Lesson Plan
Calm Under Pressure
By the end of this session, students will understand and apply key emotional regulation and distress tolerance strategies—like deep breathing and grounding—to manage intense emotions, complete practice scenarios, and create personal action plans.
Teaching these skills helps students build resilience, reduce impulsive reactions during stress, and improve peer interactions by providing concrete strategies to cope with challenging emotions, promoting a healthier classroom environment.
Audience
8th Grade Students
Time
30 minutes
Approach
Interactive discussion and hands-on practice
Materials
- Whiteboard and Markers, - Timer or Stopwatch, - Emotion Regulation Skills Handout, - Distress Tolerance Toolkit Worksheet, - Situational Prompt Cards, - Deep Breathing Technique Visual Aid Poster, and - Emotion Intensity Scale Poster
Prep
Teacher Preparation
10 minutes
- Print one copy per student of the Emotion Regulation Skills Handout.
- Prepare the Distress Tolerance Toolkit Worksheet and enough writing utensils.
- Create and shuffle Situational Prompt Cards with various challenging scenarios.
- Post the Deep Breathing Technique Visual Aid Poster and Emotion Intensity Scale Poster in the meeting area.
- Arrange chairs in a circle and test the timer or stopwatch.
- Review all materials and familiarize yourself with the skills and worksheets.
Step 1
Introduction & Check-In
5 minutes
- Welcome students and introduce the session’s purpose.
- Conduct a quick emotional check-in: students name their current emotion and rate intensity using the Emotion Intensity Scale Poster.
- Review group norms and session objectives.
Step 2
Teach Emotional Regulation Skills
10 minutes
- Present key regulation techniques: deep breathing, progressive muscle relaxation, grounding.
- Distribute the Emotion Regulation Skills Handout and review each strategy.
- Use the Deep Breathing Technique Visual Aid Poster to model and practice deep breathing with the group (2 minutes).
- Encourage students to ask questions and reflect on personal use.
Step 3
Distress Tolerance Practice
10 minutes
- Introduce the concept of distress tolerance and distribute the Distress Tolerance Toolkit Worksheet.
- In small groups, give each a Situational Prompt Card and have students identify a matching distress tolerance skill.
- Students complete the worksheet by describing how they would apply the skill in the scenario.
- Rotate cards if time allows and debrief key insights.
Step 4
Reflection & Action Planning
5 minutes
- Invite students to share one skill they found most helpful and why.
- Have each student write a brief personal action plan on an index card: trigger, chosen skill, and affirmation.
- Collect cards or let students keep them as reminders.
- Summarize takeaways and encourage practice between sessions.
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Slide Deck
Calm Under Pressure
Welcome to our 30-minute session!
You’ll learn practical tools to manage intense emotions and stay calm under stress.
Welcome, everyone! Introduce yourself and the session topic. Emphasize a safe space and encourage participation.
Objectives & Norms
Objectives:
• Understand emotional regulation & distress tolerance skills
• Practice deep breathing, muscle relaxation, grounding
• Create a personal action plan
Group Norms:
• Listen respectfully
• Participate actively
• Maintain confidentiality
Review what we aim to achieve today and the group norms. Invite students to ask clarifying questions.
Emotional Check-In
- Name your current emotion
- Rate its intensity (1–10)
- (Optional) Share with the group
Guide students through the check-in: call on volunteers, model rating an emotion using the Emotion Intensity Scale Poster.
Key Skills Overview
Today we’ll learn:
• Deep Breathing
• Progressive Muscle Relaxation
• Grounding Techniques
Briefly introduce each skill before diving into details. Connect to why each matters during stress.
Deep Breathing
- Inhale slowly through your nose for 4 seconds
- Hold for 2 seconds
- Exhale through your mouth for 6 seconds
Practice together 3 times.
Use the Deep Breathing Technique Visual Aid Poster. Model one cycle, then guide students through three breaths together.
Progressive Muscle Relaxation
- Tense a muscle group for 5 seconds
- Release tension and notice relaxation
- Move systematically from head to toe
Lead students in tensing and releasing one muscle group (e.g., shoulders). Encourage noticing the difference.
Grounding Technique
Use your senses to ground yourself:
• 5 things you see
• 4 things you can touch
• 3 things you hear
• 2 things you smell
• 1 thing you taste
Explain how focusing on senses can ground you in the present. Invite students to try the 5-4-3-2-1 method quickly.
