Lesson 6: Holding Private Conversations

Supporting Diverse Learning Needs in Primary

INTRODUCTION

Some conversations need to happen behind closed doors. When a child’s learning, behaviour, or emotional wellbeing is involved, Primary leaders and teachers must take care to communicate respectfully, appropriately, and in private. Parents are more likely to engage when they feel safe and honoured in these conversations. This lesson explores when and how to hold conversations about learning needs or support strategies. Not every child needs a formal plan, but some will benefit from private conversations and tailored follow-up.

LEARNING OBJECTIVES

By the end of this lesson, participants will:

Recognise when a conversation should be held privately, rather than casually.
Prepare for sensitive conversations with clarity and compassion.
Use respectful, strengths-based language when discussing learning needs.

HOW TO USE THIS LESSON

Personal Learning (5-10 min)

Best for individual reflection. Skim the Core Principles and review the Try This in Primary suggestions. Reflect briefly using the Ask Yourself prompt.

Training Spot (10-20 min)

Best for presidency or council meeting discussions. Read the Core Principles aloud. Then, as a group, discuss one or two questions from the Reflect and Act section.

Group Workshop (30-40 min)

Best for a full training session or deeper group learning. Read the content together, invite open discussion, and use the Reflect and Act prompts as a group to identify key needs and create an action plan for your Primary.

DOCTRINAL INSIGHT

Leaders who minister with compassion reflect the Saviour’s care for the one. In the scriptures, Christ often paused to meet individual needs — healing, listening, and lifting. Holding a respectful conversation is one way to minister like He did.

CORE PRINCIPLES

Choose the Right Setting

When discussing a child’s learning needs, always choose a private, respectful space rather than a casual conversation in the hallway or after class. Even short conversations deserve a setting that signals care and confidentiality.

Prepare with Purpose

Take time to reflect and pray before the conversation. Focus on your purpose — to support, not to diagnose — and consider how to invite the Spirit.

Use Strengths-Based Language

Start with something positive. For example: “We’ve noticed [child’s name] has a lot of energy and creativity. We’d love your advice on how we can help them feel more confident during Primary time.”

Don’t Rush the Outcome

Some parents may need time to process. Your f irst conversation might simply open the door. It’s okay if next steps aren’t clear right away.

TRY THIS IN PRIMARY

1. Use phrases like, “I’d love to hear more about what works well for [child’s name] at home.”

2. Before a sensitive conversation, role-play with another leader to build confidence.

3. Make time — even 5–10 minutes — to meet a parent privately rather than relying on casual chats.

ADDITIONAL RESOURCES

PRINTOUT: Conversation Prompt Sheet

REFLECT AND ACT

Reflection Questions

Consider the following questions:

When have I had a meaningful one-on-one conversation with a parent?
How can I make sure I approach sensitive topics with care and humility?
What language might I avoid when discussing behaviour or support needs?
What helps me feel spiritually prepared for a conversation like this?

Action Steps

Consider the following action steps:

Think of one upcoming or overdue conversation you need to have — and set a time to hold it privately.
Talk with your presidency about how you can support each other in these conversations.
Begin collecting respectful phrases or examples of positive communication to help build confidence.

ASK YOURSELF

How can I create an emotionally safe environment for an honest conversation with parents or caregivers?

DOWNLOADS

Download a printable version of this lesson here: View Lesson 6