Coping Superpowers

Name: ____________ Date: ____________

1. Feelings Faces

Draw a face showing sadness:







Draw a face showing anger:

2. When I Feel…

When I feel sad, I can:




When I feel angry, I can:

3. My Coping Toolbox

Write three ways to feel better:

1. ____________________ 2) ____________________ 3) ____________________
   

Draw your toolbox and your tools inside:

4. My Superpower Plan

Circle a feeling: SAD / ANGRY
Which tool will I use (1, 2, or 3)? ____




Remember: You have Coping Superpowers to help you feel calm and strong!

Coping Skills Worksheet Answer Key

This guide helps the teacher recognize strong student responses, offer examples or prompts when needed, and plan next steps to support self-regulation.

1. Feelings Faces

What to look for:

• Sadness: - Mouth turned down at the corners, droopy eyelids or eyebrows, possible tears or blue tones.
• Anger: - Furrowed or “V”-shaped eyebrows, tight or downturned mouth, clenched teeth or fists, red cheeks.

Teacher prompts/scaffolding:

• If the student draws a neutral face, ask “What does sadness look like in your body or face?”
• Encourage labeling: “Can you show me how your eyebrows move when you’re angry?”

Next steps:

• Reinforce accurate observations (“Great job showing the furrowed eyebrows!”).
• If features are missing, model a quick sketch or gesture and have student copy.

2. When I Feel…

Acceptable responses:

• Deep breathing: “I can take 3 deep breaths.”
• Physical activity: “I can jump up and down.”
• Comfort item: “I can hug my teddy.”
• Talk it out: “I can tell my teacher or mom how I feel.”

Teacher prompts/scaffolding:

• If the student leaves blank, offer a choice board: “Do you want to draw, breathe, or talk?”
• Ask follow-up: “Why would that help you feel better?” to deepen understanding.

Next steps:

• Validate each idea: “That’s a smart way to calm yourself.”
• Encourage trying at least one strategy during the session.

3. My Coping Toolbox

What to look for:

• Three distinct strategies (can repeat from Q2 or add new ones).
• Drawings that represent each tool (e.g., a book, a heart, a jump rope).

Example toolbox items: 1) Squeeze a stress ball 2) Count to 10 3) Draw or color

Teacher prompts/scaffolding:

• If the student writes only one or two, ask, “Can you think of one more way you can feel calm?”
• Offer sensory, movement, or social options: “You could also listen to your favorite song.”

Next steps:

• Have the student explain how each tool helps (“How does counting to 10 help your body?”).
• Praise creativity and effort in the drawing.

4. My Superpower Plan

What to look for:

• A circled feeling (SAD or ANGRY).
• A tool number (1, 2, or 3) matching their toolbox items.

Teacher prompts/scaffolding:

• If no feeling is circled, ask, “Which feeling comes to you most often?”
• If the tool number is missing or doesn’t match, guide them: “Which of your three tools would you try first?”

Next steps:

• Role-play: Practice using their chosen tool (“Show me how you would count to 10.”).
• Encourage the student to keep the worksheet in a safe place to revisit when emotions rise.

Overall Notes for the Teacher:

• Celebrate all attempts and normalize that everyone needs a coping toolbox.
• Use this worksheet as a living document: revisit and add new tools as the student learns more strategies.
• Follow up in future sessions by checking which tools the student has used and which have worked best.