Annie, Alice, Ava & Aisha – Learning to Connect, Empathise, and Thrive

Annie, Alice, Ava, and Aisha were all in the same Year 4 class at school. Rather than being close friends, the four girls often found themselves in conflict. Annie was dominating and sometimes unkind to others, struggling to empathise with her peers. Alice had recently joined the class and, eager to make friends, sometimes overwhelmed others with her enthusiasm. Ava wanted to connect but often stayed on the sidelines, unsure how to engage. Aisha struggled with her confidence and rarely spoke up when something made her uncomfortable. Their teacher was repeatedly raising concerns about arguments and friendship issues, prompting a referral to Unlocking Potential.

To help the girls, we implemented a weekly lunchtime wellbeing group over eight weeks—a safe space designed to support each of them with their individual challenges while helping them develop essential social and communication skills. Through fun, structured activities, the girls could explore friendship, empathy, and teamwork in a guided, supportive environment.

The early sessions highlighted the depth of their struggles. Simple games, such as charades, revealed frustrations and misunderstandings. Annie became upset when others couldn’t guess her clues, unable to understand why they didn’t follow her lead. Alice, desperate to make everyone laugh and connect, sometimes lost focus, which frustrated the rest of the group. Ava and Aisha often took on bystander roles, hesitant to engage or voice confusion, which left them feeling unsure in social interactions.

Gradually, the activities became more collaborative—building tasks, creative projects, and making personalised bracelets for each other based on their peers’ preferences. Through these experiences, the girls began to learn the impact of their behaviour on others and how to cooperate meaningfully.

The transformation became clear during a hula hoop activity. Alice, dealing with a medical issue, had a small accident that left her embarrassed and upset. In previous interactions, Annie might have criticised her, and Ava and Aisha would have remained silent. This time, all four girls responded differently: Aisha and Ava immediately comforted Alice, and Annie reassured her with empathy, making sure she felt supported and not judged. Alice later shared that she felt genuinely cared for in that moment—a powerful step in trust and connection.

Over time, the girls began forming genuine bonds. Annie’s empathy grew, Alice learned to balance her enthusiasm, Ava became more confident to join in, and Aisha found her voice in group activities. Teachers noticed fewer arguments, and all four girls began engaging more positively with their peers. Parents also saw the change: Alice’s mother reported she was calmer and more settled in her friendships, while Aisha’s mum noticed a newfound confidence and sense of belonging.

In the final session, we played a reflective game where one child was sent out, and the group set a secret rule for the others to follow. When the child returned, they had to guess the rule. This sparked an important discussion: Annie reflected on how it felt to be excluded, saying, “I don’t think I had thought about what it would be like to be left out of a game before. I don’t think I would want to make people feel lonely like I did.” This moment marked a pivotal step in her emotional growth—an awakening to empathy and awareness of how her actions affect others.

The journey of these four girls wasn’t just about learning rules or winning games. It was about discovering the power of empathy, kindness, and connection. By the end of the term, Annie, Alice, Ava, and Aisha were not only more confident but also more compassionate peers. They had learned the importance of listening, supporting one another, and building meaningful friendships.

“I feel happier with my friends now, and I think about how they feel when I act,” Annie shared during our final check-in—a simple statement that reflects a profound transformation.

This is why we do what we do. Every child has the potential to grow, to empathise, and to thrive. All it takes is the right support, someone who listens, and a safe space to practice being seen, heard, and understood.