people to turn to	You're not alone when things are hard
Body image	How you see your own body	A positive body image helps you enjoy being active and feel good
Mental health and physical abilities	How you feel and cope; what your body can do	Focusing on what you can do builds confidence
Sexual orientation	Who a person is or may be attracted to	Feeling accepted helps people feel safe being themselves

Intersecting factors that shape self-concept, from the curriculum's list.

Sexual orientation

Sexual orientation is about who a person is attracted to and may fall in love with, usually when they're older. For example:

Some people are attracted to people of a different gender. They may be called heterosexual or straight.
Some people are attracted to people of the same gender. They may be called gay or lesbian.
Some people are attracted to people of more than one gender. They may be called bisexual.

People come to understand their sexual orientation at different times. Many kids your age haven't thought about it yet, and that's fine. Sexual orientation is one part of who a person is, along with many others.

Everyone deserves respect. When people feel accepted, including for their sexual orientation, it helps their self-concept and mental health. Hurtful comments and stereotypes can harm them.

Building a positive self-concept

Notice your strengths and write them down.
Use kind self-talk: "I'm still learning" instead of "I'm bad at this."
Spend time with people who support you.
Learn about your culture and family history.
Focus on what your body can do, not how it looks in a photo.
Treat others with respect. It helps their self-concept, and yours.

Worked example

Let's see how factors intersect

Amira is new to Canada and speaks Arabic at home. She's a fast runner. At first she felt shy at school. Now she's on the cross-country team and helps teach classmates words in Arabic.

Cultural identity: pride in her language and family.
Physical abilities and strengths: fast runner.
Social environment: the team welcomed her; classmates are curious about her language.
Self-acceptance: she's learning that being different is a strength.
These factors work together: her team helped her feel she belonged, which helped her share her culture.

Several factors intersected to build Amira's self-concept, and they support her well-being.

Amira's self-concept is shaped by several factors at once. Her team welcomed her, which helped her share her language: the factors intersect.

Worked example

Let's challenge a stereotype

Ben loves dance. A classmate says, "Dance is for girls."

This is a stereotype: an unfair idea about a group.
If Ben believes it, it could hurt his self-concept and he might quit something he loves.
Self-awareness: Ben knows dance makes him happy and he's good at it.
Support: his dance teacher and family encourage him.
Ben says, "Lots of people dance. It's my thing."

Recognizing a stereotype helps protect a healthy self-concept. Activities are for everyone.

Just for fun

A trick some people use for unkind self-talk: imagine the mean thought in a squeaky cartoon chipmunk voice. It's very hard to believe "You're bad at this!" when it sounds like a chipmunk. Then answer it in your own voice: "I'm still learning." 🐿️

Hands-on activity

My identity map

You need: a large sheet of paper, coloured pencils or markers, and a grown-up.

Write your name in the centre.
Draw lines out like a web. On each line, write something about you: strengths, interests, culture, languages, family traditions, what your body can do, people who support you.
Ask your grown-up to add two strengths they see in you.
Circle the things that help you feel proud or like you belong.
Talk: Which factors connect to each other?

What to look for: at least 8 different items, including strengths and support people. There are no wrong answers. It's private unless your child chooses to share it.

Your turn

What is self-concept?

Name four factors that can shape self-concept.

What is a stereotype? Give an example.

What is sexual orientation?

What does body image mean?

Why does feeling accepted help a person's well-being?

Change this self-talk to be kinder: "I'm terrible at math."

More practice: warm-up

True or false: everyone's self-concept is shaped by the same factors in the same way.

Name one of your own strengths.

Is "Dance is for girls" a stereotype?

Who is a support person in your life?

Is it okay if you haven't thought about your sexual orientation yet?

More practice: on your own

Explain what intersecting factors means, with an example.

How can social media affect body image?

How can cultural identity support well-being?

Why might hurtful comments about someone's sexual orientation harm their self-concept?

Give two ways you can help a classmate's self-concept.

Challenge

Choose three factors from the table and explain how they could work together to help someone through a hard time.

A friend says, "I'm not good at anything." Using what you learned, what could you say?

Why does the curriculum say these factors are intersecting, instead of looking at each one alone?

Check your understanding

Quiz

Self-concept is...

"Boys can't be dancers" is an example of...

Sexual orientation is about...

Which helps a positive self-concept?

Intersecting factors are factors that...

Which is an example of cultural identity?

For parents and teachers

Big idea: This lesson covers the Grade 5 expectation to identify intersecting factors that affect the development of a person's self-concept, including their sexual orientation, and how these factors can support their personal health and well-being (D2.4). The factors in the table come from the curriculum's examples: self-awareness, self-acceptance, social environment, opinions of others who are important to them, influence of stereotypical thinking, awareness of their own strengths and needs, social competency, cultural identity, availability of support, body image, mental health and emotional well-being, and physical abilities.

About this content: This lesson is part of Ontario's human development and sexual health expectations. In Ontario, parents may request that their child be exempted (opted out) from human development and sexual health instruction at school; ask your school about its process. If your child is exempted, you may skip this lesson at home too, or teach it in your own way.

Sexual orientation is explained in simple, respectful terms (who a person may be attracted to or fall in love with). The lesson does not discuss sexual activity. Families hold a range of beliefs; you can share your family's values while also teaching your child to treat everyone with respect.

How to help at home:

Name your child's strengths specifically ("You were patient with your cousin").
Model kind self-talk about your own mistakes and body.
Share stories about your family's culture and history.

Common difficulties: focusing only on appearance; believing stereotypes; negative self-talk. If your child seems to have a very negative view of themselves for a long time, talk with their teacher or doctor.

This lesson builds self-awareness and a sense of identity (A1.5) and identifying and managing emotions (A1.1).