Calm Crew: Session 1 Coping Skills Worksheet

Part 1: Match the Emotion to a Coping Skill

Write the letter of the coping skill from Column B next to the matching emotion in Column A.

Column A – Emotions

1. Anger _______
2. Sadness _______
3. Nervousness _______
4. Frustration _______
5. Excitement _______

Column B – Coping Skills
A. Take three deep breaths
B. Listen to calming music
C. Take a short walk
D. Talk to a friend
E. Count to ten slowly
F. Draw or doodle your feelings


## Part 2: Personal Reflection
Think of a time you felt one of these emotions.
• Describe what happened.
• Name the emotion you felt.
• Explain which coping skill you used.
• Tell how using that skill helped you.

Your reflection:

Session 1 Discussion: Exploring Emotions and Coping Skills

Discussion Guidelines

• Listen respectfully when classmates share.
• Speak one at a time and use a calm voice.
• It’s OK to pass if you’re not ready to share.
• Encourage each other: kind words only.

Key Questions

1. What does “cope” mean?
   • In your own words, describe what coping means.
   • Why do you think we need coping skills in school?

2. Identifying Emotions
   • Pick one of your Emotion Cards.
   • Share a time you felt this emotion at school.
   • How did that emotion affect your body or thoughts?

3. Matching Emotions to Strategies
   • Think of one healthy coping skill that fits the emotion you shared.
   • Why might that strategy help when you feel this way?

4. Learning from Peers
   • After someone shares, ask: “Can you teach me more about how you used that skill?”
   • Suggest additional ideas: “Another thing you could try is…”

Follow-Up Prompts

• “What is one simple step you could try next time you feel ___?”
• “How did breathing deeply (or drawing, walking, etc.) make you feel afterward?”
• “Which strategy seems easiest to remember when you’re upset?”

Connecting to Our Worksheet

• After the discussion, we’ll fill in the Session 1 Coping Skills Worksheet.
• Use ideas from our share-out to match each emotion with a skill.

Reflection Question (Exit Ticket)

• Which coping strategy will you try this week in class, and when might you use it?

Coping Wheel Activity

Objective

Help students visualize a range of coping skills tied to specific emotions so they can quickly choose a strategy when they notice strong feelings.

Materials

• Large sheet of chart paper (one per group)
• Colored markers or crayons
• Ruler (optional)
• Emotion Cards

Preparation (5 minutes)

• Draw a large circle on the chart paper and divide it into equal “slices” (one per emotion you plan to include).
• Label each slice with an emotion (e.g., anger, sadness, nervousness, frustration, excitement).
• Place markers and cards in the center of the group.

Instructions (10 minutes)

1. Review Emotions (2 minutes)
   • Show each label on the wheel and hold up the matching Emotion Card.
   • Ask: “What might this emotion feel like in our bodies?”

2. Brainstorm Coping Skills (3 minutes)
   • Invite one student at a time to pick an emotion slice.
   • Ask: “What is one healthy way you could cope with feeling ___?”
   • Student writes their idea in that slice using a colored marker.

3. Discuss Choices (3 minutes)
   • After the wheel is filled, review each slice together.
   • For each emotion, read the coping skill aloud and ask: “Why might this help when you feel this way?”

4. Personal Connection (2 minutes)
   • Ask students to point to the slice they think will be most helpful for them.
   • Each student names why they chose that skill.

Follow-Up Questions

• “How could you use this wheel when you start to feel upset in class?”
• “Which coping skill seems easiest to remember under stress?”
• “Is there another strategy you’d add to our wheel next time?”

Extension

Keep the completed Coping Wheel displayed in the classroom. Encourage students to refer to it whenever they notice strong emotions and to add new strategies as they learn them.

Coping Bingo

Objective

Reinforce students’ knowledge of healthy coping skills by playing Bingo. Students practice identifying and recalling strategies in a fun, interactive way.

Materials

• One set of Coping Bingo Game Cards per student (5×5 grid filled with coping skills)
• Calling cards or slips with each coping skill listed
• Bingo markers or counters (e.g., chips, buttons)
• Prize or small reward (optional)

Setup (5 minutes)

1. Give each student a Bingo card and a set of markers.
2. Place the calling cards in a container and mix well.
3. Explain that each square on the Bingo card names a different coping strategy they’ve learned.

