Overstimulation Scenario Cards

Instructions: In small groups, review each scenario below. For each one:

1. Identify the overstimulation trigger(s).
2. Brainstorm 2–3 quick-response strategies to help a student regain calm.
3. Note any materials or environmental adjustments you would use.

Scenario 1: Loud Hallway Transition

“Students are coming back from gym class and must walk through a long, echoing hallway filled with other classes milling about. One student covers their ears and refuses to move forward.”

Triggers:
Strategies:

Scenario 2: Visual Clutter on the Board

“You’ve just posted a set of colorful charts, anchor posters, and announcements on the whiteboard. A second grader stares at the board for several minutes, then starts doodling instead of following the morning work instructions.”

Triggers:
Strategies:

Scenario 3: Unexpected Fire Drill Alarm

“An unscheduled fire alarm bell rings in the middle of a math lesson. The shrill sound startles the class; after lining up, students chatter and become fidgety once outside.”

Triggers:
Strategies:

Scenario 4: Guest Speaker in a New Voice

“A guest reader enters with a microphone and begins telling a story. The amplified voice is unfamiliar, and several students cover their ears, rocking in their seats.”

Triggers:
Strategies:

Scenario 5: Crowded Group Work Area

“You’ve set up a science experiment table where six students must share limited space and materials. One child pushes peers aside and snaps at classmates when they bump her elbow.”

Triggers:
Strategies:

Scenario 6: Sudden Schedule Change

“You announce that today’s art project is being postponed and replaced with extra reading time. A student flops onto the floor, saying, ‘I can’t handle changes!’”

Triggers:
Strategies:

Use these cards to spark discussion and build a toolkit of proactive calming strategies. When you reconvene, be prepared to share one scenario with your group’s top strategy!

Routine Change Reflection Worksheet

Instructions: Reflect on a recent routine change in your classroom. Use the prompts below to identify challenges, analyze contributing factors, and plan improvements.

1. Describe the Routine Change

What was the change (e.g., a new arrival procedure, schedule shift, unexpected activity swap)? When and how did you communicate it to students?

2. Student Reactions

What behaviors, emotional cues, or comments did you observe as students encountered the change?

3. Contributing Factors

Consider environmental, instructional, or sensory elements that may have heightened student stress during this transition.

4. Strategies Used & Effectiveness

What calming or management strategies did you try in the moment? Did they help? Explain why or why not.

5. Plan for Next Time

Drawing on ideas from the Calm Classroom Strategies Handout, select one adjustment or new strategy to try.

6. Action Plan

Outline how you will implement your chosen strategy in the next routine change:

• Specific steps to take:

• Materials or supports needed:

• How will you know it worked? (Success indicators)

Use this worksheet to guide your reflective practice and to plan a smoother transition experience for your students.

Calm Classroom Strategies Handout

This handout summarizes Tier 1 strategies to help you proactively manage student overstimulation and support smoother routine transitions. Use these techniques in conjunction with classroom activities, discussions, and individual reflection to foster a calm, resilient learning environment.

1. Environmental Adjustments

Create a classroom setup that minimizes stressors and supports focus:

• Lighting & Sound: Use natural light when possible; add soft lamps or lampshades. Play low-level, instrumental background music or white noise to buffer sudden sounds.
• Clutter Reduction: Keep walls and whiteboards clear of nonessential visuals. Rotate anchor charts and display only current lesson materials.
• Flexible Seating: Offer options (bean bags, wobble stools, floor cushions) to help students self-regulate posture and movement.
• Visual Timers & Signal Cards: Post countdown timers for transitions. Use colored cards (green/yellow/red) to signal noise level or work expectations.

2. Sensory Breaks & Movement

Integrate short, structured opportunities for sensory regulation:

• Brain Breaks: Schedule 2–3 minute activities (stretching, yoga poses, jumping jacks) every 20–30 minutes.
• Movement Corners: Designate a low-stimulus space with therapy balls, mini-trampolines, or balance boards for self-initiated breaks.
• Fidget Tools: Provide stress balls, putty, textured strips, or silent fidget kits for students who need discreet sensory input.

3. Calming Scripts & Visual Cues

Teach and model brief, repeatable routines for emotional regulation:

• Breathing Prompts: Use simple scripts (“Smell the flower, blow out the candle”; “Square breathing: in–2–3–4, hold–2–3–4, out–2–3–4”).
• Mindful Moments: Lead students through a quick body scan (“Notice your feet, notice your hands, notice your shoulders”).
• Cue Cards: Show picture or written prompts to remind students of the next step (e.g., “Stop,” “Breathe,” “Listen,” “Go”).

