Teacher Script: Week 1: New Beginnings, Stronger Me!

Warm-Up & Icebreaker: Welcome & Check-In (5 minutes)

(Display Week 1: Welcome & Resilience Slides Slide 1: "Welcome! 👋")

"Hello everyone! Welcome to our special group. I am so happy you are all here today. We're going to have a fun time getting to know each other, learning new things, and making this school feel even more like home for all of you."

"To start, let's do a quick check-in. I want each of you to think of one word that describes how you are feeling right now. It could be happy, tired, excited, calm, or maybe a little nervous. Whatever it is, it's okay! All feelings are welcome here. And, as an icebreaker, also share one thing you are looking forward to this week! Maybe a class you like, seeing a friend, or something fun after school."

"I'll start! Today, I am feeling optimistic because I'm looking forward to learning with all of you. Who would like to share their word and something they're excited about next?"

(Go around the circle, prompting gently if needed. Affirm each student's sharing.)

"Thank you for sharing, everyone. It's good to know how we are all feeling and what excites us. Remember, we are a team here, and we support each other."

Introduction: Building Our Community (10 minutes)

(Display Week 1: Welcome & Resilience Slides Slide 2: "Feeling Like You Belong")

"Now, I want us to think about a big word: belonging. What do you think it means to belong?"

(Allow for student responses, use gestures and simple rephrasing to aid understanding. Guide them towards ideas of feeling connected, safe, and important.)

"Yes, that's right! To belong means to feel connected, to feel safe, and to feel important where you are. When you come to a new school, or a new country, it can sometimes feel difficult to belong at first. But I want you all to know that you belong here! This group is a place where you can feel safe, practice your English, make new friends, and learn new skills together. We are building our own special community."

(Display Week 1: Welcome & Resilience Slides Slide 3: "What is Resilience?")

"Today, we're also going to talk about something called resilience. It's a bit like a rubber band. If you stretch a rubber band, what happens when you let it go?"

(Allow for responses – 'it goes back!')

"Exactly! It bounces back. Resilience is like that for us. It means bouncing back when things are hard. It means being strong even when you face challenges. Maybe you had a difficult day at school, or you missed your family, or you found a new English word difficult. Resilience is about finding your strength and learning and growing from those tough times."

"I believe you are stronger than you think! And we're going to discover that strength together."

Activity 1: Resilience Journey (15 minutes)

(Display Week 1: Welcome & Resilience Slides Slide 4: "Your Resilience Journey")

"Now, let's explore our own resilience. I have some Week 1: Resilience Journey Activity Cards here. I want each of you to pick one card."

(Distribute the cards.)

"On your card, there is a small picture or a short sentence. I want you to think about a time when you felt strong, or a time when you overcame a small challenge. Or, if you haven't yet, you can share how you hope to overcome a challenge, big or small. For example, maybe you learned a new word in English, or you helped a friend, or you understood a difficult math problem."

"I'll go first to show you. My card says 'Learning a new skill.' I felt strong when I learned how to use this new computer program. It was hard at first, but I kept trying. Who would like to share next?"

(Encourage students to share. Provide sentence starters like 'I felt strong when...' or 'I want to try to...' if needed. Ensure active listening and praise their efforts and courage.)

"Wonderful sharing, everyone! It takes courage to share your stories, and it makes our community stronger when we listen to each other. We all have amazing resilience inside us."

Activity 2: Coping Skills Bingo (10 minutes)

(Display Week 1: Welcome & Resilience Slides Slide 5: "Coping Skills Bingo!")

"Sometimes, even strong people feel stressed, worried, or sad. It's normal. The good news is, we have many tools to help us feel better! These are called coping skills."

"We're going to play a game called Week 1: Coping Skills Bingo! I will give each of you a Bingo card."

(Distribute Week 1: Coping Skills Bingo Cards to each student.)