How to Play (20 minutes)

1. Drawing & Calling
   • The teacher (or a student helper) draws one calling card at a time and reads the coping skill aloud.
   • Example: “Take three deep breaths.”
2. Marking Cards
   • Students look for that coping skill on their Bingo card and cover it with a marker if they have it.
3. Winning Patterns
   • The first student to cover five spaces in a row (horizontal, vertical, or diagonal) calls out “Bingo!”
   • Verify the covered squares match the called skills.
4. Sharing & Reflection
   • The Bingo winner names one coping skill they marked and explains when or how they might use it in class.
   • Continue playing additional rounds as time allows, letting new winners share different skills.

Tips for Success

• Encourage students to listen carefully to the exact wording of each coping skill.
• For extra challenge, require students to mime or describe how they would use the skill before marking it.
• Rotate the student caller each round to build speaking confidence.

Follow-Up Discussion (Exit Ticket)

• Which coping skill did you mark most often, and why do you think it came up a lot?
• Which skill will you try first this week when you notice you feel stressed or upset?
• Write your plan here:

Calm Crew: Session 2 Stress Map Worksheet

Instructions

1. Think about times when you feel stressed or tense in class.
2. Shade or circle the spots on the body outline where you notice that stress.
3. Beside each mark, write one mindful tool (e.g., deep breathing, stretching) you could use to help calm that area.

Body Outline

(Use your pencil to shade or circle areas where you feel stress)

My Stress Spots & Mindful Tools

Stress Spot 1
Body Part: _______________________________
Mindful Tool: _______________________________

Stress Spot 2
Body Part: _______________________________
Mindful Tool: _______________________________

Stress Spot 3
Body Part: _______________________________
Mindful Tool: _______________________________

Stress Spot 4
Body Part: _______________________________
Mindful Tool: _______________________________

Stress Spot 5
Body Part: _______________________________
Mindful Tool: _______________________________

Session 2 Discussion Guide: Mindful Moments

Discussion Guidelines

• Speak and listen with respect.
• Use a calm voice.
• It’s okay to pass if you’re not ready to share.
• Encourage classmates with kind words.

Key Questions

1. Noticing Stress Signals
   • Look at our list of body signals (e.g., tight shoulders, racing heart).
   • Which signal do you notice most in yourself?
   • How does that sensation feel?

2. Body Scan Check-In
   • When we scan from head to toe, what part of your body feels most tense?
   • Describe the feeling: is it tight, warm, fluttery, or something else?

3. Power of the Breath
   • We practiced breathing in for 4 counts and out for 4 counts.
   • How did your body feel after a few breaths?
   • Did anything change in how tense or relaxed you felt?

4. Everyday Reminder
   • Where could you pause and take a mindful breath during your school day?
   • What might help you remember to do a quick body scan?

Follow-Up Prompts

• “Show us where in your body you felt your breath moving.”
• “What did you notice about your shoulders or stomach after breathing deeply?”
• “How could you teach a friend to do this quick scan?”

Connecting to Our Worksheet

• Later, you’ll mark your stress spots on the Stress Map Worksheet.
• Think about which mindful tool (breathing, stretching) fits each spot.

Reflection Question (Exit Ticket)

• Which physical signal will you watch for this week, and which mindful tool will you use when you notice it?

Body Scan Stretch Activity Cards

Purpose: Help students notice tension in different body areas through gentle stretches, then “scan” the area for physical sensations.

Materials

• Printed and cut-out Body Scan Stretch Cards (one set per pair)
• Open space to stretch safely

Card Instructions (Cut into individual cards)

1. Shoulders
   • Stretch: Roll your shoulders up toward your ears, back, and down in a smooth circle three times.
   • Scan: Notice if your shoulders feel looser or more relaxed.

2. Neck
   • Stretch: Gently tilt your head toward your right shoulder, hold for 5 seconds; then toward your left shoulder for 5 seconds.
   • Scan: Notice any tightness or warmth in your neck.

3. Arms
   • Stretch: Extend one arm straight in front, pull your fingers back with the other hand for 5 seconds; switch arms.
   • Scan: Notice how your forearms and wrists feel.

4. Back
   • Stretch: Clasp your hands in front at chest height, push your palms outward and round your upper back. Then clasp behind and squeeze shoulder blades together.
   • Scan: Notice any stretch or tension between your shoulder blades.

