Session 1 Warm-Up: Stress Snapshot

Time: 5 minutes
Materials: Whiteboard, markers

1. On a scale of 1 (very relaxed) to 5 (very stressed), rate how you feel right now:
   My stress rating is: ___

1. In one word, describe how you’re feeling at this moment:
   My feeling word: ____________

1. Briefly explain why you chose that rating or word:

Teacher Prompt:

• Invite each student to share their rating and word.
• Record each rating on the whiteboard and note common themes.
• Acknowledge their responses and thank them for sharing before moving into today’s lesson on coping strategies.

Session 1 Discussion: Understanding Stress and Coping Strategies

Time: 10 minutes
Materials: Whiteboard, markers, Stress Reflection Worksheet

Teacher Prep:

• Write the words Stress and Coping Strategy on the whiteboard.
• Hand out the Stress Reflection Worksheet so students can record answers.

Discussion Prompts

1. What does “stress” mean to you? Write a definition in your own words.

1. Describe a time in class when you felt stressed. What was happening and what did you notice in your body or mind?

1. How would you define a “coping strategy”? Why might having one help when you feel stressed?

Possible Follow-Up Questions

• Can anyone share an example of a stress trigger in math, science, or reading?
• Have you ever tried to cope with stress? What happened when you used that strategy?
• What could you do differently next time you notice stress building?

Wrap-Up

• Invite 2–3 volunteers to read one thing they wrote for each prompt.
• Summarize their definitions and examples on the whiteboard under Stress and Coping Strategy.
• Reinforce that today’s breathing exercise is one simple tool they can add to their coping toolbox.

Session 1 Activity: Guided Deep Breathing

Time: 10 minutes
Materials: Breathing Technique Guide, timer or smartphone, calm-down corner cushions or mats

Teacher Prep:

• Arrange a quiet, comfortable area in the classroom (calm-down corner) with cushions or mats.
• Set your timer or smartphone for a 2–3 minute practice interval.
• Familiarize yourself with the steps in the Breathing Technique Guide.

Steps

1. Introduction (2 minutes)
   • Gather students in the calm-down corner.
   • Explain that deep breathing is a simple tool they can use anywhere to feel calmer and more focused.
   • Show the Breathing Technique Guide and briefly review each step.
2. Demonstration (2 minutes)
   • Model belly breathing: place one hand on your chest and the other on your stomach.
   • Inhale slowly through your nose for a count of 4, feeling your stomach rise.
   • Exhale gently through your mouth for a count of 4, feeling your stomach fall.
   • Repeat once more while students watch and listen.
3. Guided Practice (3 minutes)
   • Invite students to find a comfortable seated position or lie down on the mats.
   • Start the timer for 2–3 minutes.
   • Lead them through several inhalations and exhalations, counting aloud.
   • Encourage students to notice the rise and fall in their bellies and any change in how their body feels.
4. Group Reflection (3 minutes)
   • After the timer stops, ask students to remain still for a moment and notice any differences (heart rate, tension).
   • Prompt each student to share one thing they observed:
     • “What did you feel in your body?”
     • “Did your mind feel calmer or more focused?”

Teacher Tips:

• Keep your voice calm and even throughout the exercise.
• Offer gentle reminders to stay with the breath if students become distracted.
• Praise effort and honesty—this is about practice, not perfection.

Connection to Worksheet:

• After the activity, have students open their Stress Reflection Worksheet.
• In the section titled My Coping Tools, ask them to write down “Deep Breathing” and draw a quick symbol to remind them of the exercise.

Possible Follow-Up Questions for Next Session:

• How often did you remember to use deep breathing this week?
• What situations did you try it in, and what happened?

Session 1 Stress Reflection Worksheet

Name: ________________________ Date: ________________

1. Describe a recent classroom situation that made you feel stressed. What happened?

1. Describe another situation that made you feel stressed. What happened?

1. How did your body feel during these situations? (e.g., racing heart, tense muscles)

1. How did your mind feel during these situations? (e.g., worried, distracted)

1. Before today’s breathing exercise, what was your stress rating from 1 (relaxed) to 5 (very stressed)? __
   After the breathing exercise, what is your new rating? __

1. What did you notice in your body or mind after the breathing exercise?

1. Write the name of the coping tool you practiced today. Draw a symbol or picture to remind you of it.

1. When and how will you use this tool next time you feel stressed in class?

Tip: If you need a reminder of the steps, review the Breathing Technique Guide.

Session 1 Cool-Down: Reflection & Next Steps

Time: 5 minutes
Materials: Whiteboard, markers, Stress Reflection Worksheet

1. Revisit Your Stress Rating

• Ask each student to share their stress rating from the start of the lesson and their rating now.
• Teacher records both numbers on the whiteboard to highlight any changes.