Distress Tolerance Practice
- Form small groups
- Draw a Situational Prompt Card
- Choose a matching skill
- Complete the Distress Tolerance Toolkit Worksheet
- Prepare to share your plan
Divide students into small groups. Ensure each has a Situational Prompt Card and the Distress Tolerance Toolkit Worksheet.
Reflection & Action Planning
Discuss:
• Which skill helped you most and why?
Then on an index card write:
• Trigger you might face
• Chosen skill to use
• A positive affirmation
Invite volunteers to share. Provide positive reinforcement and highlight different uses of skills.
Keep Practicing!
• Practice these skills daily
• Use your personal action plan
• Reach out to a trusted adult if you need support
Thank you for your participation!
Wrap up by reminding students of ongoing practice. Encourage them to use their action cards between sessions.
Worksheet
Distress Tolerance Toolkit Worksheet
Name: _________________________ Date: _______________
Instructions: In your small group, draw a Situational Prompt Card. Use the questions below to plan how you would apply a distress tolerance skill in that scenario. Write legibly and think through each step.
1. Scenario Summary
Briefly describe the situation on your prompt card. What’s happening, and why might it feel stressful or overwhelming?
2. Chosen Distress Tolerance Skill
Which skill did your group select (e.g., grounding, self-soothing, distraction, etc.)? Why is it a good match for this scenario?
3. Step-by-Step Application Plan
List the specific steps you would take to use this skill when you’re in the situation. Be as detailed as possible (include any breathing counts, sensory items, mantras, or actions you’ll use).
4. Notice and Name Your Feelings
Before you use the skill, what emotions or physical sensations might you notice? After using the skill, how do you expect to feel?
5. Reminder Strategy
How will you remind yourself to use this skill in the future? (For example: setting an alarm, carrying a reminder card, or asking a friend to check in.)
6. Reflection
After you try this plan in real life, come back to your worksheet and answer:
• What worked well?
• What would you adjust next time?
Great work! Keep this plan handy and practice using your skill whenever you feel distress rising. You’ve got this!
Reading
Emotion Regulation Skills Handout
What Is Emotion Regulation?
Emotion regulation means noticing your feelings and using specific strategies to change how intense they feel. When you learn to regulate emotions, you can think more clearly, make better decisions, and handle challenges without getting overwhelmed.
1. Deep Breathing
What it is: A simple practice of slowing down your breath to calm your body and mind.
Steps:
- Sit or stand comfortably with a straight spine.
- Close your eyes (if you feel comfortable).
- Inhale slowly through your nose for a count of 4.
- Hold your breath for a count of 2.
- Exhale slowly through your mouth for a count of 6.
- Repeat 3–5 times or until you feel more relaxed.
Example: Before a big test, Sarah felt her heart race. She closed her eyes, completed three deep breaths, and felt less anxious.
Tips:
- Place one hand on your belly to feel it rise and fall.
- Breathe into a paper bag if you’re feeling dizzy or hyperventilating (with teacher supervision).
- Practice daily for 1–2 minutes to make it a habit.
2. Progressive Muscle Relaxation (PMR)
What it is: Systematically tensing and then relaxing muscle groups to reduce physical tension.
Steps:
- Find a quiet spot and sit or lie down.
- Starting with your feet, tense the muscles for 5 seconds.
- Release the tension and notice how your muscles feel.
- Move upward: calves, thighs, hips, stomach, chest, hands, arms, shoulders, neck, and face.
- Take a slow, deep breath once you finish.
Example: Jamie felt butterflies in her stomach before giving a presentation. She tensed and released her stomach and shoulders. Afterward, she felt steadier.
Tips:
- Don’t overdo the tension—hold it just enough to notice the difference.
- Focus on the sensation of “letting go” when you relax.
- Use PMR when you notice tightness—like clenched jaws or stiff shoulders.
3. Grounding Techniques
What it is: Redirecting your focus to the present moment by using your five senses.
Steps (5-4-3-2-1 method):
- 5 things you see around you
- 4 things you can touch (e.g., your clothes, chair)
- 3 things you hear (e.g., clock ticking, distant voices)
- 2 things you smell (e.g., your own perfume or the classroom)
- 1 thing you taste (e.g., gum, water)
Example: When Alex felt overwhelmed by a stressful conversation, he spotted five classroom objects, touched his desk, and named three sounds. He calmed down quickly.
Tips:
- Keep small sensory items in your pocket (like a smooth stone) to touch.
- Practice grounding while waiting in line or before bed.
- Combine grounding with deep breathing for extra calm.