5. Chest
   • Stretch: Place hands on hips, lift chest up and open, rolling shoulders back. Hold for 5 seconds.
   • Scan: Notice how your chest and rib area feel when expanded.

6. Stomach
   • Stretch: Sit or stand, place hands on belly, take three slow deep breaths, feeling your stomach rise and fall.
   • Scan: Notice the movement or warmth in your tummy.

7. Hips
   • Stretch: Stand and gently shift weight to one leg, bend the other knee and pull it toward your chest with both hands, hold 5 seconds; switch legs.
   • Scan: Notice any tightness or release in your hips and lower back.

8. Legs
   • Stretch: Sit and extend one leg, reach toward your toes for 5 seconds; switch legs.
   • Scan: Notice sensations along your hamstrings and calves.

9. Ankles & Feet
   • Stretch: While seated, rotate one ankle in circles 5 times each direction; switch ankles.
   • Scan: Notice any loosening or warmth in your ankles and feet.

How to Use in Pairs (8 minutes)

1. Shuffle the cards face down.
2. Student A draws a card, reads the stretch instructions, leads Student B through the stretch, and guides them to scan the area.
3. Switch roles for the next card.
4. After two cards each, regroup and ask: “Which stretch helped you notice tension most clearly?”

Follow-Up Questions

• “How did scanning and stretching change your awareness of stress?”
• “Which body part surprised you with how tense it felt?”
• “When might you use a quick stretch and scan in class?”

Breathe & Freeze Game Guide

Objective

Help students practice mindful breathing under playful challenge, increasing body awareness and focus.

Materials

• No special materials needed (optional: a timer or soft chime to mark “freeze” moments)
• Open space for students to stand comfortably

Setup (2 minutes)

1. Have students stand or sit with enough personal space.
2. Explain that you will guide a breathing rhythm and occasionally prompt everyone to “freeze.”

How to Play (5–7 minutes)

1. Establish the Breath Rhythm
   • Teacher models: Inhale slowly for 4 counts (1–2–3–4), exhale slowly for 4 counts.
   • Practice together for two full cycles of inhale/exhale.

2. Begin the Game
   • Continue the inhale/exhale rhythm as a group.
   • Teacher watches students breathing smoothly.

3. Freeze Cue
   • At an unexpected moment—during an inhale or exhale—teacher says “Freeze!” (or gently taps a chime).
   • Students immediately stop breathing mid-in/ex-hale and hold their posture, noticing how their body feels when still.

4. Release & Resume
   • After 3–5 seconds, teacher says “Flow” to signal students to resume slow breathing where they left off.
   • Return to the 4-count rhythm and repeat the freeze cue 4–6 times.

Tips for Success

• Vary the timing of your “Freeze” cue so students remain attentive.
• For extra challenge, ask students to hold their breath quietly for an extra count before “Flow.”
• Encourage students to notice any wiggly body parts when frozen—then practice stillness.

Follow-Up Discussion (Exit Ticket)

• How did it feel to stop your breath and body mid-movement?
• Which part of the game was hardest: holding your breath, staying still, or noticing your body?
• When could you use this quick “freeze & breathe” trick in class?

Session 3 Discussion Guide: Thought Detective

Discussion Guidelines

• Listen respectfully and speak one at a time.
• Use a calm voice and kind words.
• It’s OK to pass if you don’t want to share.
• Encourage classmates by saying something positive.

Key Questions

1. What is self-talk?
   • In your own words, what do we mean by “self-talk” or “inner voice”?
   • Share an example of a thought you’ve had that made you feel upset or worried.

2. Impact of Negative Thoughts
   • When you had that thought, how did it make you feel (e.g., sad, anxious, frustrated)?
   • What did you do next because of that thought?

3. Becoming Thought Detectives
   • How could you turn that upsetting thought into a kinder, more helpful thought?
   • What positive thought might make you feel more confident or calm?

Follow-Up Prompts

• “What is another way you could say that to yourself?”
• “How does your body feel when you think a kinder thought instead?”
• “Which reframe sounds most believable to you?”

Connecting to Our Worksheet

• Use the ideas from our share-out to complete the Session 3 Thought Journal Worksheet.
• Write down your negative thought, then list two kinder alternatives to practice.