4. Predictable Routines & Visual Supports

Enhance student confidence by making transitions clear and consistent:

• Visual Schedules: Post daily agendas with icons or photos. Review the sequence at the start of each day and before major transitions.
• Transition Warnings: Offer 3- and 1-minute advance notices (visual or verbal) before shifting activities.
• Check-In/Check-Out: Implement a simple exit ticket or thumbs-up/down to gauge student readiness for the next task.

5. Communication & Student Choice

Foster a sense of control and collaboration:

• Advance Notice: Give students early warnings about changes (e.g., “In five minutes we’ll move to reading time”).
• Choice Boards: Offer limited options for order of activities, seating location, or tools (e.g., “Would you like to start with the reading carpet or your desk?”).
• Student Voice: Invite input on calming strategies that work best for them; rotate strategies as needed.

6. Reflect & Plan

Use structured reflection to refine your approach:

• Complete the Routine Change Reflection Worksheet after challenging transitions.
• Share successes and obstacles with colleagues in brief check-ins or team meetings.
• Adjust environmental elements and supports based on student feedback and observed effectiveness.

Keep this handout accessible in your classroom or planning space. Pair strategies with activities from the Overstimulation Scenario Cards and the Guided Mindfulness Script to build a proactive toolkit for classroom calm and resilience.

Guided Mindfulness Script

Purpose: A simple, 5-minute mindfulness exercise to help students center themselves, regulate breathing, and build awareness. Use your normal teacher voice—calm, steady, and supportive.

Duration: 5 minutes total
Setting: Chairs or carpet spots, eyes closed or soft gaze

Teacher Script (Word-for-Word)

1. Gaining Attention (30 seconds)

Teacher (soft tone): “Friends, let’s take a moment to pause and find our quiet place. Please sit comfortably, with both feet on the floor and hands resting in your lap. When you’re ready, you can gently close your eyes or soften your gaze toward the floor.”
(Pause 5 seconds)

1. Grounding & Body Awareness (45 seconds)

Teacher (slowly): “Notice the weight of your body on the seat. Feel your feet pressing into the floor. Feel your back supported by the chair or cushion. Let’s take a deep breath in through the nose…and slowly let it out through the mouth.”
(Pause 5 seconds)

Teacher (whisper): “Again, breathe in… (pause) …and breathe out.”
(Pause 5 seconds)

1. Guided Breath Counting (1 minute)

Teacher (calm): “Now we’ll do four slow breaths together. I’ll count silently to myself—just follow my breath. Ready? Inhale one…two…three…four…(pause)…and exhale one…two…three…four.”
(Pause as you model four counts)

Teacher: “Let’s repeat that three more times.”
(Lead three more cycles, pausing 8–10 seconds each)

1. Body Scan (1 minute)

Teacher (soft): “Great job. Now, bring your attention to your feet. Wiggle them gently—then let them rest. Move your attention up to your legs…your belly…notice it rising and falling…your shoulders…your arms…your hands. Finally, notice your head and face. If you feel any tension, let it soften as you breathe.”
(Pause between each body part)

1. Noticing Thoughts & Returning to Breath (45 seconds)

Teacher (reassuring): “Our minds might drift—that’s okay. If you notice a thought, simply label it ‘thinking’ and let it float away like a cloud. Then, come back to noticing your breath.”
(Pause 10 seconds)

1. Closing & Reflection (1 minute)

Teacher (warm): “Let’s take one final deep breath in…(pause)…and long breath out. When you’re ready, gently open your eyes or lift your gaze.”
(Pause)

Teacher: “How do you feel? You might notice you’re a bit calmer or more focused. You can use this practice any time you feel wiggly, worried, or distracted. Thank you for your attention.”

Tips for Implementation

• Maintain a soft, even tone—avoid rushed or sing-song voices.
• Allow full pauses so students have space to breathe and observe.
• Model the practice yourself to build authenticity and safety.
• Adapt language for grade level (simplify or expand descriptions).
• Use a chime or soft bell at the start and end for consistency.

Keep this script nearby or on a card for quick reference during your routine transitions or calm-down moments.

Session Reflection & Exit Ticket

Take a few minutes to reflect on today’s session. Your insights will help shape future support and ensure you leave with a clear plan of action.

1. Key Takeaway

What was the most valuable insight or strategy you learned today? How might it impact your classroom climate?

2. Commitment to Action

Select one specific calming or routine-support strategy from the Calm Classroom Strategies Handout that you will implement this week. Describe how and when you’ll use it.

3. Anticipated Challenge

What potential obstacle might you encounter when trying this strategy? How could you prepare or adapt to overcome it?

4. Peer Support & Follow-Up

Who will you share your plan with on your team, and when will you schedule a quick check-in to discuss progress and adjustments?

Thank you for your thoughtful responses! Please hand in your exit ticket before you leave.