Make It Your Own
My Favorite Technique:
Why It Works for Me:
Practice Plan: When will I use this skill? _______________
Keep this handout in your binder or locker. Try each technique at home, during class breaks, or whenever you feel stressed. With practice, you’ll get better at staying calm and in control of your emotions!
Activity
Situational Prompt Cards
Print, cut, and shuffle these cards before the session. Each small group draws one card and uses it to complete the Distress Tolerance Toolkit Worksheet.
Card 1:
You arrive at school and realize you left your completed homework on the kitchen table. The teacher is asking for it in 5 minutes.
Card 2:
A friend shared an embarrassing photo of you online and it’s getting lots of comments. You’re worried about what others will think.
Card 3:
You’re about to give a short presentation but suddenly feel your hands shake and your voice catch.
Card 4:
During lunch, someone makes a mean joke about your clothing. You feel hurt and want to storm off.
Card 5:
You got cut from the sports team you practiced for all summer. You feel disappointed and angry.
Card 6:
You and your best friend had a big argument yesterday, and now they’re not speaking to you.
Card 7:
You opened your locker and it’s jammed, making you late for first period. You can hear classmates laughing.
Card 8:
You studied for a big exam but blank out on the first question. Your heart is racing.
Card 9:
A family member yells at you unexpectedly, and you feel overwhelmed by anger and sadness.
Card 10:
You accidentally spilled juice on your friend’s prized notebook. They look upset and you fear their reaction.
Card 11:
You overhear someone spreading a rumor about you in the hallway and don’t know how to respond.
Card 12:
You made a mistake during a group project, and now your teammates are upset and blaming you.
Use these scenarios to practice choosing and applying distress tolerance skills. Rotate cards if time allows and share key insights during the debrief.
Rubric
Distress Tolerance Worksheet Rubric
Use this rubric to assess the completeness, clarity, and insight demonstrated on the Distress Tolerance Toolkit Worksheet.
| Criteria | 4 – Exceeds Expectations | 3 – Meets Expectations | 2 – Approaching Expectations | 1 – Needs Improvement |
|---|---|---|---|---|
| Scenario Summary | Thorough, clear description of the scenario, including context and why it feels overwhelming. | Clear description of the scenario and its stress trigger. | Partial description; key details or rationale are missing or unclear. | Incomplete or inaccurate summary of the scenario. |
| Skill Selection & Justification | Skill choice directly matches the scenario; justification explains why it’s the best fit. | Appropriate skill chosen; justification is clear and logical. | Skill choice is acceptable but justification is weak or only partially relevant. | Skill choice is inappropriate or no justification provided. |
| Application Plan | Detailed, step-by-step plan with specifics (e.g., breath counts, sensory items, mantras). | Plan outlines clear steps, but lacks some detail or specificity. | Plan is vague or incomplete; missing key steps. | No plan or plan is not feasible. |
| Feelings Identification | Accurately predicts pre- and post-skill feelings or sensations with insight into change. | Identifies both pre- and post-skill feelings or sensations. | Mentions either pre-skill or post-skill feelings but not both. | Does not identify feelings or predictions are incorrect. |
| Reminder Strategy | Proposes a creative, practical reminder strategy that is likely to be used (e.g., alarm, card, peer check-in). | Suggests a reasonable reminder strategy that can work. | Strategy is generic or only somewhat practical. | No reminder strategy or one that is unlikely to be used. |
| Reflection Depth | Insightful reflection on what worked, why, and clearly outlines next adjustments. | Reflection addresses what worked and what could change next time. | Reflection is brief or superficial; touches on one question only. | Minimal or no reflection completed. |
Scoring: Add the points from each category (max 24). Use overall total to guide feedback and next steps:
- 20–24: Excellent understanding and application.
- 14–19: Solid work; revisit areas with lower scores for reinforcement.
- 7–13: Emerging skills; consider additional modeling or practice.
- 0–6: Targeted support needed; review concepts and scaffold next session.
Cool Down
Emotion Check-Out
Name: _________________________ Date: _______________
1. Which skill did you use most today, and how did it help you?
2. Rate your confidence in using this skill again (1 = Not confident, 10 = Very confident):
Scale: 1 2 3 4 5 6 7 8 9 10
3. How are you feeling right now? (Circle one)
😊 Calm 😐 Neutral 😟 Stressed 😠 Upset
4. What is one action you will take before our next session to stay calm under pressure?
Thank you for reflecting! Your thoughts help us make future sessions even more helpful.