Session 1 Game: Emotion Ball Toss

Objective:

• Help students practice naming anxiety-related vocabulary (anxious, worried, calm).
• Build group rapport through a fun, kinesthetic activity.

Materials:

• 1 soft, lightweight ball (e.g., stress ball or foam ball)
• Open space with seating arranged in a circle

Prep (2 minutes):

• Gather and inspect the ball to ensure it’s soft and safe for tossing.
• Arrange chairs or floor seating in a circle so everyone can see each other.
• Review the anxiety vocabulary cards to remind yourself of the terms.

Instructions:

1. Explain the Rules (1 minute)
   • Tell students:
     • “We’ll toss this ball around our circle.”
     • “Before you throw, name one of our anxiety words: anxious, worried, or calm.”
     • “Then gently toss the ball to a friend.”
2. Model a Round (1 minute)
   • Demonstrate by naming “anxious” and tossing the ball to a volunteer.
   • Show how to catch it, say a new word, and pass it on.
3. Play Several Rounds (3 minutes)
   • Encourage each student to catch and name a word at least once.
   • If someone hesitates, prompt with a vocabulary card or offer examples.
   • Keep the pace lively; praise creative examples (“Great job naming ‘calm’!”).
4. Wrap-Up Reflection (30 seconds)
   • After the ball has gone around, ask: “Which word was easiest or hardest to say?”
   • Affirm all contributions and remind students they did a wonderful job.

Transition:

• Thank everyone for their enthusiasm.
• Preview that next session will focus on noticing physical signs of anxiety.

Session 1 Vocabulary Cards

Cut out each card along the dotted lines. On the front, you’ll see the word. On the back, fill in the definition in your own words and draw or write an example of when you feel that way.

Card 1: Anxiety

Definition in your own words:

Draw or write a time when you feel anxious:

Card 2: Worry

Definition in your own words:

Draw or write something you worry about:

Card 3: Calm

Definition in your own words:

Draw or write something that helps you feel calm:










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After you’ve filled in each card, share your example with a partner and discuss how knowing these words can help you notice and talk about your feelings.

Our Group Norms

1. We listen to each other.
2. We speak kindly.
3. We keep what’s shared here private.
4. We try our best and have fun!

➔ Add another norm:

Session 2 Game: Grounding Scavenger Hunt

Objective:

• Guide students through the 5-4-3-2-1 grounding exercise to shift focus from anxious thoughts to the present moment.
• Help students practice using their five senses to calm their bodies.

Materials:

• Classroom or group space with visible, reachable objects
• (Optional) Small index cards with sense prompts (see Body Sensations Cards for inspiration)

Prep (2 minutes):

• Review the 5-4-3-2-1 steps so you can guide clearly.
• Identify a few easy-to-find items in the room for each sense as examples.
• Arrange seating or standing space so students can look around safely.

Instructions:

1. Explain the Rules (1 minute)
   • Say: “We’re going to calm our bodies by using all five senses. We’ll find:
     • 5 things we can see
     • 4 things we can touch
     • 3 things we can hear
     • 2 things we can smell
     • 1 thing we can taste”
   • Emphasize: “Take your time, notice details, and share aloud so everyone can join in.”
2. Guide the Hunt (4 minutes)
   • Step 1 – See (1 minute): “Look around and name five different things you see. Point or name them one by one.”
   • Step 2 – Touch (1 minute): “Reach out and touch four different textures or objects. Describe how they feel.”
   • Step 3 – Hear (30 seconds): “Listen carefully and name three sounds you can hear right now.”
   • Step 4 – Smell (30 seconds): “Gently sniff and identify two smells in the room (or from objects you have).”
   • Step 5 – Taste (1 minute): “If you have a safe item to taste (e.g., a mint, a sip of water), name one thing you can taste. If not, pretend you taste your favorite food and describe it.”
   • Move through each sense at a steady pace, pausing for students to observe and respond. Offer examples if students need support.
3. Wrap-Up Reflection (1 minute)
   • Ask: “Which sense was easiest to notice? Which was hardest?”
   • Prompt: “How did your body feel after doing the grounding hunt?”
   • Reinforce: “You can use this 5-4-3-2-1 exercise anytime you feel anxious to help yourself feel calmer.”

Transition:

• Thank students for their participation.
• Remind them they can pair this game with the Anxiety Thermometer Chart to notice and manage their anxiety levels throughout the day.

Session 3 Game: Strategy Spinner

Objective:

• Give students hands-on practice with the breathing and coping strategies they’ve learned.
• Help students notice how each strategy makes them feel calmer or more focused.

Materials:

• A spinner board or homemade wheel divided into strategy sections (label each with a strategy name and icon)
• (Alternative) A stack of shuffled cards combining:
  • Deep Breathing Cards
  • Coping Strategy Cards
• A timer or stopwatch (set to 30 seconds)
• Open space or seating in a circle

Prep (5 minutes):

• Assemble the spinner or place all strategy cards into a container for drawing.
• Review each strategy so you can prompt and encourage correct practice.
• Place the timer where all students can see it.