"On your card, you will see different ways to cope or feel better. I will call out a coping skill, and if you have it on your card, mark it! The first person to get four in a row - across, down, or diagonally - shouts 'BINGO!'"

"Are you ready? Let's begin!"

(Call out skills from a pre-made list, or from the cards, one by one. Briefly explain each skill as you call it, for example: 'Deep breathing: take a big breath in, hold, and breathe out slowly. This helps calm your body.')

(Possible skills to call out: Deep breathing, talk to a friend, draw, listen to music, read a book, go for a walk, play outside, write in a journal, drink water, hug a pet/person, ask for help, think positive thoughts.)

"Congratulations to our Bingo winner! What was your favorite coping skill on your card, and why do you like it?"

(Discuss a few favorite coping skills. Emphasize that different skills work for different people.)

"These are your special tools to help you feel calm and strong when things are tough. You can use them anytime, anywhere."

Wrap-Up & Goal Setting (5 minutes)

(Display Week 1: Welcome & Resilience Slides Slide 6: "Set Your Own Goals!")

"We've talked about belonging, resilience, and coping skills. Now, let's think about the future. What do you want to achieve? We call these goals."

"I have a Week 1: Goal Setting Worksheet for each of you. I want you to think of one small goal you want to achieve this week. It could be about school, like learning three new English words, or finishing your homework. It could be about friends, like saying 'hello' to someone new. Or it could be about yourself, like trying a new coping skill."

(Distribute Week 1: Goal Setting Worksheet. Give an example.)

"My goal for this week is to remember all your names and something special about each of you! Your turn! Write down one small goal on your worksheet."

(Give students a minute to write. Offer help with spelling or ideas. Invite sharing if comfortable.)

"Excellent! Remember, setting goals helps us grow. And guess what? Building relationships in this group and practicing your coping skills will help you reach your goals. You can do it! We are here to help each other!"

Cool-Down: Positive Affirmation (Optional)

"To end our session, let's say something positive about ourselves together. Repeat after me: 'I am strong, I am kind, and I belong here!'"

"Thank you all for being such wonderful, resilient, and brave students today. I look forward to seeing you next time!"

Week 1: Resilience Journey Activity Cards

Instructions: Cut out these cards. Students will pick a card and share a time they felt strong or overcame a small challenge, or how they hope to overcome a challenge. Encourage listening and positive feedback.

Card 1

Learning a new English word or phrase.

• When did you learn something new that was hard? How did you keep trying?

Card 2

Making a new friend at school.

• How did you feel when you first met someone new? How did you make a connection?

Card 3

Understanding a difficult school assignment.

• When did you feel confused in class, but then you understood it? What helped you?

Card 4

Asking for help when you needed it.

• Was there a time you needed help (at school or home) and you asked for it? How did it feel?

Card 5

Trying a new activity or sport.

• What new thing did you try even if you were a little scared? What happened?

Card 6

Missing home or family, but still doing your best.

• When you felt sad or missed someone, what did you do to help yourself keep going?

Card 7

Solving a small problem with a friend.

• Did you ever have a small disagreement with a friend and you fixed it? How?

-----### Card 8

Doing something kind for someone else.

• When did you help someone else? How did that make you feel strong?

Card 9

Learning from a mistake and doing better next time.

• We all make mistakes. When did you learn something important from a mistake you made?

Week 1: Coping Skills Bingo!

Instructions: Give one card to each student. As the teacher calls out coping skills, students mark them on their card. The first student to get four in a row (horizontally, vertically, or diagonally) shouts "BINGO!" and shares their favorite coping skill.

Card A

Card B

Card C

Card D

Week 1: My Small Goal for This Week

Instructions: Think about one small thing you want to achieve this week. It can be about school, making friends, or something you want to do for yourself. Write it down here!

My Goal Is:

How will I try to reach my goal?

(Think about what steps you need to take, or who can help you.)

How will I feel when I reach my goal?

