Teaching Self-Advocacy—What Kids Need from Us

Self-advocacy is more than a buzzword—it’s a vital life skill. When students can identify and communicate their needs, they’re better equipped to access help, use supports, and build meaningful independence. It’s the foundation for confidence, resilience, and future success—inside and outside of school.

What Self-Advocacy Really Looks Like

• Asking for help when something is unclear. For example, a student might say, “I don’t understand the first step. Can you explain it again?”

• Expressing preferences or needs calmly. This could look like asking to sit in a quieter spot during group work.

• Navigating changes or setbacks with confidence. Instead of shutting down, a student might request a break or ask, “What should I do instead?”

• Requesting accommodations respectfully. Such as asking for extra time on an assignment or using noise-canceling headphones during a test.

These aren’t automatic behaviors—they require direct teaching, modeling, practice, and lots of encouragement before they become natural.

Barriers That Get in the Way

Even motivated students may struggle to advocate for themselves when:

• They’re unsure of their rights or supports. Many students don’t know what accommodations are available or how to request them.

• They fear being “different” or singled out. Asking for help may feel embarrassing or risky.

• Adults unintentionally rescuing instead of coaching. Well-meaning teachers or parents may step in too quickly, preventing the student from trying it themselves.

Recognizing these barriers helps us create intentional opportunities for students to safely practice self-advocacy in small, supported ways.

How Professionals Can Help

• Normalize help-seeking as a strength. Reinforce that asking questions or requesting support shows maturity, not weakness.

• Use role-play and social narratives. Walking through common scenarios (like asking for directions, clarifying an assignment, or requesting a break) prepares students for real-life situations.

• Provide sentence starters or visual scripts. Tools like “I need…,” “Can I try…,” or “I don’t understand…” make advocacy feel less intimidating.

• Encourage reflection. Simple questions like, “What did you need in that moment?” or “What could you say next time?” help students build awareness of their own needs.

When students are coached through these strategies consistently, self-advocacy becomes a skill they can rely on not just in school, but in friendships, family life, and eventually, the workplace.

Resource: Self-Advocacy Sentence Starters

Download our easy-to-use printable with age-appropriate scripts students can use to speak up and problem-solve independently.

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Guide self-advocacy skills