Instructions:

1. Explain the Rules (1 minute)
   • Tell students:
     • “We’ll take turns spinning the wheel or drawing a card to pick a strategy.”
     • “When you land on or draw a strategy, you’ll practice it for 30 seconds.”
     • “After your turn, you’ll pass the spinner or refill the card pile to the next person.”
   • Reinforce: “Listen and watch your friends so you can cheer them on!”
2. Model One Turn (1 minute)
   • Spin the wheel or draw a card yourself.
   • Identify the strategy (e.g., “Deep Breathing”), set the timer for 30 seconds, and practice aloud:
     • If it’s belly breathing: “Smell the flower… blow out the candle…”
     • If it’s muscle relaxation: stretch up high, then release.
     • If it’s positive self-talk: say “I can do this” with confidence.
     • If it’s a movement break: shake arms and legs gently.
3. Play 3–4 Rounds (6 minutes)
   • Each student takes a turn spinning or drawing and practices the selected strategy until the timer rings.
   • As they practice, classmates offer quiet encouragement (“You’ve got this!”) and observe correct technique.
   • If a student draws a strategy they’ve already tried, they may choose to spin/draw again or repeat for extra practice.
4. Group Reflection (2 minutes)
   • After everyone has had at least one turn, gather feedback:
     • “Which strategy felt the most calming or helpful?”
     • “Which one was fun to do?”
   • Encourage each student to name one strategy they’ll remember and use next time they feel anxious.

Transition:

• Thank everyone for their great participation and bravery in trying all the strategies.
• Preview that next session they’ll create a personal coping plan using these tools.

Personal Coping Plan Worksheet

Use this worksheet to plan how you will notice and manage your anxiety. Think of two situations that make you feel anxious and fill in the sections for each.

Situation 1: __________________________

My Trigger(s): What makes me anxious in this situation?

How My Body Feels: What physical signs do I notice?

My Rating on the Thermometer (1 = very calm to 5 = very anxious):

My Chosen Strategy(ies): Which tools will I use? (e.g., deep breathing, grounding, self-talk)

Steps I’ll Take: Write out how you will use your strategy step by step.

Situation 2: __________________________

My Trigger(s): What makes me anxious in this situation?

How My Body Feels: What physical signs do I notice?

My Rating on the Thermometer (1 = very calm to 5 = very anxious):

My Chosen Strategy(ies): Which tools will I use?

Steps I’ll Take: Write out how you will use your strategy step by step.

Keep this worksheet in your folder and use it whenever you feel anxious. You’ve got this!

Session 4 Game: Coping Plan Puzzle

Objective:

• Help students practice linking their anxiety triggers, bodily sensations, and thermometer ratings to effective coping strategies.
• Reinforce use of the Personal Coping Plan Worksheet and build confidence using their own plans.

Materials:

• Four decks of cards (each deck shuffled separately):
  1. Trigger Cards (e.g., “Test Day,” “Speaking in Class,” “Loud Noises”)
  2. Body Sensations Cards (e.g., “Racing Heart,” “Butterflies,” “Tight Chest”)
  3. Thermometer Rating Cards (numbers 1–5 with 1 = very calm to 5 = very anxious)
  4. Coping Strategy Cards (e.g., “Deep Breathing,” “Grounding 5-4-3-2-1,” “Positive Self-Talk,” “Muscle Relaxation”)
• Personal Coping Plan Worksheet
• Timer or stopwatch (optional)
• Open space or circle seating

Prep (5 minutes):

• Create or print and cut four sets of cards, one set per deck, and shuffle each deck.
• Place decks face down in four separate piles labeled Triggers, Body, Thermometer, and Strategies.
• Review the Personal Coping Plan Worksheet so you can guide and update with examples.

Instructions:

1. Explain the Rules (1 minute)
   • Tell students:
     • “We’ll take turns drawing one card from each deck in this order: Trigger → Body Sensation → Thermometer Rating → Coping Strategy.”
     • “When you have all four cards, explain how you would use that strategy to handle the situation and fill in that example on your worksheet.”
     • “We’ll play 3–4 rounds so everyone gets a turn.”
2. Model One Round (1 minute)
   • Draw one card from each deck yourself (e.g., “Test Day,” “Butterflies,” “4,” “Deep Breathing”).
   • Think aloud as you decide: “On test days, I notice butterflies in my stomach and feel like a 4 on my thermometer. I’ll take three deep breaths and say, ‘I can do this!’”
   • Show how to jot a quick note or sketch of this example in the corresponding section of the worksheet.
3. Student Rounds (6 minutes)
   • Invite the first student to draw one card from each deck.
   • Give them 30–45 seconds to share how they would cope and update their worksheet (teacher can write keywords or prompt as needed).
   • Shuffle and replace the cards, then pass the decks to the next student.
   • Continue until each student has drawn at least once (or until time allows).
4. Wrap-Up & Reflection (2 minutes)
   • Ask: “Which pairing felt the most surprising or helpful?”
   • Prompt: “How did it feel to link a strategy to a real situation?”
   • Remind students they can revisit their worksheets whenever they feel anxious and use this puzzle format at home or in class.

Transition:

• Praise students for their creativity and bravery in sharing.
• Encourage them to keep their Personal Coping Plan Worksheet handy and try out the strategies during the week.

Anxiety Thermometer Chart

Use this chart to rate how calm or anxious you feel in different situations. Think about your body’s signals and choose the number that best matches your feeling.

Instructions:

1. Read each description and decide which number best describes how you feel right now or in a specific situation.
2. Circle the number on the chart above.
3. Under each prompt below, write the situation and explain why you chose that rating.

Situation 1: _______________________________

My Rating: Circle one → 1 2 3 4 5

Why I chose this rating:

Situation 2: _______________________________

My Rating: Circle one → 1 2 3 4 5

Why I chose this rating:

Keep this chart handy to notice changes in your feelings and decide when to use your coping strategies.