Build initial trust and introduce simple breathing techniques to help the student feel safe and calm.
Establishing rapport and teaching a basic self-soothing tool lays the foundation for emotional regulation and trust in future sessions.
2nd Grade
15 minutes
Short, interactive activities with consistent praise.
5 minutes
3 minutes
2 minutes
4 minutes
4 minutes
2 minutes
• Welcome to our first session!
• Goal: Help you feel safe and calm
• We'll play a game and learn new skills
Welcome the student warmly by name. Introduce the Calm and Connect series and explain that today is our first session to help them feel safe and calm.
• Greet by name and share a fun fact about you
• Draw a card from the question deck
• Ask: “What’s your favorite color?” or “What’s your favorite animal?”
• Listen and praise their answer
Use this slide to build rapport. Pull out the Getting-To-Know-You Question Cards and select one or two simple questions. Listen actively, validate the student’s answers, and respond with genuine interest.
• Introduce the signal (e.g., raise your hand or say “pause”)
• Explain: “Use this anytime you need a break.”
• Practice once: student uses signal, you respond calmly
Explain that we’ll use a special safety signal if they ever feel upset or need a break. Practice it together so they know you’ll always respond calmly.
• Explain colors: green = calm, yellow = worried, red = upset
• Ask: “How do you feel right now?”
• Student points and names emotion
• Mirror: “You’re at yellow, feeling a bit worried. That makes sense.”
Show the Emotion Thermometer Chart. Describe each color zone. Ask the student to point to how they feel right now and name the feeling. Reflect back to validate.
• Place hands on belly
• Breathe in slowly for 4 seconds
• Breathe out slowly for 4 seconds
• Practice together 4–5 times
• Praise efforts: “Great job!”
Display the Belly Breathing Diagram. Demonstrate deep belly breaths. Guide the student through 4–5 cycles, counting slowly and offering praise after each breath.
• Ask: “How do you feel after breathing?”
• Student points on the thermometer
• Praise: “You did great trying something new!”
• Remind: “Use our safety signal anytime you need support.”
Check in on how they feel now using the thermometer. Offer positive reinforcement and remind them of the safety signal. Let them know they did a great job.
Help the student recognize and name a range of emotions, introduce a safe-place visualization to reduce anxiety, and practice using mental imagery as a coping strategy.
Building the ability to label feelings and use a calming mental image increases self-awareness and provides a go‐to tool for managing stress and trauma‐related anxiety.
2nd Grade
15 minutes
Interactive sorting, guided imagery, and role-play.
5 minutes
2 minutes
5 minutes
3 minutes
3 minutes
2 minutes
• Check in and review safety signal
• Name feelings with sorting cards
• Imagine your safe place
• Practice coping imagery
Welcome the student and outline today’s plan. Explain we’ll check in, explore feelings, imagine a safe place, and learn a new coping image.
• How do you feel today? (Use the Emotion Thermometer Chart)
• Review our safety signal (e.g., raise hand or say “pause”)
• Practice the signal once
Greet the student, ask how they feel today using the thermometer, and review the safety signal quickly so they know they can pause anytime.
• Lay out Emotion Sorting Cards
• Pick a card and name the emotion
• Describe when you’ve felt this way
• Praise: “Great job naming a big feeling!”
Lay out the Emotion Sorting Cards. Have the student pick each card, name the emotion, and share a time they felt it. Validate and praise their efforts.
• Here’s your Safe Place Visualization Worksheet
• Think of a place where you feel cozy and safe
• Notice: sights, sounds, smells, colors, people or pets
• Draw or describe your safe place
Introduce the Safe Place Visualization Worksheet. Explain how to imagine a cozy safe place, noticing sights, sounds, smells, and who is there.
• Close your eyes (if you like)
• Imagine your safe place: What do you see?
• What sounds or smells do you notice?
• How does your body feel here? Take a deep breath
Guide the student through imagining their safe place step by step, pausing to let them respond. Invite them to notice how their body feels.
• Choose a Coping Strategy Imagery Card
• Example: “Blow away worry like a balloon”
• Model it, then let student try
• Reminder: Use this image in your mind when you feel upset
Use a Coping Strategy Imagery Card to model a quick coping activity. Have the student name and act it out. Reinforce that they can use this image when upset.
Help the student identify physical cues of stress and learn a sensory grounding technique (5-4-3-2-1) to regain calm and focus.
Recognizing body signals increases self-awareness, and practicing grounding offers a simple, concrete strategy to reduce anxiety and prevent emotional outbursts.
2nd Grade
15 minutes
Body scan, sensory grounding, guided practice.