Reflection Question (Exit Ticket)

• Which negative thought will you catch and reframe this week, and what new thought will you use?

Calm Crew: Session 3 Thought Journal Worksheet

Instructions

1. Think of a time this week when you had a thought that made you feel upset, worried, or discouraged.
2. Write down that negative thought in Part 1.
3. In Part 2, create two kinder, more helpful alternative thoughts.
4. In Part 3, choose one new thought to practice and plan when you will use it.

Part 1: My Negative Thought

What did I say to myself?

Negative Thought:

How did this thought make me feel?

What did I do because of this thought?

Part 2: Kinder, More Helpful Thoughts

Rewrite the negative thought into two positive alternatives.

1. Alternative Thought 1:

2. Alternative Thought 2:

Part 3: Practice Plan

Which new thought will I use?

Chosen Thought:

When and where will I remind myself to use this thought?

How will this new thought help me feel or act differently next time?

Keep this journal sheet in your folder and try your new thought the next time you notice negative self-talk!

Thought-Flip Cards

Purpose

Help students practice catching negative self-talk and brainstorming kinder, more helpful reframes.

Materials

• Printed and cut-out Thought-Flip Cards (one set per pair)
• Markers or pens
• Blank index cards (optional for extra student-generated thoughts)

Card Setup

1. On one side of each card, a negative thought is printed.
2. The back side is blank, reserved for students to write their positive reframes.

Sample Negative Thoughts (to include on cards):

• “I always mess up.”
• “I’m not smart enough.”
• “No one likes me.”
• “I’ll never get this right.”
• “This is too hard.”
• “I look silly if I try.”

Feel free to add more examples or let students suggest their own on blank cards.

Instructions (8 minutes)

1. Pair Up. Students work in pairs (A & B).
2. Draw & Read. Student A draws a Thought-Flip Card, reads the negative thought aloud.
3. Brainstorm Reframe. On the back of the card, Student A writes one kinder, more helpful alternative (e.g., “I’m still learning, and I can get better with practice.”).
4. Feedback & Add. Student B reads the reframe, gives one piece of feedback, and adds a second reframe if they can.
5. Switch Roles. Swap cards and roles. Repeat with two or three different cards.
6. Share-Out. Invite a few volunteers to share an original negative thought and at least one of their reframes with the whole group.
   
   
   # Reframe Relay Game Guide

Objective

Reinforce reframing skills by turning negative statements into positive ones in a fun, team-based relay.

Materials

• One set of Thought-Flip Cards per team
• Two baskets or containers (one with negative-thought cards, one empty)
• Chart paper or whiteboard space to record reframes
• Markers
• Timer or stopwatch (optional)

Setup (2 minutes)

1. Divide students into two (or more) teams and have them line up behind a start line.
2. Place the basket of negative-thought cards at the “station” about 10–15 feet away.
3. Provide each team with a marker and chart paper at the station.

How to Play (5–7 minutes)

1. Start the Relay. On “Go,” the first student from each team runs to the station, draws one negative-thought card, and writes a positive reframe on the chart paper (e.g., “This is too hard.” → “I can break this into smaller steps.”).
2. Return & Tag. Once they’ve written their reframe, they place the used card in the empty basket, run back, and tag the next teammate.
3. Next Runner. The next student runs, draws a new negative-thought card, and adds another reframe below the previous one.
4. Continue Rounds. Teams continue until each member has had a turn or the basket is empty.
5. Review. Gather around each chart and read the reframes aloud. Praise creativity and accuracy.

Tips for Success

• Encourage quick but thoughtful reframes—focus on kindness and realism.
• If teams finish early, they can write a second reframe for each thought.
• Rotate which student runs first in each round to keep excitement high.

Follow-Up Reflection (Exit Ticket)

• Which reframe did you like best and why?



• When might you use this new way of thinking in your own life?

Session 4 Discussion Guide: Strategy Selection

Discussion Guidelines

• Listen with respect and speak one at a time.
• Use a calm voice and positive language.
• It’s okay to pass if you’re not ready to share.
• Encourage classmates with kind words.

Key Questions

1. Identify the Stress Trigger
   • Read the scenario from the station.
   • What is happening that could make someone feel upset or anxious?