1. Share One Insight

• Invite each student to name one thing they noticed or liked about today’s deep-breathing exercise.
• Encourage brief, positive feedback (e.g., “I felt my heart slow down,” “I liked counting the breaths”).

1. Personal Action Plan

• Have students open their Stress Reflection Worksheet.
• In the section “When and how will you use this tool next time,” each student writes one specific moment this week they will practice deep breathing in class (e.g., before a quiz, during a group discussion).

1. Group Affirmation

• Lead the class in a single, positive statement:
  “I can use my breathing to stay calm and focused.”
• Have students repeat it together, and end with a deep breath in and out.

Teacher Tip:

• Praise effort and remind students that every practice builds their “calming toolbox.”
• Encourage them to tuck their worksheet in their binder and refer back when they feel stress building.

Session 1 Breathing Technique Guide

Deep belly breathing is a simple tool you can use anytime to feel calmer and more focused. Follow these steps whenever you notice tension or stress building.

Why It Works

• Activates your body’s relaxation response
• Slows down heart rate and racing thoughts
• Brings attention to the present moment

Steps for Belly Breathing

1. Get Comfortable
   • Sit upright in a chair or on the floor with a cushion.
   • Rest one hand on your chest and the other on your belly.
2. Inhale Slowly
   • Breathe in gently through your nose for a slow count of 4.
   • Notice your belly (not your chest) rising under your hand like a balloon filling with air.
3. Pause Briefly
   • Hold the breath for a count of 2.
   • Feel the stillness for a moment.
4. Exhale Fully
   • Breathe out slowly through your mouth for a count of 6.
   • Imagine the air leaving your belly, and feel it fall.
5. Repeat
   • Continue this cycle for at least 5 rounds (about 1–2 minutes).
   • If your mind wanders, gently bring it back to counting and the rise/fall of your belly.

Tips for Success

• Keep your shoulders relaxed and your jaw unclenched.
• Use a timer or count in your head to maintain pace.
• Practice daily—even when you’re not stressed—to make it easier to use when you are.

“Every breath you take is a chance to hit the reset button.”

Keep this guide handy! Whenever you feel stressed in class—from before a quiz to during group work—pause and do a few rounds of belly breathing to help you stay calm and focused.

Session 2 Warm-Up: Deep Breathing Check-In

Time: 5 minutes
Materials: Whiteboard, markers

1. Recall one time this week you practiced deep breathing in class.
   • What was happening? Briefly note the situation: _______________

• How did you feel before using deep breathing?
Feeling(s): _______________

• How did you feel after using deep breathing?
Feeling(s): _______________

Teacher Prompt:

• Invite each student to share their situation and before/after feelings.
• Record each example on the whiteboard under Deep Breathing in Action.
• Ask: “What changed for you from before to after?”
• Thank students for sharing and transition into the reflection discussion with the Deep Breathing Reflection Worksheet.

Session 2 Discussion: Reflecting on Deep Breathing

Time: 10 minutes
Materials: Whiteboard, markers, Deep Breathing Reflection Worksheet

Teacher Prep:

• Distribute the Deep Breathing Reflection Worksheet to each student.
• Write the heading Deep Breathing Insights on the whiteboard.

Discussion Prompts

1. When and why did you choose to use deep breathing this week?

   ---

1. What changes did you notice in your body after you breathed deeply?
   (e.g., heart rate, muscle tension)

   ---

1. What did you notice in your mind or emotions?
   (e.g., more focused, calmer thoughts)

   ---

1. How effective was deep breathing in reducing your stress or helping you focus? Rate on a scale of 1 (not helpful) to 5 (very helpful): __

Possible Follow-Up Questions

• Can anyone share a moment when deep breathing felt most helpful?
• If you felt it was less helpful at times, what might you do differently next time?
• How could you combine deep breathing with another strategy (like PMR) for even greater calm?

Wrap-Up

• Invite 2–3 volunteers to share one key insight they wrote.
• Summarize their observations on the whiteboard under Deep Breathing Insights.
• Transition: “Next, we’ll learn a new tool—Progressive Muscle Relaxation—to add to your calming toolbox.”

Session 2 Activity: Guided Progressive Muscle Relaxation (PMR)

Time: 10 minutes
Materials: Progressive Muscle Relaxation Guide, timer or smartphone, calm-down corner mats or cushions

Teacher Prep:

• Arrange a quiet area (calm-down corner) with enough space for students to sit or lie comfortably.
• Print or display the Progressive Muscle Relaxation Guide.
• Set timer for a 4–5 minute practice interval.
• Familiarize yourself with the sequence of muscle groups: feet → calves → thighs → abdomen → chest → hands → arms → shoulders → neck → face.

