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Finding Your Voice

The Book

The Invisible Boy

Written by Trudy Ludwig, illustrated by Patrice Barton

The Invisible Boy by Trudy Ludwig is a touching story that highlights the importance of kindness, inclusion, and empathy. Brian, a quiet and overlooked boy, often feels invisible among his classmates—until a new student, Justin, arrives and helps him find his voice. Through expressive illustrations and a heartfelt narrative, the story encourages children to recognise the impact of their actions and words in making others feel valued.

This book provides an opportunity for children to practise personal and social skills to interact respectfully with others (AC9HPFP02 – Foundation Year, Health and Physical Education). By identifying characters who have been excluded, exploring the reasons behind their exclusion, and discussing how others could have been more inclusive, The Invisible Boy fosters discussions on empathy and belonging. A powerful resource for developing emotional intelligence, this story encourages young readers to build inclusive and compassionate relationships.

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Resource creator

Kristina Wood

Subject

Health and Physical Education,

Level

Foundation,

Description

This activity helps children explore a different aspect of inclusion—being unintentionally left out, particularly for quieter children. Through The Invisible Boy by Trudy Ludwig, children will reflect on how they sometimes can be excluded in subtle ways. They will then brainstorm ways to include themselves in play and use their personal strengths to connect with others.

Learning Intentions

• We are learning to explore ways to include ourselves in play.

Successful Criteria

✅ I can recognise when I feel left out.
✅ I can think of ways to include myself in a group.
✅ I can use my strengths to contribute to play.

Curriculum Alignment

AC9HPFP02 9.0 (Health and Physical Education Foundation): Practise personal and social skills to interact respectfully with others

• explaining their reasons and actions in response to challenging situations in shared play experiences
• identifying characters in texts who have been excluded from a group, exploring why they have been excluded and discussing how other characters could have been more inclusive
• cooperating, collaborating and negotiating with others when participating in physical activities to achieve agreed outcomes
• identifying behaviours that may be disrespectful and cause hurt or harm to others during play

AC9HPFP04 9.0 (Health and Physical Education Foundation): Explore how to seek, give or deny permission respectfully when sharing possessions or personal space

• explaining their reasons and actions in response to challenging situations in shared play experiences
• identifying characters in texts who have been excluded from a group, exploring why they have been excluded and discussing how other characters could have been more inclusive
• cooperating, collaborating and negotiating with others when participating in physical activities to achieve agreed outcomes
• identifying behaviours that may be disrespectful and cause hurt or harm to others during play

Materials

  • The Invisible Boy by Trudy Ludwig
  • Large sheet of butcher’s paper or whiteboard
  • Markers or coloured pencils

Instruction

Read-Aloud & Discussion

  1. Read The Invisible Boy aloud to the class.
  2. Pause at key moments to discuss:
    • “How do you think Brian felt when he was forgotten?”
    • “Why do you think people sometimes forget quiet friends?”
    • “Have you ever noticed someone in our classroom being left out? What happened?”
    • “How does laughing at someone make them feel?”

What Can Brian Do?

  1. Ask: “What do you think Brian could do to include himself in the group?”
  2. Discuss different strategies, such as:
    • Asking to join in: Can I play too?
    • Looking for someone else who is also alone.
    • Offering to help or contribute with something they’re good at, like Brian did by using his excellent drawing skills to make a card for his new friend, Justin.

Mind Map – Ways to Include Yourself in Play

  1. On a large sheet of butcher’s paper or whiteboard, write: “How can I join in play?”
  2. Draw branches with different ideas, encouraging children to contribute. Examples:
    • Can I have a turn?
    • Is there a spot for me?
    • Would you like to play together?
    • Can I help with something? (i.e., Personal strengths children can contribute to play, like drawing, singing, or storytelling).
  3. If possible, take photos of the children’s role-play for each scenario and display them alongside the corresponding questions as visual reminders.

Reflection & Wrap-Up

  • Revisit the mind map and reinforce that everyone has a way to participate.
  • Encourage children to practice using these strategies in real play situations.
  • Display the mind map in the classroom as a reminder that everyone can find a way to be included.

Related Activities

AC9HPFP02 (Health and Physical Education – Foundation) AC9HPFP04 (Health and Physical Education – Foundation)

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