In this activity, students explore how small, intentional rituals can strengthen connection and belonging within their own social circles. By reflecting on what helps people feel connected and designing a simple ritual for their friends, family, housemates, or peers, students learn how connection can be created through intentional actions rather than left to chance. This helps students understand how they can actively contribute to positive group dynamics and encourages them to foster connection in the communities they are part of.
- Activity goal
- Brainstorm | Exchange knowledge | Practice skills | Reflect
- When
- In class | Post class | Pre class
- Where
- Offline | Online
- Duration
- < 60 minutes | > 60 minutes
- Group size
- Small | Medium
Step-by-step plan
Step 1: Introduction
Explain to students that rituals are intentional activities that help people feel connected, valued, and part of a group. Rituals can be very simple, such as sharing a weekly meal, celebrating small successes, or taking a moment to check in with each other. Emphasize that rituals do not have to be formal or cultural traditions, they can also be small, meaningful habits that strengthen relationships. Tell students that in this activity they will design a small ritual for a group within their own inner circle, such as their friends, family, housemates, or fellow students. The goal is to intentionally create a moment of connection that fits the needs of this group.
Ask students to first individually reflect on:
- Which group in my inner circle could benefit from more connection?
- When do we already feel connected?
- When do we sometimes feel disconnected?
- What kind of moment or activity could strengthen our connection?
Emphasize that the ritual should feel authentic and realistic for their own social context.
Step 2: Designing a connection ritual
Ask students to design a simple ritual that could strengthen connection within their chosen group. This can be done individually or in pairs if students prefer to exchange ideas. Explain that a ritual does not have to be complex. It can be something small and repeatable, such as a shared habit, a reflective question, or a symbolic gesture that creates a sense of belonging. Encourage students to keep the ritual practical and realistic so it could actually be implemented in their daily lives.
You can support the design process with questions such as:
- What is the purpose of your ritual?
- What feeling should this ritual create (for example trust, openness, appreciation)?
- What would people actually do during this ritual?
- When and how often could this ritual take place?
- What would make this ritual feel safe and inclusive?
Step 3: Reflecting on and strengthening the ritual design
Explain to students that they will now share their ritual design in groups and receive feedback to help make their idea stronger and more realistic to apply in practice. Emphasize that the goal is to help each other improve their ideas by thinking about what would make the ritual meaningful, natural and easy to introduce.
Ask students to form small groups of 3–4 students. Each student briefly presents their ritual (about 2–3 minutes), after each presentation feedback is given. Use the following reflection questions as guidance:
- What do you like about this idea? What makes it meaningful?
- How do you think people might respond to this ritual?
- What might make it easier to introduce this ritual naturally?
- What challenges might arise when trying this in real life?
- What is one suggestion to make this ritual stronger or more practical?
Step 4: Executing the ritual in real life (optionally)
Invite students to try out their ritual in their own inner circle (for example with friends, family, housemates, or peers) in the days or weeks following the activity. Explain that the goal is not to make the ritual perfect, but to observe what happens when you intentionally create a moment of connection. Emphasize that even small attempts to intentionally create connection are valuable learning experiences. Ask students to pay attention to what they notice while carrying out the ritual and how people respond to it.
You can provide students with reflection questions such as:
- How did it feel to introduce or facilitate the ritual?
- How did others respond to the ritual?
- Did the ritual create the sense of connection you had hoped for? Why or why not?
- What surprised you?
- What would you keep, change, or improve if you would repeat the ritual?
Emphasize that the goal is not success or failure but learning what helps people feel seen, included, and connected.
If possible, you can invite students to briefly share their experiences in a later class meeting or through a short written reflection.
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
Offline / online
- Laptop or pen, markers and paper for (creative) ritual design.
Tip 1
- Students can work in small groups to combine or remix elements from their individual rituals, creating a new version that draws on the strongest ideas. This encourages creativity, collaboration and seeing multiple ways to foster connection without focusing on a perfect outcome.
Tip 2
- Remind students that the goal is not to create a perfect ritual, but to explore how intentional actions can foster connection. Encourage them to focus on observing and learning from the experience rather than judging success or failure.
Tip 3
- Students can start thinking about their ritual before class by reflecting on their inner circle: who they want to connect with, what moments already feel meaningful, and what small habits could become a ritual. This preparation helps to use class time more effectively for designing and discussing ideas.
At EUR, we are committed to engaging with (generative) AI responsibly. Refer to the usage guidelines via AI@EUR and the theme page about AI in education as well.
