Boundaries, consent, role-modeling.

The opener (3 min):

"We've talked about being heroes. We've talked about fairness. Today we talk about something that's at the heart of being a leader in our school: how we treat each other's bodies, voices, and space."

The consent framework (8 min):

"Consent means asking first — and accepting the answer. Three answers are real: yes, no, and 'I don't know yet.' All three are valid."

• Handshakes, hugs, high-fives: ask first. "Want a high-five?" If yes, give it. If no, that's a complete sentence.
• Personal space: we don't reach into someone's space without asking. Their desk, their water bottle, their notebook — ask first.
• Voice: we don't talk over each other. Yielding the floor is leadership.
• Bodies: we don't wrestle, tackle, or play-fight in this studio. Even with friends. Even when both people want to.

Why we don't wrestle (5 min):

"Here's the hard one. Some of you might LOVE play-wrestling at home with siblings or friends. That's fine — at home. Not here. Two reasons:"

1. Someone always gets hurt eventually. Even when you don't mean to. Especially in a studio with lots of people and stuff.
2. We share a school with younger learners. They look up to D2. If we model rough play, younger learners imitate it without the body awareness or impulse control to do it safely. We're modeling something either way — let's model something good. We don't want that. So we lead by example — we set the standard.

The close (4 min):

"This week we're starting to think of D2 not just as a studio, but as the leaders of our school. Today is the first day you carry that responsibility. We don't have to be perfect at it. We just have to remember that the younger learners are watching, learning what 'big kid' means from us. Show them something good."

Standard rhythm.