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Building Our Safe Space

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Lesson Plan

Building Our Safe Space Lesson Plan

Students will understand the purpose of SEL, co-create classroom norms, and begin building a trauma-informed, trusting environment through discussion and reflection.

Establishing SEL foundations and shared norms creates safety, trust, and emotional awareness—key to supporting students’ well-being and engagement all year.

Audience

7th Grade Students

Time

60 minutes

Approach

Interactive discussion and reflective activities

Materials

Prep

Prepare Classroom and Materials

15 minutes

Step 1

Welcome and Warm-Up

10 minutes

  • Greet each student calmly as they enter the room
  • Lead a quick icebreaker: students share one personal interest or fun fact with a partner
  • Emphasize that today’s focus is on creating a safe space for everyone

Step 2

Introduce SEL and Trauma-Informed Classroom

15 minutes

  • Present slides from the Trauma-Informed Practices Slide Deck defining SEL and trauma-informed care
  • Discuss why understanding emotions and building trust matter in daily school life
  • Invite students to ask questions or share initial thoughts

Step 3

Co-Create Classroom Norms

15 minutes

  • Distribute sticky notes and ask students to write one rule or norm that helps them feel safe and respected
  • Collect notes and cluster similar ideas on the board
  • Facilitate class voting to select the top five norms
  • Record the agreed norms on the SEL Norms Poster

Step 4

Reflection and Sharing

15 minutes

  • Distribute the Reflection Worksheet
  • Prompt students to reflect and write about a time they felt supported or understood in school
  • Invite volunteers to share their reflections aloud (emphasize sharing is optional)
  • Use the Emotion Wheel Chart to help label emotions mentioned

Step 5

Closing and Next Steps

5 minutes

  • Summarize the co-created norms and post the SEL Norms Poster where everyone can see
  • Explain how SEL lessons will build on today’s foundations throughout the year
  • Encourage students to practice empathy and respect from day one
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Slide Deck

Welcome to SEL & Trauma-Informed Practices

Today we will:
• Explore what SEL is and why it matters
• Define trauma and its impact on learning
• Learn key principles of trauma-informed care
• Discuss how to make our classroom safe and supportive

Welcome students warmly. Introduce yourself and explain that today’s focus is on understanding social-emotional learning (SEL) and how we can build a trauma-informed classroom together. Highlight that everyone’s input will shape our safe space.

What is Social-Emotional Learning (SEL)?

Social-Emotional Learning (SEL) is the process of:
• Understanding and managing our emotions
• Setting and achieving positive goals
• Showing empathy for others
• Building healthy relationships
• Making responsible decisions

Ask: “When you hear ‘social-emotional learning,’ what comes to mind?” Jot down student ideas on the board. Then share the formal definition.

Why SEL Matters

Research shows SEL:
• Boosts academic performance
• Increases student engagement and motivation
• Strengthens empathy and relationships
• Reduces stress and behavior issues

Highlight a couple of examples: improved grades, better friendships, reduced stress. Invite a volunteer to share a time when they used SEL skills.

Understanding Trauma

Trauma is an emotional response to a distressing event or series of events.
Common sources include:
• Loss of a loved one
• Family conflict or instability
• Bullying or violence
• Illness or medical procedures

Explain that trauma can come from many sources—not always dramatic events—and can affect how students feel and behave in school.

The Brain & Trauma Response

When we experience trauma, our brain and body may go into “fight, flight, or freeze” mode:
• Heart rate increases
• Muscles tense up
• Thoughts may feel scattered or racing

Use a simple metaphor: trauma puts the brain on high alert. Invite students to imagine their bodies reacting when they feel unsafe.

A Trauma-Informed Approach

A trauma-informed approach means we:

  1. Realize the widespread impact of trauma
  2. Recognize signs and symptoms in ourselves and others
  3. Respond by integrating knowledge into practices
  4. Resist re-traumatization by fostering safety and trust

Explain each of the “4 Rs” briefly and relate them back to what the classroom can do: for example, consistent routines help ‘Realize.’

Key Principles for Our Classroom

We will commit to:
• Safety (physical & emotional)
• Trustworthiness and transparency
• Choice and empowerment
• Collaboration and mutual respect
• Cultural responsiveness

Read each principle aloud. Pause after each to ask for a quick thumbs-up if students feel this is important in class.