Steps

1. Introduction (2 minutes)
   • Gather students in the calm-down corner.
   • Explain that Progressive Muscle Relaxation (PMR) helps release tension by tensing and then relaxing each muscle group.
   • Show the Progressive Muscle Relaxation Guide and quickly review each muscle group and the tensing/releasing process.
2. Demonstration (2 minutes)
   • Model the first two groups:
     • Feet: Tense by pointing toes downward for a count of 5; then release and notice the difference for a count of 10.
     • Calves: Tense by flexing feet toward you for a count of 5; then release fully for a count of 10.
   • Encourage students to watch how your body changes when you tense and then let go.
3. Guided Practice (4 minutes)
   • Invite students to sit or lie down comfortably.
   • Lead them through the remaining groups, using a calm, slow voice:
     • Thighs: Squeeze (count of 5), release (count of 10)
     • Abdomen: Tighten stomach (5), release (10)
     • Chest: Take a deep breath and hold (5), exhale and relax (10)
     • Hands & Arms: Make fists/tense arms (5), release (10)
     • Shoulders: Shrug up (5), drop and relax (10)
     • Neck & Face: Press head back/raise eyebrows (5), soften jaw/forehead (10)
   • Start your timer for the full cycle (approximately 4–5 minutes).
4. Group Reflection (2 minutes)
   • After the timer ends, have students remain still and notice any changes in their bodies.
   • Ask each student:
     • “Which muscle group felt the most release when you let go?”
     • “How does your body feel now compared to before we began?”
   • Encourage brief responses and validate effort.

Teacher Tips:

• Use a gentle, steady tone; pause long enough for tensing and full relaxation.
• Remind students that it’s normal if some groups feel easier or harder to relax.
• Praise their willingness to try a new strategy.

Connection to Reflection Worksheet:

• Distribute or have students open their Deep Breathing Reflection Worksheet.
• In the section Next Tool to Try, ask them to write “Progressive Muscle Relaxation” and note one situation this week when they will use it (e.g., before a test, during a break between classes).

Possible Follow-Up Questions for Next Session:

• How often did you practice PMR this week?
• What changes did you notice in your stress level or focus after using PMR?

Session 2 Deep Breathing Reflection Worksheet

Name: ________________________ Date: ________________

1. When and why did you choose to use deep breathing this week?

   ---

1. What changes did you notice in your body after you practiced deep breathing?
   (e.g., heart rate, muscle tension)

   ---

1. What did you notice in your mind or emotions?
   (e.g., more focused, calmer thoughts)

   ---

1. How effective was deep breathing in reducing your stress or helping you focus?
   Rate on a scale of 1 (not helpful) to 5 (very helpful): __

1. Next Tool to Try
   • Tool Name: Progressive Muscle Relaxation
   • Describe one situation this week when you will use this tool (e.g., before a quiz, during a break):

Tip: If you need a reminder of the steps, review the Progressive Muscle Relaxation Guide.

Session 2 Cool-Down: Reflection & Next Steps

Time: 5 minutes
Materials: Whiteboard, markers, Deep Breathing Reflection Worksheet, Progressive Muscle Relaxation Guide

1. Current Stress Check

• Ask each student to rate their current stress level on a scale of 1 (very relaxed) to 5 (very stressed): ___
• Record each rating on the whiteboard under Current Stress Rating.

1. Share One PMR Insight

• Invite each student to name one thing they liked or noticed about today’s Progressive Muscle Relaxation exercise.

1. Personal Action Plan

• Have students open their Deep Breathing Reflection Worksheet to the Next Tool to Try section.
• Ask them to write one specific moment this week they will practice PMR in class (e.g., before a quiz, after recess).

1. Group Affirmation

• Lead the class in a positive statement:
  “I can release tension and stay calm when I need to.”
• Have students repeat it together, ending with a slow inhale and exhale.

Teacher Tip:

• Encourage students to keep their worksheet accessible and remind them that combining tools strengthens their calming toolbox.

Session 3 Warm-Up: Coping Strategies Round-Up

Time: 5 minutes
Materials: Whiteboard, markers

1. Since our last session, think of one time you used a coping strategy in class (Deep Breathing or PMR):
   • Strategy used: ____________
   • Briefly describe the situation and what happened:

1. Which tool did you find most helpful in that moment? Why do you think it worked for you?

Teacher Prompt:

• Invite each student to share their strategy and situation; record each example on the whiteboard under Coping Strategies in Action.
• Ask: “Why was this tool helpful for you?”
• Note common themes and thank students for sharing before moving into today’s integration discussion with the Integration Reflection Worksheet.