2. Choose a Coping Skill
   • Which coping strategy would you pick for this situation (e.g., deep breathing, body scan, positive self-talk, talking to a friend)?
   • Why do you think this skill fits this scenario?

3. Plan Your Steps
   • How exactly would you use that skill in the moment?
   • Where could you go or what could you say to put it into action?

4. Anticipate the Outcome
   • After using the skill, how do you think you’ll feel or what might change?
   • How could this help you stay calm or focused?

Follow-Up Prompts

• “What is another strategy you could try if the first one doesn’t help?”
• “How could a friend or teacher support you in this moment?”
• “Could you combine two skills together? Which ones and how?”

Connecting to Our Worksheet

• Use the ideas from our discussion to fill in the Strategy Match-Up Worksheet.
• For each scenario, match it with your chosen skills and write why it works.

Reflection Question (Exit Ticket)

• Think of a real class moment this week when you might feel stressed.
– Scenario: ____________________________________________
– Coping Skill: ________________________________________
– How I’ll remind myself to use it:

Scenario Stations Activity Cards

Purpose

Practice selecting and using coping skills in realistic classroom situations by reading, choosing, and role-playing responses.

How to Use

1. Each station has one scenario card and a blank response sheet.
2. In your small group, read the scenario together.
3. Choose the most helpful coping skill for this situation.
4. Write your chosen strategy and a brief “I would…” plan on the station’s chart paper or response sheet.
5. Role-play the scenario, demonstrating how you’d use the skill.
6. After 2 minutes, rotate to the next station.

Station Scenarios

Station 1: Quiz Jitters
You have a big math quiz in 5 minutes and your heart is racing. You feel worried you’ll forget everything you studied.

Station 2: Surprise Question
The teacher calls on you unexpectedly to answer a hard question you haven’t prepared for. You feel your face get hot and your nerves spike.

Station 3: Friend Trouble
You argued with your best friend at lunch. Now you feel upset and distracted, and it’s hard to focus on your work.

Station 4: Tech Frustration
During group work, the computer freezes, and you’re behind on your share of the project. You feel frustrated and stuck.

Reflection Prompts

• Why did you choose this coping skill here?
• What steps did you take to put it into action?
• How did you feel after using the strategy?

Rotate through each scenario so every student has a chance to pick a skill, write a plan, and role-play in at least two different situations.

Calm Crew: Session 4 Strategy Match-Up Worksheet

Part 1: Match Each Scenario to a Coping Skill

Read each scenario below.
In the blank, write the letter of the coping skill you’d use, then explain why it’s a good fit.

Available Coping Skills (choose one):
A. Deep breathing
B. Body scan or gentle stretch
C. Positive self-talk
D. Talk to a friend or peer
E. Take a short walk or break
F. Count to ten slowly
G. Draw or doodle your feelings

1. Quiz Jitters: You have a big math quiz in 5 minutes and your heart is racing. You feel worried you’ll forget what you studied.
   Coping Skill: ________
   Why this skill?
   
   
   
   
   
   

2. Surprise Question: The teacher calls on you unexpectedly to answer a hard question you haven’t prepared for. You feel your face get hot and your nerves spike.
   Coping Skill: ________
   Why this skill?
   
   
   
   
   
   

3. Friend Trouble: You argued with your best friend at lunch. Now you feel upset and distracted, and it’s hard to focus on your work.
   Coping Skill: ________
   Why this skill?
   
   
   
   
   
   

4. Tech Frustration: During group work, the computer freezes, and you’re behind on your share of the project. You feel frustrated and stuck.
   Coping Skill: ________
   Why this skill?
   
   
   
   
   
   

Part 2: My Personal Plan

Think of a moment you felt stressed or upset in class.
Describe it below, choose one coping skill, and plan how you will remind yourself to use it.

My Scenario:

Chosen Coping Skill:

How I’ll Remember to Use It:
(e.g., a sticky note on my desk, a friend’s reminder, a deep-breathing app)

How This Will Help Me:

Situation-to-Skill Charades Guide

Objective

Help students recall and demonstrate coping strategies by acting them out, while classmates guess the skill and suggest when to use it.

