Holiday Blues & Back-to-School Jitters: Warm-Up

Time: 5 minutes

Instructions: Think about your students' return after a long break. Consider the following questions and jot down your initial thoughts.

1. What are some common emotions you've observed in students immediately after a holiday break?
   
   
   
   
   
   
   
2. What might be some underlying reasons for these emotions?
   
   
   
   
   
   
   
3. How do you typically address or support students who seem to be struggling after a break?
   
   
   
   
   
   
   

Holiday Blues & Back-to-School Jitters: Script

Warm-Up (5 minutes)

Teacher: "Good morning, everyone. As we transition back from the holiday break, it's a valuable time to reflect on how our students are doing, not just academically, but emotionally. To get us started, I'd like you to take a few minutes to complete the Holiday Blues Warm Up in front of you. Think about your students' return after a long break. What are some common emotions you've observed? What might be the underlying reasons? And how do you typically support them?"

(Allow 3 minutes for individual reflection and writing.)

Teacher: "Alright, let's hear from a few of you. Who would like to share one observation or thought from their warm-up? What's one emotion you've noticed in students returning from a break, or one way you've supported them?"

Introduction (3 minutes)

Teacher: "Thank you for sharing those insights. It’s clear we all see a range of emotions in our classrooms after extended breaks. Today, we're going to dive deeper into understanding and addressing signs of depression and anxiety in our students, especially during these transition periods. Our goal is to equip you with the knowledge to identify these signs early and to think about practical, classroom-based support strategies."

(Display Holiday Blues Slide Deck - Slide 1: 'Welcome Back: Supporting Student Well-being')

Teacher: "The holiday season, while joyful for many, can also be a time of stress, change, or isolation for others. Coming back to school can sometimes exacerbate these feelings. By recognizing the signs, we can provide crucial early intervention and create a more supportive environment for all our students."

Identifying the Signs: Depression & Anxiety (10 minutes)

Teacher: "Let's start by looking at some common signs of depression in children."

(Display Holiday Blues Slide Deck - Slide 2: 'Spotting the Signs: Depression')

Teacher: "As you can see on the slide, some key indicators of depression include persistent sadness, a loss of interest in activities they once enjoyed, changes in energy levels, or issues with sleep and appetite. It's important to remember that in children, depression might look different than in adults. For example, irritability can be a major sign, rather than just overt sadness. Are there any of these signs that surprise you or that you've noticed more frequently in younger students?"

(Facilitate a brief discussion using the Understanding Student Struggles Discussion Guide. Allow 3-4 minutes.)

Teacher: "Now, let's shift our focus to anxiety."

(Display Holiday Blues Slide Deck - Slide 3: 'Spotting the Signs: Anxiety')

Teacher: "Anxiety in children can manifest as excessive worry, restlessness, physical complaints like stomachaches or headaches without a medical cause, or avoidance behaviors. Sometimes, it's seen as clinginess or difficulty concentrating. How might these signs be misinterpreted in a classroom setting, and what are some ways we can look beyond surface behaviors?"

(Facilitate another brief discussion using the Understanding Student Struggles Discussion Guide. Allow 3-4 minutes.)

Activity: Brainstorming Support Strategies (8 minutes)

Teacher: "Now that we've reviewed the signs, let's think about how we can proactively support our students. I'd like you to work in small groups of 2-3 for the next 5 minutes. Your task is to brainstorm and list 3-5 immediate, classroom-based strategies for supporting students who may be exhibiting these signs of depression or anxiety. Think about things you can do or facilitate directly in your classroom, even before involving external support. We'll be using the Support Strategies Activity handout for this."

(Display Holiday Blues Slide Deck - Slide 4: 'Activity: Classroom Support Strategies')

(Allow 5 minutes for group work.)

Teacher: "Time's up! Let's bring it back together. What are some of the strategies your groups came up with? Let's share some of the most impactful ideas."

(As teachers share, quickly jot down key strategies on a whiteboard. Allow 3 minutes for sharing.)

Cool-Down: Checking In (4 minutes)

Teacher: "Excellent ideas, everyone. We've covered a lot in a short time. To wrap up, please complete the Checking In Cool Down exit ticket. Take a moment to reflect on one new thing you learned or one strategy you plan to implement in your classroom. This helps me understand what resonated with you and how I can continue to support you."

(Collect the cool-downs as teachers complete them.)

Teacher: "Thank you for your engagement and thoughtful participation today. Your commitment to student well-being is truly appreciated. If you have any further questions or need additional resources, please don't hesitate to reach out. Have a great rest of your day!"

Understanding Student Struggles: Discussion Guide

Instructions: Use these prompts to facilitate discussion during the "Identifying the Signs" portion of the lesson, encouraging teachers to share their insights and experiences.

Discussion Prompts for Depression Signs:

1. Looking at the signs of depression (persistent sadness, loss of interest, energy changes, etc.), which of these have you observed in students specifically after a long break? Can you share a general (anonymized) example?
   
   
   
   
   
   
   
2. Why do you think irritability or physical complaints might be common manifestations of depression in children, rather than obvious sadness?
   
   
   
   
   
   
   
3. What are some initial, subtle indicators that a student might be struggling with depression that might easily be overlooked?
   
   
   
   
   
   
   

Discussion Prompts for Anxiety Signs:

1. Considering the signs of anxiety (excessive worry, restlessness, physical symptoms, avoidance), how might these behaviors be misinterpreted as something else in the classroom (e.g., defiance, lack of motivation)?
   
   
   
   
   
   
   
2. What challenges do you face when trying to differentiate between typical back-to-school jitters and more concerning signs of anxiety?
   
   
   
   
   
   
   
3. In what ways can a child's anxiety impact their learning or social interactions in your classroom, and what have you found helpful in these situations?
   
   
   
   
   
   
   

Classroom Support Strategies: Brainstorm Activity

Time: 5 minutes (small group brainstorm) + 3 minutes (share out)

Instructions: In your small groups, brainstorm and list 3-5 immediate, classroom-based strategies you can implement to support students who may be exhibiting signs of depression or anxiety after a holiday break. Think about actionable steps you can take directly in your classroom.

Group Brainstorm:

1. Strategy:
   
   
   
   How it helps:
   
   
   
   
2. Strategy:
   
   
   
   How it helps:
   
   
   
   
3. Strategy:
   
   
   
   How it helps:
   
   
   
   
4. Strategy:
   
   
   
   How it helps:
   
   
   
   
5. Strategy:
   
   
   
   How it helps:
   
   
   
   

Group Share-Out & Discussion:

• Be prepared to share your top strategies with the larger group.
• Listen to other groups' ideas and consider how you might adapt them for your own classroom.

Checking In: Your Takeaways

Time: 4 minutes

Instructions: Please complete this exit ticket before leaving. Your responses help us understand the impact of today's session.

1. What is one new sign of depression or anxiety in children that you learned or became more aware of today?
   
   
   
   
   
   
   
2. What is one strategy or action you plan to implement in your classroom to support students exhibiting these signs?
   
   
   
   
   
   
   
3. What further questions do you have regarding student mental well-being in the classroom?