Session 3 Discussion: Reflecting on Your Calming Toolbox

Time: 10 minutes
Materials: Whiteboard, markers, Integration Reflection Worksheet

Teacher Prep:

• Distribute the Integration Reflection Worksheet to each student.
• Write the heading Calming Toolbox Insights on the whiteboard.

Discussion Prompts

1. Deep Breathing Review
   • When and why did you use deep breathing in the past sessions?

   ---

1. Progressive Muscle Relaxation Review
   • When and why did you choose PMR? What did you notice in your body when you released tension?

   ---

1. Guided Imagery Preview
   • Before we practice guided imagery, what do you think this tool might feel like or help with?

   ---

1. Tool Effectiveness
   • Which of the tools (deep breathing or PMR) was most effective for you so far? Why?

   ---

1. Combining Strategies
   • Can you think of a moment when you might use two tools together? Describe how that might look.

   ---

Possible Follow-Up Questions

• Did anyone notice different benefits between breathing and PMR?
• Were there times when one tool felt easier or quicker to use?
• How might adding guided imagery strengthen your toolbox?

Wrap-Up

• Invite 2–3 volunteers to share one key insight from their worksheet.
• Summarize their responses on the whiteboard under Calming Toolbox Insights.
• Transition: “Now that we’ve reflected on how breathing and PMR have helped, let’s learn guided imagery to add a new dimension to our calming toolbox.”

Session 3 Activity: Guided Imagery Practice

Time: 10 minutes
Materials: Guided Imagery Guide, timer or smartphone, calm-down corner mats or cushions

Teacher Prep:

• Arrange a quiet, comfortable space in the calm-down corner
• Print or display the Guided Imagery Guide
• Set timer for 4–5 minutes of practice
• Familiarize yourself with the guided imagery script and prompts

Steps

1. Introduction (2 minutes)
   • Gather students and explain that guided imagery uses the power of their imagination to create a calm, peaceful place in their minds.
   • Show the Guided Imagery Guide and briefly review how to use it.
2. Demonstration (2 minutes)
   • Read aloud a short example script (e.g., imagining a beach or forest).
   • Model describing vivid details: sights, sounds, smells, and sensations.
3. Guided Practice (5 minutes)
   • Invite students to find a comfortable position (sitting or lying down) and close their eyes if they feel safe doing so.
   • Speak slowly and softly, guiding them through the scene step-by-step:
     • “Imagine you’re standing on a soft, sandy beach…”
     • “Feel the warm sun on your skin…”
     • “Hear the gentle waves lapping at the shore…”
     • “Notice the cool breeze and the smell of saltwater…”
   • Pause between prompts to allow students to fully picture each detail.
   • Continue for 4–5 minutes until the timer ends.
4. Group Reflection (1 minute)
   • After the session, ask students to silently note:
     • One physical change they experienced (e.g., relaxed muscles, slower breathing)
     • One emotional change they noticed (e.g., calmer thoughts, less worry)

Teacher Tips:

• Use a calm, descriptive voice and allow quiet pauses for imagination.
• Encourage students to focus on details that feel most soothing to them.
• Remind them it’s okay if their mind wanders—gently guide them back to the imagery.

Connection to Worksheet:

• Have students open the Integration Reflection Worksheet.
• In the Guided Imagery section, ask them to write the type of scene they imagined and one situation this week when they will try guided imagery (e.g., before a test, after school).

Possible Follow-Up Questions for Next Week:

• How did using guided imagery affect your stress level?
• In what types of situations did you find it most useful?
• Would you combine imagery with another tool (like deep breathing) for extra calm?

Mindful Movement Activities

A set of three quick, classroom-ready movement breaks to help students ground themselves, reduce tension, and refocus. Each activity takes about 5–7 minutes and can be used between lessons or anytime stress builds.

Time: 5–7 minutes per activity
Materials: Open floor space or clear area, yoga mats or cushions (optional), chairs (optional), timer or smartphone

Activity 1: Stretch & Release Sequence

Time: 5 minutes
Materials: Wall space or open area

Steps:

1. Neck Rolls (1 min)
   • Stand or sit tall. Drop right ear toward right shoulder, roll chin forward, then to left shoulder. Repeat slowly 3× in each direction.
2. Shoulder Shrugs & Rolls (1 min)
   • Inhale as you lift shoulders to ears, exhale as you drop them. Repeat 5×.
   • Roll shoulders backward 5× and forward 5×.
3. Side Stretch (1 min)
   • Reach right arm overhead, lean left, hold for 10 sec, switch sides. Repeat twice.
4. Forward Fold (1 min)
   • Stand with feet hip-width. Exhale, hinge at hips, fold forward letting head hang. Hold 20 sec, bend knees and roll up slowly.
5. Wrist & Ankle Rolls (1 min)
   • Extend arms, circle wrists clockwise 5×, then CCW 5×. Lift one foot, roll ankle 5× each way; switch.

