Debriefing

Overview and learning objectives

Debriefing is a collective discussion method that can help students process and make sense of their thoughts and emotions, and identify next steps for action in a safe space, following creative methods and interactive lessons.

Link with the other resources and duration

Debriefing is strongly recommended after each of the four PLANET4B modules (Biodiversity and the natural world in crisis, Slowing down fashion for a just and biodiverse future, Food sovereignty for a just and biodiverse future, The benefits of connecting with nature) to help students consolidate their learning and process their emotions.

Debriefing is also highly encouraged after each of the PLANET4B activities. You will see that certain activities already include suggested questions for debriefing, that you can further refine with the help of the Debriefing instructions below.

It is up to you to determine how much time you can allocate to the Debriefing activity, but you should also take into account what you are debriefing about.

For debriefing about an activity, 15-30 minutes may be sufficient.

We recommend spending 30 minutes on debriefing after each of the four modules is completed. You could also have an in-depth discussion for one to two hours after two or three modules, or at the end of the four modules.

It is recommended that a minimum of 1-2 days and a maximum of 2 weeks is left between the lesson / module / activity and Debriefing. This is to ensure that students have enough time to process the experience, without leaving so much time that key reflections or events are forgotten.

Materials

• Printed list of questions that you want to address
• Paper, pens, drawing / painting materials
• Mood / symbolic cards / natural objects

Pre-activity preparation

1. Students

Students do not need to prepare for the Debriefing, apart from having attended the activity or lesson that you want to debrief about.

2. Educators

The first step in organising a debriefing is to conduct a creative activity or deliver an interactive lesson. We invite you to access the PLANET4B activities and modules containing the educators’ online course, and downloadable teaching notes and PowerPoint presentations that you can use in the classroom.

While delivering the lessons or activities that you want to later debrief about, take note of a few key moments, themes, or ideas that would be valuable to revisit in the debriefing session.

Ahead of the debriefing activity, you should prepare a set of 5-8 open-ended questions that relate to the activity / lesson that you want to debrief about.

Whilst preparing a structure for the discussion is important, you should also allow space for unexpected insights or broader reflections.

When preparing your set of questions:

• Consider the purpose of the debrief: Clarify what you want to explore through the debriefing. Is the focus (e.g.) on emotions, learning objectives, or planning a future action? The purpose can also be shaped by or with your students.
• Your 5-8 open-ended questions should invite reflection, encourage dialogue, and surface diverse perspectives, for example:
  
  • What did you notice during the activity / lesson that surprised you?
  • How did it make you feel to hear others' perspectives?
  • Did anything change in how you think about [theme]?
  • Was there a moment that stood out to you? Why?
  • What would you like to explore or do next?
• Bring facilitation tools: Use items such as mood cards, drawings, symbolic objects, or materials from the creative activity or the interactive lessons to support the debriefing. ‍‍

‍Facilitation tips‍

In the Debriefing activity, you will take on the role of the facilitator.

• Create a safe, welcoming environment where students feel comfortable participating and sharing their views.
• Be aware of power dynamics, cultural differences, and the potential for difficult or emotional topics to emerge and respond with care and empathy.
• Foster trust within the group by encouraging active listening, openness, and respect for different ways of communicating.
• Handle disagreements or tensions in a constructive and respectful manner that allows space for multiple perspectives to be heard.
• Manage time effectively and keep the group focused, ensuring that objectives are met without rushing or excluding contributions.

Opening the session

You could begin with a simple ice-breaker. For example, ask students to share how they’re feeling using the prompt ‘How is the weather for your current mood?’.  You could give some examples: ‘It’s sunny because I feel energetic’, or ‘It’s foggy because I feel a bit confused’, etc.

Establish ground rules

Ground rules can be co-created with your students, but should at least include:

• Speak from your own experience - do not speak on behalf of others
• Listen without interrupting (you could use a talking object that is passed around to indicate who has the floor)
• You can pass / decline to answer at any time
• What is shared in the group stays in the group

The discussion

There are various ways to structure the debriefing discussion. The conversation can be open and emergent, shaped by what students come up with. Nonetheless, you should have a structure for the discussion in mind.

We suggest the following approach:

• Recall – What happened? (facts, impressions)
• Reaction – How did you feel? (emotions, surprises)
• Meaning – What does it mean? (insights, values)
• Next – What now? (actions, commitments)

Closing the session

Conclude on a hopeful, grounded, or celebratory note:

• A short nature quiz or exchange of fun facts
• Sharing one wish for the future of their community or environment
• Creating a group artwork, collage, or shared timeline

Alternative options for debriefing

If you combine the debriefing activity with another activity or lesson because you are short of time and can’t run an entirely separate debriefing session, you might find some of the following alternative options for debriefing helpful. ‍

1. Written or visual debriefing

Invite participants to respond to prompts through journaling, drawing, or other non-verbal communication. There should be some format of collective sharing, otherwise this is a self-reflection and not a collective debrief.

Use tools such as reflection cards, sketch-notes, or collaborative murals to express insights non-verbally.‍

2. Walking debriefing

Invite participants to break into small groups for walking conversations, which can support reflection, informal debriefing, and, where appropriate, provide an opportunity to engage with nature. Ensure that accessible alternatives are available for those who may not be able to participate in walking activities.‍

3. Digital options

Offer online boards (e.g. Padlet, Jamboard) where participants can continue to add reflections after the debriefing. ‍

4. Participant-led facilitation

Encourage participants to lead parts of the debriefing, set the agenda, or choose the structure.

Use co-facilitation models where roles and responsibilities are shared.‍

5. Object- or artefact-based reflection

Invite participants to bring or select objects that symbolise their experience and use these to prompt discussion.