How Trauma Affects Learning

Trauma can lead to:
• Difficulty concentrating
• Heightened anxiety or anger
• Avoidance of certain topics or activities
• Difficulty connecting with peers and teachers

Connect these impacts back to SEL skills. Ask: “How might feeling on edge make it hard to learn?”

Discussion Prompt

What helps you feel safe and supported in a classroom?
• Share one idea aloud
• Or write it on a sticky note

Facilitate a 3-minute discussion. Students can raise hands or jot ideas on sticky notes to share. Collect and save ideas for the norms activity.

Next Steps

• We’ll use your ideas to co-create our classroom norms
• These norms will be posted for everyone to see
• Together, we’ll keep building a safe and supportive environment

Remind students that their ideas will guide the next activity where we co-create our class norms. Transition to distributing materials.

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Worksheet

Reflection Worksheet

Name: _______________________ Date: ____________

Instructions

Reflect thoughtfully on each prompt below. Use the Emotion Wheel Chart to help identify and label feelings. Leave your responses in the spaces provided.

  1. In your own words, what is Social-Emotional Learning (SEL) and why is it important?



  1. Think of a time in school when you felt supported or understood. Describe who helped you, what happened, and how it made you feel.











  1. Use the Emotion Wheel Chart to identify two emotions you felt during that experience. List the emotions and describe what each one felt like in your body.











  1. Based on what we discussed, write one classroom norm that would help you feel safe and respected. Explain why this norm is important to you.






  1. How can you contribute to making our classroom a safe space for others? Write two specific actions you can take.






Thank you for sharing your reflections! We’ll use these insights to shape our safe and supportive classroom community.

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Activity

SEL Classroom Norms Poster

Our Top 5 Norms

Below are the classroom agreements we co-created. Fill in each norm and display prominently in our learning space.











Why These Norms Matter

Briefly note why upholding our norms helps everyone feel safe, respected, and supported.

• _______________________________________________________________



• _______________________________________________________________



Our Commitment

By signing below, we agree to follow and uphold these norms all year long.

Student NameSignature
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Display this poster where everyone can see and refer back to our shared agreements.

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Discussion

Safe Space Discussion

Discussion Overview

In this activity, students will share ideas about what makes a classroom feel safe, supported, and inclusive. The goal is to gather insights to inform our co-created norms and deepen understanding of trauma-informed SEL practices.

Discussion Guidelines

  • Listen actively and respectfully.
  • Use “I” statements to share personal experiences and feelings.
  • Honor confidentiality—what’s shared in the circle stays in the circle.
  • Allow everyone a chance to speak; no interrupting.

Discussion Questions

  1. Reflect on a time you felt safe or supported in a classroom or group.
    • Who was there and what did they do?
    • How did their actions make you feel secure?

  2. What specific words or actions help you feel respected by others?
    • Can you think of a phrase or gesture that always makes you feel included?
    • Why does that matter to you?

  3. When someone in our class is upset or anxious, what can we do to show empathy?
    • List two concrete actions (e.g., listening quietly, offering a calm space).
    • How might these actions help them feel safer?

  4. Why is creating a trauma-informed classroom important for all of us?
    • In what ways can understanding trauma help us support each other’s learning?
    • How does a safe environment affect our ability to focus and grow?

Follow-Up Prompts

  • “Can you say more about that?”
  • “How did that make you feel in your body?”
  • “What might you do next time you see someone needing support?”
  • “How could this idea turn into a classroom norm?”

Materials and Connections

Next Steps

Collect all ideas to identify themes. Use student responses to draft our top five classroom norms, which we will finalize and display on the SEL Norms Poster.

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Reading

Emotion Wheel Chart

Use this chart to identify and name your feelings. Start by choosing a primary emotion, then explore related or more specific emotions around it.

Primary Emotions with Related Feelings

1. Joy
• Cheerful
• Playful
• Proud
• Content

2. Trust
• Accepted
• Valued
• Supported
• Confident

3. Fear
• Anxious
• Insecure
• Nervous
• Worried

4. Surprise
• Amazed
• Shocked
• Startled
• Curious

5. Sadness
• Lonely
• Disappointed
• Grieved
• Hurt

6. Disgust
• Repulsed
• Appalled
• Critical
• Disappointed

7. Anger
• Frustrated
• Annoyed
• Resentful
• Irritated

8. Anticipation
• Hopeful
• Eager
• Curious
• Excited

Use this chart during discussions and on your Reflection Worksheet to help find the words that best describe what you’re feeling.

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