Materials

• Slips of paper or cards, each naming one coping skill (e.g., “Deep breathing,” “Positive self-talk,” “Body scan,” “Take a short walk,” “Count to ten,” “Draw my feelings,” “Talk to a friend”)
• A container or hat for drawing cards
• Timer or stopwatch (optional)

Setup (2 minutes)

1. Place all coping-skill cards in a container.
2. Arrange students in a circle or open space so everyone can see the actor.

How to Play (5–7 minutes)

1. Draw & Prepare
   • A student draws one card from the container without showing it.
   • They think silently for a few seconds about how to act out that coping skill without using words or props.

2. Act It Out
   • The actor performs a silent “charade” of the skill for up to 30 seconds.
   • Examples: breathing in and out with hands on chest for “Deep breathing,” pretending to draw in the air for “Draw my feelings,” or placing hands on belly and smiling for “Positive self-talk.”

3. Guess & Discuss
   • Classmates call out guesses. The first correct guesser names the coping skill.
   • The actor confirms and then chooses one classmate to name a situation where they might use this skill in class.

4. Next Round
   • Return the card (or set it aside) and pass the container to the next student.
   • Repeat until time is up or every student has had a turn.

Tips for Success

• Encourage expressive gestures and clear body language.
• If a student struggles to act out a skill, allow them to sketch a quick symbol in the air (e.g., drawing a breath wave).
• Rotate roles so shy students can observe before acting.

Follow-Up Reflection (Exit Ticket)

• Which coping skill did you enjoy acting out the most, and why?



• When might you use that strategy in your day-to-day school life?

Calm Crew: Session 5 Personal Coping Plan Worksheet

Instructions

Fill in each section to build a plan you can use when stress arises.

1. My Stress Trigger

Describe a situation at school when you might feel upset or stressed.
Trigger: ______________________________________________

2. My Coping Strategy

Which coping skill will you use in this situation? (Choose one you’ve practiced)
Skill: ________________________________________________

3. Support Person

Who can remind you or help you use this strategy? (e.g., teacher, friend)
Support Person: _______________________________________

4. Reminder to Myself

How will I remember to use my coping plan? (e.g., sticker, note, symbol)
Reminder: _____________________________________________

5. Steps I Will Take

Write the steps you will follow when you notice the trigger.

2. _________________________________________________

3. _________________________________________________

6. How This Will Help Me

How do you think using this plan will help you feel or act in class?

Keep this worksheet visible in your planner or locker and practice your plan this week!

Session 5 Discussion Guide: Planning Ahead

Discussion Guidelines

• Listen respectfully and speak one at a time.
• Use a calm voice and kind words.
• It’s OK to pass if you’re not ready to share.
• Encourage classmates with supportive comments.

Key Questions

1. Looking Forward
   • What situations or tasks do you have coming up where you might feel stressed (e.g., tests, presentations, group work)?
   • Which of these could your Coping Plan help with?

2. Identifying Triggers
   • How will you know when your trigger is happening?
   • What signs (thoughts, feelings, body signals) will remind you to use your plan?

3. Choosing Support
   • Who can help you remember or guide you through the steps of your plan?
   • How can they remind you (a prompt, a gesture, a quiet word)?

4. Planning Reminders
   • What visual cue or reminder will you place in your desk, locker, or planner?
   • How will that cue help you pause and use your coping skill?

Follow-Up Prompts

• “If your first step doesn’t help, what could you try next?”
• “How might you adjust your plan if something changes?”
• “What could you do to make your reminder more noticeable?”

Connecting to Our Worksheet

• Use the ideas from this discussion to complete the Session 5 Personal Coping Plan Worksheet.
• Fill in your Trigger, Skill, Support Person, Reminder, and Steps clearly.

Reflection Question (Exit Ticket)

• Which part of your Coping Plan will you try first this week, and when will you do it?

Personal Plan Workshop Instructions

Purpose

In small groups, students collaborate to create a visual poster of a Coping Plan—identifying a stress trigger, selecting a coping skill, naming a support person, and designing a reminder image. This hands-on workshop builds teamwork and reinforces clear, simple steps for real-life use.

Materials

• Poster board or large chart paper (one per group)
• Colored markers, crayons, or colored pencils
• Sticky notes
• Optional: stickers or small icons for decoration

Setup (2 minutes)

1. Divide students into groups of 3–4.
2. Give each group a blank poster board and a stack of sticky notes.
3. Place markers and decorations in the center of each table.