5 minutes
2 minutes
4 minutes
3 minutes
4 minutes
2 minutes
• Check in & safety signal review
• Identify body signals of stress
• Learn 5-4-3-2-1 grounding
• Practice grounding
Welcome the student and introduce today’s focus. Explain that in this session we’ll notice body signals, learn a grounding technique, and practice using it to feel calm.
• How do you feel today? (Use the Emotion Thermometer Chart)
• Remember our safety signal (e.g., raise hand or say “pause”)
• Practice the signal once
Greet the student by name. Ask how they’re feeling using the Emotion Thermometer, then review and practice the safety signal once so they know they can pause at any time.
• Spread out Body Sensation Signal Cards
• Pick one and name the physical sensation (e.g., “butterflies in my stomach”)
• Share when you’ve noticed this in class
• Validate: “Noticing your heart racing when you’re nervous makes sense.”
Lay out the Body Sensation Signal Cards. Invite the student to pick a card, name the sensation, and share a time they’ve felt it. Validate each example.
• Here’s the Grounding Technique Visual Guide
• 5 things you see
• 4 things you feel
• 3 sounds you hear
• 2 things you smell
• 1 thing you taste (or take one deep breath)
Show the Grounding Technique Visual Guide. Explain how the 5-4-3-2-1 method uses our five senses to bring us back to the present.
• Use the 5-4-3-2-1 Grounding Worksheet
• List 5 things you can see
• Name 4 things you can touch
• Notice 3 sounds you hear
• Identify 2 smells
• Taste or take 1 deep breath
Give the student the 5-4-3-2-1 Grounding Worksheet. Guide them through each sense step by step, offering prompts and encouragement.
• How do you feel now? (Use the Emotion Thermometer)
• Praise: “You did a great job using all five senses!”
• Reminder: “You can use this grounding anytime you feel upset.”
Ask the student how they feel now using the Emotion Thermometer. Praise their effort and remind them they can use 5-4-3-2-1 anytime they feel upset.
Review and reinforce all learned coping strategies, apply them in realistic scenarios through role-play, and develop a personalized plan for independent use.
Consolidating practice across multiple skills enhances confidence, ensures the student can generalize tools in various situations, and fosters self-reliance in managing emotions.
2nd Grade
15 minutes
Structured review, role-play practice, and personalized planning.
5 minutes
2 minutes
3 minutes
6 minutes
3 minutes
1 minute
• Review our coping tools
• Role-play real-life scenarios
• Make your personal coping plan
Welcome the student and review today’s goals. Explain we’ll revisit all our tools, practice using them in pretend situations, and create a plan just for you.
• Belly Breathing: breathe in/out with the Belly Breathing Diagram
• Safe Place: picture your cozy spot on the Safe Place Visualization Worksheet
• Grounding: name one sense from the Grounding Technique Visual Guide
• Imagery: pick a card from Coping Strategy Imagery Cards
Quickly flash each tool and practice it once: belly breathing, safe-place visualization, grounding, and imagery. Keep it brief and fun.
Scenario 1: Feeling scared at recess
Scenario 2: Missing home before class
• Choose a tool, model together, then student practice
• Offer praise and feedback
Present simple scenarios. Ask the student to pick a strategy and act it out. Model first, then let them try.
• Use the Personal Coping Plan Worksheet
• List 2–3 favorite tools
• Draw or write when and how you’ll use each
• Make it colorful and unique to you
Introduce the worksheet. Help the student list their favorite strategies and draw or write when to use them. Encourage personalization.
• How do you feel now? (Use the Emotion Thermometer Chart)
• Praise: “You did awesome!”
• Reminder: use your coping plan anytime
• I’ll share this with your classroom teacher
Check in one last time. Celebrate progress and remind them they can use this plan anytime. Let them know you’ll share it with their teacher.
Purpose: Use these simple, friendly questions to build rapport and help the student feel seen and heard.
Cards (shuffle before use):
Instructions:
Use these cards in Session 1’s Welcome & Rapport Building to create a warm, trusting connection. You can revisit them in later sessions as icebreakers or warm-up activities.
Purpose: A simple, visual way for students to identify and share how they’re feeling right now.
| Level | Color | Feeling(s) | |
|---|---|---|---|
| 1 | 🟩 Green | Calm, happy, content | Point or circle here |
| 2 | 🟨 Yellow | A little worried, sad, unsure | Point or circle here |
| 3 | 🟧 Orange | Frustrated, mad, nervous | Point or circle here |
| 4 | 🟥 Red | Very upset, scared, angry | Point or circle here |
Point to or circle the color that matches your feeling:
Purpose: A visual guide to help the student learn deep belly breathing for calm and focus.
