Check-In Check-Out Discussion

Discussion Purpose and Guidelines

Goals

• Deepen understanding of daily check-in/check-out routines.
• Explore and practice coping strategies together.
• Build empathy and peer support.

Discussion Norms

• Respectful Listening: One person speaks at a time; use kind words.
• Use “I” Statements: Share your own thoughts and feelings.
• Confidentiality: What’s shared stays in the group.
• Encourage Everyone: Invite quieter classmates to share when ready.

Refer to our Group Agreement Poster at any time.

Session 1: Establishing Our Routine

Main Prompt: Why do you think having a check-in and check-out routine is helpful for our class?
Follow-Up: How might this routine change how we feel about coming to school each day?

Deeper Question: What does sharing one word about our feelings teach us about ourselves and others?
Follow-Up: Can someone give an example of a day when knowing how a friend feels could help them feel better?

Session 2: Identifying Emotions

Main Prompt: Look at the Feelings Wheel Graphic. Which emotion surprised you, and why?
Follow-Up: How do you know when someone is feeling that emotion if they don’t say it?

Deeper Question: When you picked an emotion in partners, what did you notice about how your friend described it?
Follow-Up: How can thinking about specific words help us name our feelings faster?

Session 3: Exploring Coping Strategies

Main Prompt: After drawing a card from the Coping Strategies Cards, how might you use that strategy on a tough day?
Follow-Up: Which strategy do you think would help you most when you’re upset?

Deeper Question: What challenges do you foresee when trying a strategy for the first time?
Follow-Up: How can friends support each other in practicing new strategies?

Session 4: Breathing and Mindfulness

Main Prompt: How did your body feel before and after the breathing exercise?
Follow-Up: Why do you think focusing on your breath changes your feelings?

Deeper Question: When might you use this breathing practice during the school day?
Follow-Up: How could you remind yourself to stop and breathe when things get stressful?

Session 5: Positive Self-Talk

Main Prompt: Share one negative thought you often have, and then turn it into a positive statement.
Follow-Up: How does that new thought make you feel differently?

Deeper Question: Why is talking kindly to yourself as important as talking kindly to friends?
Follow-Up: What positive affirmation will you try tomorrow?

Session 6: Sensory Break Strategies

Main Prompt: Which sensory item (fidget toy, squeeze ball, etc.) helped you the most?
Follow-Up: What does your body feel like when you need a sensory break?

Deeper Question: How could you quietly let a teacher or friend know you need a sensory break?
Follow-Up: What’s a simple plan for taking a break and returning to work?

Session 7: Problem-Solving Steps

Main Prompt: Using the STOP-Think-Choose steps, describe how you’d handle a disagreement with a classmate.
Follow-Up: What might you do differently after using each step?

Deeper Question: Think of a real worry you have. How could these steps help you feel more in control?
Follow-Up: Who could you ask to practice these steps with you?

Session 8: Reflection and Next Steps

Main Prompt: Looking back at your Reflection Journal Pages, what strategy made the biggest difference for you?
Follow-Up: How will you remind yourself to use that strategy every day?

Deeper Question: What one goal will you set for yourself as you continue check-in and check-out routines?
Follow-Up: How can your classmates help you reach that goal?

Feel free to write thoughts in your journals or share out loud. Let’s keep supporting each other!

Coping Strategy Activities

Below are eight short, hands-on activities—one for each session—that help students practice the routines and coping strategies learned in Check-In Champions.

Session 1: Emotion Charades

Materials: Feelings Wheel Graphic, open floor space

Instructions:

1. Students take turns picking an emotion from the wheel (no words—just mime!).
2. Classmates guess the emotion.
3. After each turn, the actor uses the Check-In Chart Template to record that emotion.
4. Debrief: What clues (facial expression, body posture) helped you guess?

Session 2: Feeling Collage

Materials: old magazines, scissors, glue, construction paper

Instructions:

1. In small groups, students search magazines for images or words that match an emotion on the Feelings Wheel Graphic.
2. Glue selections onto a large sheet to create a “Feeling Collage.”
3. Each group shares one image and explains which emotion it represents.

Session 3: Coping Strategy Role-Plays

Materials: Coping Strategies Cards

Instructions:

1. In pairs, students draw one card and plan a 30-second skit showing that strategy in action (e.g., deep breathing, counting).
2. Perform for the group.
3. Classmates name the strategy and suggest one situation when it might help.

Session 4: Breathing Art

Materials: white paper, colored pencils, markers

Instructions:

1. Students draw two outlines of their body on paper.
2. In the first outline, use jagged lines or dark colors to show how stress feels.
3. Practice 4-7-8 breathing together.
4. In the second outline, use smooth lines and bright colors to show how calm feels.
5. Share: How did your picture change?

Session 5: Affirmation Flipbooks

Materials: index cards, stapler or binder clips, markers

Instructions:

1. Each student writes one negative thought (e.g., “I can’t do this”) on the back of an index card.
2. On the front, they rewrite it as a positive affirmation (“I am learning and improving”).
3. Staple 4–5 cards together to make a mini flipbook.
4. Pair up and practice flipping through affirmations while saying them aloud.

Session 6: Sensory Station Exploration

Materials: variety of fidget toys or sensory items, timer

Instructions:

1. Set up 3–4 stations (e.g., stress ball, textured pad, chewy necklace).
2. Students rotate every 2 minutes, trying each item quietly.
3. At each station, they rate how calm or focused they feel on a mini-checklist.
4. Quick share: Which station helped you the most?

Session 7: Problem-Solving Puzzle

Materials: scenario cards (pre-written), paper, pencils

Instructions:

1. In groups of three, students draw a scenario card describing a common worry or conflict.
2. Using the STOP–Think–Choose steps, groups write out their solution.
3. One student reads the scenario, another explains each step, and the third summarizes the outcome.
4. Class discussion: How did the steps help you feel more in control?

Session 8: Reflection Gallery Walk

Materials: completed Reflection Journal Pages, tape, gallery space

Instructions:

1. Tape each student’s reflection page around the room.
2. Students walk around silently, reading peers’ goals and progress.
3. At three pages, stop and leave a positive sticky-note comment.
4. Circle up: What idea from a friend are you inspired to try next?

These interactive moments reinforce check-in/out routines, model coping tools, and encourage peer support—all in just 10–12 minutes each session. Happy championing!