A student developed her own training schedule and plan as a result of being introduced to fitness elements in her physical education class. Her plan extended beyond the classroom where she made the connection between having an active lifestyle has an impact on her overall performance at school. Her plan contains scheduled time for fitness, a specific goal to achieve – such as running 5 kilometers in 40 minutes, and specific exercises and/or activities to support her goal. Evidence she includes is the fitness plan, copy of her schedule, and an active journal of how she feels on days she does workout compared with days she does not workout.

A student has been learning about mindfulness in an online course she is taking outside of school. She describes how mindfulness helps regulate emotion and outlines some of the exercises she has begun to practice regularly. She reflects on how effective this practice has been in helping her to regulate her emotions and maintain a balanced outlook.

A student learns about himself using the Myers-Briggs Type Indicator and reads about the common traits of people who have similar preferences. He reads about how MBTI impacts relationships and begins to consider his own relationships through this lens. He considers how using listening and conflict management skills learned from the school pastoral care program have added to his understand of himself and others, then reflects on changes he has made in his own behavior to improve certain relationships in his own life.

A student reflects on his religious practice of attending church with his family and doing mission work in the summers. He considers how these practices help him to understand and be comfortable with the greater uncertainties of life, and live with a sense of meaning and purpose.