These questions are designed to initiate conversations about what it means to be limitless. It provides an opportunity for students to think through how they might apply limits to themselves and others through mindset or social and emotional cues. The discussion is a way to apply the affirmation to each of the five core competencies of social and emotional learning.

We provide the idea-starters with the intent that teachers can develop creative variations to adapt to age-appropriate use for their students.

SEL Discussion Resource: I AM LIMITLESS


  • Write or say the affirmation together: I am limitless.
  • Being limitless has a lot to do with our beliefs. Let’s discuss how belief connects with reaching a goal.
  • Describe a time when a positive belief helped you to reach a goal. What happened?
    • Describe a time when your belief about whether or not you could succeed limited your ability to reach a goal.
    • What emotions do you experience when you believe you are limitless? Describe how it feels.


  • When was the last time you remember feeling as if you had no limits?
  • When you begin to believe you are limitless, what do you do to boss back the thoughts that try to creep in about limitations? (discuss techniques)
  • When the words “I can’t” come into your mind, what can you do?

Responsible decision-making

  • What have you done before that could motivate you to new success? How did it feel to reach that accomplishment?
  • When you have a little setback, what helps you to get back on track and move forward? Consider how even failure can help us to become limitless.

Social awareness

  • Who usually cheers you on and tells you they believe you can reach your goals?
  • Gratitude journal exercise: What opportunities are you thankful to have that other students who live in different communities or who have a different home situation might not have?

Relationship skills

  • Writing exercise: Think of someone who limits themselves and doesn’t believe in their abilities. Write an encouraging letter to them about why you believe they are limitless.
  • Role play: Partner with someone else to practice encouraging someone else. Take turns being the friend and the encourager.
    • Pretend the friend is nervous about playing an instrument in front of an audience because they are afraid of making a mistake or forgetting the song. Say something to your friend that encourages them to boss back their limiting beliefs and helps them understand that mistakes are ok too.
    • Pretend the friend wants to be part of a soccer team, but they are afraid no one likes them or they won’t be good enough. Say something that encourages them to boss back their limiting beliefs and helps them have self-confidence.


To find the full-size posters to use in your classroom (or the magnet or postcard size) visit our store.

Suggestion for virtual learning:

  • Purchase a pack of 30 postcards for the teacher to hold the appropriate one up to the screen during discussion.
  • Purchase a pack of 30 small hand-off notes for each student to have at home with them. This allows for an interactive and hands-on experience.