5-Week School Challenge

For students

Meet Inse and Curity in (audio) stories matched to their level. Listen, explore a familiar situation and practise a small response. Bracelets keep the Transformations visible.

For teachers

Select your class level once. Copy a ready-to-use prompt into your own AI to prepare all five weeks and the bonus week, including activities and parent messages. Review the result and adapt it to your class.

For parents

Understand what the class is practising and follow the (audio) stories in Inny.app. The teacher can prepare clear welcome and weekly messages, without writing each one from scratch.

Choose once

Pick the class level. Add an adaptation only when your class needs one.

Prepare the whole programme

Use one prompt for the full programme, then review the AI output. Individual-week adjustments remain available.

Make it your classroom's routine

Listen together, discuss and practise. Choose timing that works for your timetable; no fixed daily duration is promised.

Play · Ages 8–10 · School days 1

The Magic of Confidence

Story summary:
On the first day of a five-week school challenge, Inse, a nine-year-old boy, worries about giving a short speech on his favorite animal. His older sister Curity, who is 12, encourages him to ignore his insecurity and trust his ideas. Inse takes a steady breath, steps up to speak, and delivers his speech clearly as his nervousness fades. His classmates clap, and he feels proud. Later, Curity hugs him, and they talk about how the challenge helped him find confidence.

Teaching focus:
How Inse responds to insecurity by taking a breath and speaking despite his worry.

Explore · Ages 10–12 · School days 1

Finding Courage Within

Story summary:
Inse, a thoughtful 9-year-old boy, feels anxious before giving a speech at the first mini-challenge of the 5-Week School Challenge. His 12-year-old sister, Curity, reassures him and encourages him to ignore his self-doubting thoughts. They practice together, and Inse pauses and takes a deep breath before going onstage. He speaks steadily and clearly, and the room applauds. Curity congratulates him; Inse recognizes that setting aside the discouraging voice helped him take a confident first step.

Teaching focus:
Inse responds to stage fright by setting aside self-doubt, practicing with Curity, and delivering his speech.

Discover · Ages 12–14 · School days 1

The Group Chat Without Me

Story summary:
Thirteen-year-old Inse sees a photo of classmates planning together and realizes he is not in their group chat. After moving schools, he has begun to feel included through the community exhibition, so the omission brings back doubts that his classmates do not want him around. His sixteen-year-old sister, Curity, acknowledges that it hurts and helps him distinguish what he knows from the harsh conclusion he is drawing. Inse asks Malik about the chat and requests an invitation and project updates on the class page. Malik says he thought Inse had been added and apologizes. Inse joins, contributes a photo, and remains bothered but does not treat the omission as proof he does not belong.

Teaching focus:
Connect T1 to noticing insecurity without letting it turn an omission into proof of rejection; Inse still seeks clarification and acknowledges being hurt.

Investigate · Ages 14–16 · School days 1

My Reputation Is Not a Rumour

Story summary:
At fifteen, Inse faces a misleading photo and rumour implying he took fundraiser money. After leaving Malik’s lunch table, he tells Ms Patel and asks her to confirm the money was handed in. His older sister Curity, eighteen, listens and helps him distinguish the real post from his predictions about what everyone will think. Ms Patel confirms the money was accounted for, posts a correction, and the original post is removed. A student still taunts Inse the next morning; he plans to tell Ms Patel if it continues, then sits beside Malik.

Teaching focus:
Ignoring insecurity means leaving unsupported predictions unanswered, not ignoring a real rumour or accepting harassment.

Innovate · Ages 16–18 · School days 1

The Future I’m Supposed to Want

Story summary:
At seventeen, Inse feels pressured to choose engineering at a school careers fair because his physics teacher suggested it and his father approves, though he is unsure he wants it. His twenty-year-old sister Curity helps him distinguish their father’s suggestion from a decision he must make, and points out that his fear of disappointing everyone has not been voiced by anyone else. Inse lets that insecure prediction go unanswered, asks about courses in public-space design, and tells his father he is still exploring. He takes home his engineering form with other possibilities and questions added.

Teaching focus:
Explore how Inse notices and leaves unanswered his fear-driven prediction, while taking practical steps to investigate another possibility.

Quick Box Bracelets for every child

Children receive visible weekly reminders for the Five Transformations - creating focus, practice, and a shared classroom feeling.

Inny.app for teachers and parents

Teachers guide the class as students listen to daily (audio) stories. Parents can follow along at home and receive 3 months of full InnyApp access.

Donation support for schools

Schools can set a target based on participating students. Parents can donate in simple EUR 5 steps to help the challenge begin.

Turn reactions into questions

“Another programme?” is a useful starting question. What would it actually add?

Look for a workable possibility

Could it fit something you already do? What would a manageable first class look like?

Check the facts

Separate programme information, your school's requirements and unanswered questions.

Take one small step

Review an (audio) story, ask a colleague or clarify one practical concern.

Choose with confidence

Proceed, adapt, investigate further or decide it is not the right time.

Will this take over our timetable?

Choose an existing moment for an (audio) story, conversation or activity. Review the materials against the time you have. The portal helps prepare the programme; teachers still guide the class.

Do we need to design lessons or buy an AI subscription?

The (audio) stories and production-ready prompts are supplied. Use an AI your school permits; InnerVoice does not require a particular provider or paid AI plan. Review what it produces. Check staff familiarity and any support your school needs before starting.

What about parents and sensitive topics?

Explain the programme openly. Use (audio) stories as a starting point without requiring personal disclosures. Students can observe, draw or pass. Keep your school's safeguarding and participation policies in place.

Is this therapy or a replacement curriculum?

It is an educational experience for recognising and responding to everyday insecurity. It can complement existing provision; it does not diagnose, replace professional care or promise specific academic or mental-health outcomes.