Instructions (8 minutes)

1. Assign Roles (1 minute)
   • Choose one student as the scribe (writes on the poster).
   • Choose one as the artist (draws icons/reminders).
   • Others act as idea generators and reviewers.

2. Brainstorm Trigger (2 minutes)
   • On a sticky note, list 1–2 common school stressors (e.g., test anxiety, peer conflict).
   • Agree on one trigger to feature and stick it at the top of the poster under “Trigger.”

3. Select Coping Skill (2 minutes)
   • Refer to your Calm Crew sessions and choose one practiced skill.
   • Write the skill under “Strategy” and briefly note how to use it (e.g., “3 deep breaths at desk”).

4. Identify Support (1 minute)
   • Decide who can prompt or help you use this skill (teacher, buddy).
   • Add their name under “Support Person.”

5. Design Reminder (2 minutes)
   • Draw a simple image or symbol that will remind you of this plan (e.g., a heart for breathing, a star for positive thoughts).
   • Place the drawing under “Reminder” and decorate around it.

6. Quick Share-Out (if time allows)
   • Each group holds up their poster and reads: Trigger → Strategy → Support → Reminder image.

Reflection Prompts

• “Which part of your group’s plan felt most clear and helpful?”
• “How might you use this poster as a visual cue in class?”
• “What would you add or change if you tried a different trigger next time?”
  
  
  After the workshop, students will transfer their group ideas onto their individual Session 5 Personal Coping Plan Worksheet.

Coping Carnival Game Guide

Objective

Celebrate students’ Calm Crew journey by rotating through quick, fun stations that reinforce coping skills. Earn a “Calm Crew” badge at each station and leave with a sense of mastery and joy.

Materials

• 4–6 small stations (tables or carpet spots), each with a simple prop:
  • Bubble wand (breathing station)
  • Stress ball or soft foam ball (squeeze station)
  • Colored pencils and mini doodle pads (drawing station)
  • Dice or number cards (counting station)
  • Timer or chime (freeze station)
• Station cards with station name and instructions
• “Calm Crew” badges or sticker sheets (one per station per student)
• Timer or stopwatch

Setup (5 minutes)

1. Arrange each station in a different corner of the room.
2. Place the prop and a station card at each spot.
3. Give students their Calm Crew badge card (to collect stickers or stamps).
4. Explain that at each station they will practice one coping skill in a playful way and earn a badge sticker when they complete it.

Stations & Instructions (20 minutes)

Rotate students in small groups. Spend about 3–4 minutes per station.

1. Bubble Breaths
   • Prop: Bubble wand and solution.
   • Task: Take one slow, deep breath in (count to four), then exhale gently to blow a bubble.
   • Badge: Earned when you successfully blow at least one bubble.

2. Stress Ball Squeeze
   • Prop: Soft squeeze ball.
   • Task: Squeeze the ball tightly for five counts, then slowly release for five counts, focusing on how your hand feels.
   • Badge: Earned after one full squeeze–release cycle.

3. Doodle Calm
   • Prop: Colored pencils and mini pad.
   • Task: Draw how you feel right now for one minute, then draw one small happy symbol beside it.
   • Badge: Earned when you share your doodle with a partner and explain it.

4. Count & Focus
   • Prop: Dice or number cards.
   • Task: Roll a die or pick a card, then count slowly to that number in a calm voice, imagining each number floating on a cloud.
   • Badge: Earned when you complete a full count without rushing.

5. Freeze & Notice
   • Prop: Timer or chime.
   • Task: Stand still until the chime rings, noticing one spot in your body (shoulders, belly, feet).
   • Badge: Earned when you stay frozen for the full 5–7 seconds and name what you noticed.

(Optional additional station: “Positive Pep Talk” — students say one kind phrase to themselves in a mirror or to a buddy.)

Wrap-Up & Reflection (5 minutes)

• Once all students have visited each station and filled their badge card, gather in a circle.
• Ask: “Which station was your favorite and why?”
• Ask: “Which coping skill will you use first when you feel stressed this week?”
• Encourage students to keep their badge cards as reminders of each skill.

Celebrate: Congratulate everyone for completing the Coping Carnival and reinforce that they’re official Calm Crew members—capable of staying calm, focused, and creative in any situation!