Starting Position
Inhale (Belly Expands)
(O)
/ | \
/ | \
/ \
Exhale (Belly Contracts)
( )
/ | \
/ | \
/ \
Practice Steps Together
• Inhale for 4 seconds (belly out)
• Exhale for 4 seconds (belly in)
• Repeat 4–5 times, focusing on the rise and fall of your belly.
Reflection
After practicing, ask the student “How does your body feel now?” and use the Emotion Thermometer Chart to check in.
Purpose: Use these picture or word cards to help the student recognize and name different emotions.
Cards (shuffle and lay face down):
Use these cards in Session 2’s Emotion Sorting Activity to deepen emotional awareness and support labeling of feelings.
Purpose: Guide you to imagine a cozy, safe place where you feel calm and protected. Use your senses to create a vivid picture in your mind or draw it below.
Where is your safe place? (e.g., beach, bedroom, forest)
What do you see around you in this place?
What sounds can you hear? (birds, waves, music, etc.)
What smells are in the air? (cookies baking, flowers, fresh air, etc.)
What colors or shapes stand out?
Who or what is with you? (pets, family, toys, etc.)
How does your body feel when you imagine this place? (warm, relaxed, safe)
Draw or write more about your safe place here:
Purpose: Use these cards to create a vivid mental picture that helps you feel calmer when big feelings show up.
Cards (shuffle before use):
Use your favorite images whenever you feel worried, angry, or upset. Your imagination is a powerful tool to help you feel calm and safe.
Purpose: Use these cards to help you notice physical signs your body gives when you feel stressed, worried, or upset. Recognizing these signals early can help you choose a coping strategy before you get too upset.
Cards (shuffle before use):
Use these cards in Session 3’s Body Signal Identification activity to build self-awareness and link physical cues to coping strategies.
Purpose: Use your five senses to bring your attention into the present moment and help your body feel more calm and steady.
See (5)
• Look around and quietly name five things you can see.
• Ex: a green plant, a red book, your shoes, a picture on the wall, the floor pattern.
Touch (4)
• Notice four textures or objects you can feel.
• Ex: your shirt, the chair’s arm, a pencil, the smooth tabletop.
Hear (3)
• Listen carefully and identify three sounds.
• Ex: birds chirping, the hum of a computer, your own breathing.
Smell (2)
• Breathe in and notice two scents in the air.
• Ex: fresh paper, a snack nearby, soap on your hands.
Taste or Breathe (1)
• Either name one thing you can taste or take one slow, deep breath.
• Ex: a sip of water, a mint, or simply inhale slowly and notice your belly rise.
When you feel upset or distracted, step through each sense slowly.
This helps your brain focus on right now instead of worries from before or ahead.
Tip: You can point to each step on this poster as you go to remember what to do next.
Purpose: Use your five senses to notice what’s around you and help calm your mind and body. Write or draw your responses below each category.
After you finish, take a moment to notice how you feel now and point to your feeling on the Emotion Thermometer Chart.
Purpose: Choose your favorite tools and plan when and how you’ll use them to feel calm and safe.
Strategy #1: ________________________________
(e.g., Belly Breathing, Safe Place Visualization, Grounding, Imagery)
When I feel ____________________________, I will ____________________________________________________
Strategy #2: ________________________________
(e.g., Belly Breathing, Safe Place Visualization, Grounding, Imagery)
When I feel ____________________________, I will ____________________________________________________
Strategy #3: ________________________________
(Optional—your extra tool)
When I feel ____________________________, I will ____________________________________________________
Signal: ____________________________
(e.g., raise your hand, say “pause”)
When I use it: ___________________________________________________________________________________
Who I can go to for help when I need to use my plan (name or draw):
Keep this worksheet where you can see it (desk, folder, or classroom).
You can also ask your teacher or an adult to remind you of these steps anytime you feel upset.
Feel proud—this plan is yours and you have the power to stay calm and in control!
Purpose: A quick 2-minute warm-up to check in on how you’re feeling right now and remind you of our safety signal.
Materials: Emotion Thermometer Chart
Greet & Feelings Check (1 minute)
• Welcome the student by name.
• Show the Emotion Thermometer Chart and ask: “How are you feeling right now?”
• Have the student point to or circle the color that matches their feeling.
Safety Signal Reminder (30 seconds)
• Remind the student of our safety signal (e.g., raising a hand or saying “pause”).
• Practice once: student uses the signal, and teacher responds calmly: “I see you need a moment. That’s okay.”
Quick Calming Breath (30 seconds)
• Lead one deep belly breath together using the Belly Breathing Diagram:
Closure: Offer a quick positive note (“You’re doing great today!”) and transition into the day’s session activities.