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Crisis Check-Up

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Lesson Plan

Check-Up Session Outline

Conduct a focused 20-minute individual check-in to assess current suicide risk, update the safety plan, and equip the 9th-grade student with immediate coping strategies.

Regular, structured check-ins help dynamically monitor risk factors, identify changes early, reinforce safety planning, and empower students with coping skills to stay safe.

Audience

9th Grade Student

Time

20 minutes

Approach

Structured conversation with tracking and coping tools

Materials

Risk Factor Snapshot, Weekly Mood Tracker, and Mindful Breathing Guide

Prep

Review Materials & Setup Space

5 minutes

Step 1

Greeting & Rapport Building

2 minutes

  • Welcome the student warmly and explain the purpose of the brief check-in
  • Emphasize confidentiality and your support
  • Ask how they’re feeling as you begin the session

Step 2

Current Risk Assessment

5 minutes

  • Use the Risk Factor Snapshot to rate current mood, suicidal thoughts, and stressors
  • Ask direct, compassionate questions about ideation, plans, and intent
  • Document any changes or new concerns since the last session

Step 3

Safety Plan Review

4 minutes

  • Review the student’s personalized safety plan step by step
  • Confirm which coping strategies have been most helpful
  • Update the plan with any new warning signs, supports, or contacts

Step 4

Coping Skills Exploration

4 minutes

  • Introduce or reinforce a breathing exercise from the Mindful Breathing Guide
  • Practice the technique together briefly
  • Discuss which strategies feel most accessible and comfortable for the student

Step 5

Mood & Risk Factor Tracking

3 minutes

  • Complete today’s entry in the Weekly Mood Tracker
  • Identify any patterns, triggers, or improvements from the past week
  • Collaboratively set one small goal for the student’s emotional self-care

Step 6

Closing & Next Steps

2 minutes

  • Summarize key takeaways and confirm the student’s understanding
  • Schedule the next check-in session
  • Remind the student of emergency contacts and 24/7 crisis resources
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Slide Deck

Risk Factor Snapshot

Purpose: To identify your current mood, any suicidal thoughts, and key stressors.

How you answer will help us support you more effectively.

Welcome the student and introduce the Risk Factor Snapshot tool. Emphasize that their honest responses help ensure their safety. Explain confidentiality and ask any initial questions.

Current Mood Rating

On a scale of 1 to 10, how would you rate your overall mood in the past 24 hours?

1 – Feeling very low
5 – Neutral
10 – Feeling very good

Show the mood scale visually (e.g. 1–10). Ask the student to choose a number that best represents their mood. Note any hesitation and explore context briefly.

Suicidal Ideation Frequency

In the past week, how often have you had thoughts of harming yourself?

• None
• Occasionally (less than once/week)
• Several times/week
• Daily or more

Use open body language. Ask the student to indicate how often they've had suicidal thoughts. Normalize the question and remain non-judgmental. Document responses carefully.

Key Stressors Checklist

Please check any stressors you’ve experienced recently:

☐ Academic pressure
☐ Family or home conflicts
☐ Peer relationships or social issues
☐ Bullying or harassment
☐ Other: __________

Go through each stressor. Invite the student to check all that apply and elaborate if they're comfortable. Add 'Other' as needed.

Summary & Next Steps

Let’s review your responses:

• Mood rating: ___
• Suicidal ideation frequency: ___
• Top stressors: ___

Which area feels most concerning right now?
Next, we’ll move into Safety Plan Review via the Check-Up Session Outline.

Summarize the student’s key risk factors. Ask which area concerns them most. Transition to the next step: Safety Plan Review in the Check-Up Session Outline.

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Worksheet

Weekly Mood Tracker

Date: ___________ to ___________

Monday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Tuesday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Wednesday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Thursday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Friday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Saturday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Sunday

  1. Mood Rating (1-10): ______


  2. Triggers/Stressors you noticed:





  3. Coping Strategies Used:





Weekly Reflection

  1. What patterns or trends did you notice in your mood this week?










  2. Which coping strategies were most helpful? Why?










  3. One small goal for your emotional self-care next week:





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Cool Down

Mindful Breathing Guide

Purpose: To provide a quick, in-the-moment strategy for calming the mind and body through guided breathing.

Instructions for Counselor:

  1. Invite the student to find a comfortable seated position with feet flat on the floor and hands resting in their lap. Model the posture yourself.
  2. Explain each step before you begin and remind them that it’s okay if their mind wanders—gently guide their focus back to the breath.
  3. Guide the student through 3–5 cycles, speaking slowly and counting aloud.

Breathing Steps

  1. Inhale (Count to 4):
    • Breathe in slowly through your nose.
    • Feel your belly rise as you count: “1, 2, 3, 4.”
  2. Hold (Count to 2):
    • Keep your breath in for a gentle pause: “1, 2.”
  3. Exhale (Count to 6):
    • Breathe out fully through your mouth or nose: “1, 2, 3, 4, 5, 6.”
    • Notice your shoulders releasing tension as the air leaves your body.
  4. Pause (Count to 2):
    • Rest briefly before the next inhale: “1, 2.”

Repeat this cycle 3–5 times or until you notice a sense of calm.

Counselor Cues & Tips

  • Model the Rhythm: Practice out loud first so the student can follow your pace.
  • Stay Present: If the student’s attention drifts, gently say, “Notice your next inhale,” or “Let’s begin again at one.”
  • Observe & Validate: After a cycle, ask, “How did that feel?” or “What did you notice?”
  • Personalize: Encourage the student to adjust the counts to what feels most comfortable (e.g., 3–4–5 pattern).

Next Steps:

  • Integrate this exercise into the student’s updated safety plan as a go-to coping strategy.
  • Encourage the student to practice on their own between sessions and record any observations in the Weekly Mood Tracker.
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Crisis Check-Up • Lenny Learning