Reflection Prompt:
• “How did your body feel before vs. after the stretch?”

Activity 2: Simple Yoga Flow

Time: 7 minutes
Materials: Yoga mats or soft floor space

Sequence (Repeat 2×):

1. Mountain Pose (Tadasana)
   • Stand tall, feet together, arms at sides. Breathe 3×.
2. Upward Salute (Urdhva Hastasana)
   • Inhale, sweep arms overhead, gaze up. Breathe 3×.
3. Forward Fold (Uttanasana)
   • Exhale, hinge forward, hands toward floor. Breathe 3×.
4. Half Lift (Ardha Uttanasana)
   • Inhale, lift chest halfway, hands on shins. Breathe 2×.
5. Step or Jump Back to Plank
   • Hold plank for 2 breaths, engaging core.
6. Child’s Pose (Balasana)
   • Lower knees, sit back on heels, big toes touch, arms forward. Rest for 5 breaths.
7. Return to Mountain Pose
   • Rise slowly, roll up vertebra by vertebra, arms at sides.

Teacher Tip:
• Model smooth transitions and maintain a calm voice for each inhale/exhale cue.

Reflection Prompt:
• “Which pose felt most grounding or calming?”

Activity 3: Walking Meditation

Time: 5 minutes
Materials: Clear walking path in classroom or hallway

Steps:

1. Introduction (1 min)
   • Explain: focus on each step—lifting, moving, placing the foot.
2. Slow Walk (3 min)
   • Inhale as you lift one foot, exhale as you place it down.
   • Keep gaze soft, shoulders relaxed.
   • Notice sensations: weight shifts, floor texture.
3. Closing Stand (1 min)
   • Stand still, feet hip-width, close eyes or soften gaze.
   • Take 3 slow breaths, noticing balance and stillness.

Possible Reflection:
• “What did you notice in your body as you walked slowly?”
• “How did focusing on steps affect your mind?”

Integration & Follow-Up:

• Encourage students to pick one activity each day when they feel restless or anxious.
• Suggest combining with deep breathing or PMR for extra calm.
• Collect quick journaling responses after practice: one–two sentences about how they felt.

Keep this as a go-to resource to help students move mindfully and stay engaged throughout the day.

Stretch & Release Reflection Worksheet

Name: ____________________________ Date: ________________

1. How did your body feel before the Stretch & Release Sequence?
   
   
   
   
   
   
   
   

2. How did your body feel after completing the sequence?
   
   
   
   
   
   
   
   

3. Which stretch or movement felt most helpful in releasing tension? Why?
   
   
   
   
   
   
   
   
   
   
   

4. What changes did you notice in your posture or breathing during the activity?
   
   
   
   
   
   
   
   

5. When in your school day could you use this Stretch & Release Sequence to help you refocus or relax?
   
   
   
   
   
   
   
   

Tip: Review the steps in Mindful Movement Activities before your next stretch break.

Yoga Flow Reflection Worksheet

Name: ____________________________ Date: ________________

1. How did your body feel before the Simple Yoga Flow?
   
   
   
   
   
   
   
   

2. How did your body feel after completing the sequence?
   
   
   
   
   
   
   
   

3. Which pose felt most grounding or calming? Why?
   
   
   
   
   
   
   
   
   
   
   

4. What changes did you notice in your breathing or posture during the flow?
   
   
   
   
   
   
   
   

5. When during your school day could you use this yoga flow to help you refocus or relax?
   
   
   
   
   
   
   
   

Tip: Review the steps in Mindful Movement Activities before your next practice.

Walking Meditation Reflection Worksheet

Name: ____________________________ Date: ________________

1. How did your body feel before the Walking Meditation?
   
   
   
   
   
   
   
   

2. How did your body feel during the slow, mindful walk?
   
   
   
   
   
   
   
   

3. What sensations did you notice in your feet and legs as you focused on each step?
   
   
   
   
   
   
   
   
   
   
   

4. How did paying attention to your steps affect your mind or emotions?
   
   
   
   
   
   
   
   

5. When in your school day could you use a Walking Meditation to help you feel more focused or calm?
   
   
   
   
   
   
   
   

Tip: Refer to the instructions in Mindful Movement Activities for additional guidance.