This is a team-based adaptation of Colour Jenga where students take turns removing a block from a Jenga tower and placing it on top without collapsing it. Each block colour is linked to a Connectedness category, so when a colour is drawn, the team completes a fast “buddy-system” prompt (10–20 seconds). The tower may still fall – but the real goal is to practice belonging, support, empathy, and teamwork while staying calm and respectful under pressure.

Skill focus

Primary Skill Focus

• Connectedness

Complementary/Secondary Skill Focus

• Emotional awareness, regulation and communication
• Valuing people and nature

Age group	Student number	Duration
6–10 years old	2–24 children (in groups)	25–40 minutes

How to play – brief game rules

A) Core rules (kept the same)

1. Build the tower in alternating directions.
2. Students play in teams (not individuals). Teams sit around the tower.
3. On each turn, a team removes one block from below the topmost complete level.
4. The team announces the block colour, completes the quick prompt for that colour, then places the block on top.
5. If the tower collapses, the class does a short “repair moment,” rebuilds together, and continues.

B) Buddy-System rules (the key adaptation)

To make connectedness the main point, each team has rotating roles:

• Builder (Extractor): carefully removes the block
• Voice: reads the colour prompt + answers briefly
• Buddy (Supporter): gives supportive help (calm reminder, encouragement, notices feelings)

Roles rotate every turn, so every child experiences being supported and supporting others.

Important: The team succeeds together. There is no “blame” if the tower falls—only learning and repairing.”

Indoor (recommended): floor circle or table groups with space around the tower.

• Put the Colour Legend (poster) where everyone can see it.
• Teams sit close enough to quietly support each other.

Outdoor: works if blocks won’t get lost; use a flat surface.

Layout tip: Arrange teams so students can hear each other. The aim is community, not speed.

This game builds Connectedness because children experience a real sense of “we’re in this together.” The tower is shared, the pressure is shared, and success depends on mutual support, not individual performance.

• Sense of belonging and engagement: Every student has a role and a buddy. Nobody is “just watching.”
• Mutual respect and valuing others: Prompts guide children to notice strengths, include quieter voices, and respond kindly.
• Dynamic and reciprocal relationship: Students practice giving and receiving support in the moment (encouragement, calm reminders, empathy).
• Responsibility: Teams are responsible for safety, fairness, and rebuilding the tower together after falls—like a community repairing something that affects everyone.
• Cognitive connectedness: The class links “community” to real-life interdependence (school, neighbourhood, wider world) in short, age-appropriate ways during debrief.

After this game, students should be able to:

• Show stronger buddy behaviours: encouraging others, taking turns fairly, helping without taking over.
• Use simple emotion words (“nervous,” “excited,” “frustrated,” “proud”) and calming strategies (breathing, asking for help).
• Demonstrate belonging language: “We can do this,” “Let’s try together,” “Good idea,” “I’ll help.”
• Respect differences in confidence and ability (steady hands, careful planning, reading aloud, etc.).
• Repair socially after mistakes (no blaming; supportive reflection; rebuild together).
• Make a basic connection that communities work because people depend on each other and care for shared spaces (and that this extends to caring for nature too).

Before you start (2 minutes)

Introduce the “Buddy Tower” idea:

• “This tower is like a community. When it wobbles, we support it. When it falls, we rebuild—together.”

During play (no flow breaks)

Prompts are 10–20 seconds, one short answer, then place the block.

After a collapse (30 seconds)

• The last team says: “What did we try?”
• A buddy from another team says one supportive sentence: “It’s okay, we’re learning.”
• Everyone helps rebuild quickly and continues.

• Jenga set (painted or labelled in distinct colours)
• Colour Legend poster (what each colour means)
• Optional: role cards (Builder / Voice / Buddy)
• Optional: emotion word mini-poster (happy, nervous, frustrated, proud, calm)
• Timer (optional, to keep prompts quick)

(These are “in-game” micro-prompts. One short response, then continue.)

Colour Categories linked to Connectedness sub-skills

You can use 5–6 colours and assign each one to a connectedness category:

1. RED – Belonging (“I’m part of us”)

• “Say one thing that makes our team feel like a team.”
• “Name one way we include everyone.”

2. BLUE – Empathy and Respect (“I notice you”)

• “Choose someone and say: ‘I noticed you…’ (helped/kept calm/gave a good idea).”
• “How might a teammate feel right now—excited, nervous, calm, frustrated?”

3. GREEN – Support and Solidarity (“I’ve got you”)

• “Ask your buddy: ‘Do you want a tip or encouragement?’”
• “Say one supportive sentence to the Builder.”

4. YELLOW – Shared Responsibility (“We take care”)

• “What is one fair rule we are following right now?”
• “What do we do if someone makes a mistake?” (one sentence)

5. ORANGE – Community and Wider World (“We are connected”)

• “Name one community you belong to (class/family/team/neighbourhood).”
• “One thing we share with kids in other countries is…” (food, games, feelings, school)

6. PURPLE – People and Nature Connection (“We share a home”) (secondary skill link)

• “Name one way we can care for our classroom/playground like a shared home.”
• “One small action that helps nature and people is…”

Super quick option for younger kids:

Instead of speaking, they can point to a poster choice (Belonging / Support / Fairness / Nature).”

• Challenge: Kids might tease when the tower falls.
  Tip: Set a rule: “No blame, only support.” Make supportive language part of the game.
• Challenge: Some kids dominate decisions.
  Tip: Use rotating roles and a “one-voice rule”: only the Voice speaks during the prompt.
• Challenge: Nervous kids avoid being the Builder.
  Tip: Let them start as Buddy or Voice and choose Builder when ready. Normalize nervousness.
• Challenge: Prompts take too long.
  Tip: Keep a visible timer and remind: “One sentence only.”
• Challenge: Conflict between teammates.
  Tip: Use a reset phrase: “Pause—team breath—choose together.”

Beginners (6-7 years old):

• Use fewer colours (3–4). Prompts are simple sentence starters:
• “I can help by…” / “I feel…” / “We are a team because…”

Advanced learners (8-9 years old):

• Add the “community & wider world” colour. Encourage short examples.

Experts (9–10 years old):

• Add mini-scenarios
• “Someone is left out—what do we do?”
• “Two people disagree—how do we decide fairly?”

• When did you feel most like you belonged today?
• What did your buddy do that helped you?
• What did you do to help someone else feel safe or included?
• What emotions came up (nervous, excited, frustrated, proud)? How did you manage them?
• When the tower fell, what helped the group stay kind and calm?
• How is our class like a community? What responsibilities do we share?
• How can we use the buddy system outside the game (break time, group work, new student)?
• How does caring for our shared spaces (classroom/playground/nature) help people feel connected.