My favorite coping skill to help me when things are hard:

Teacher Script: Week 2: Express Yourself! Feelings & Friendship

Warm-Up & Icebreaker: Two Truths and a Lie (5 minutes)

(Display Week 2: Express Yourself Slides Slide 1: "Welcome Back! 👋")

"Hello everyone! Welcome back to our group. I'm excited to see you all again. Today, we're going to talk all about feelings and how to be an even better friend."

"To start, let's play a fun icebreaker game called 'Two Truths and a Lie!' Have you played this before? Here's how it works: Each of you will think of two things that are true about you, and one thing that is a lie. Then, you will share all three, and the rest of us will try to guess which one is the lie! It's a fun way to learn new things about each other."

"I'll go first to show you. Listen carefully:

1. I love to eat chocolate ice cream.
2. I can speak five languages.
3. My favorite animal is a dolphin.

(Pause for students to guess. Reveal the lie and explain why, e.g., 'The lie is number 2! I only speak two languages, not five, but I wish I could!')

"Okay, who would like to go next? Remember, two true things and one lie!"

(Go around the circle, providing support and encouraging participation. Affirm each student's sharing and the group's guesses.)

"That was great! It's fun to learn new things about each other, even the silly things. This game helps us connect and understand each other better, just like good friends do."

Introduction: All About Feelings (10 minutes)

(Display Week 2: Express Yourself Slides Slide 2: "All About Feelings")

"Last week, we talked about belonging and resilience. Today, we're going to focus on our feelings. How many different feelings do you know? What are some feelings you've had recently?"

(Allow for student responses. Write down their suggestions on the board if possible, or repeat them. Guide them to think beyond just 'happy' and 'sad'.)

"Excellent! We have so many different feelings inside us. Like happy, sad, angry, scared, surprised, and sometimes even confused. The important thing to remember is that all feelings are normal and important! It's okay to feel happy, and it's also okay to feel sad or confused. Our feelings tell us important things about what is happening around us and inside us."

(Display Week 2: Express Yourself Slides Slide 3: "Show Me Your Feelings!")

"I have some Week 2: Feeling Faces Cards here. Let's look at them together. When I show a card, can you tell me what feeling you see? And how do you think that feeling might feel in your body?"

(Show the Week 2: Feeling Faces Cards one by one. For each card, ask students to name the feeling and describe how it might feel in their body. For example, 'When I feel angry, my face gets hot, and my fists might clench.')

"Great job identifying those feelings! It's good to know what our feelings look like and feel like, so we can understand ourselves better."

Activity 1: Friendship Web (15 minutes)

(Display Week 2: Express Yourself Slides Slide 4: "The Friendship Web")

"Now, let's talk about friendship. Why are friends important? What do friends do for each other?"

(Allow for responses. Guide them to ideas of support, fun, sharing, helping.)

"Friends are so important! They help us feel like we belong, and they make us stronger. We're going to do an activity called the Friendship Web to show how we're all connected."

(Have students sit in a circle. Hold a ball of yarn.)

"I'm going to start by holding this yarn. I'll say something I like about the person next to me, then I'll gently toss the ball of yarn to them, but I will keep holding my end. That person will then hold their end, say something they like about someone else in the circle, and pass the yarn. We will keep doing this until everyone has had a turn and we have a beautiful web of friendship!"

"I'll start. (Example:) 'Juan, I like that you always listen carefully when others are speaking.' (Toss yarn to Juan, holding your end.)

(Guide the activity, ensuring everyone gets a turn and encouraging positive, specific feedback. Keep the pace moving. If language is a barrier, offer sentence starters like 'I like that you are...' or 'You are good at...')

"Look at this amazing web we've created! It shows how we are all connected and how we support each other in this group. Every string is like a friendship, making our web strong. We need to remember to nurture these connections."

Activity 2: Emotion Check-In (10 minutes)

(Display Week 2: Express Yourself Slides Slide 5: "Emotion Check-In!")

"Sometimes, when we have strong feelings, it can be hard to know what to do with them. It's important to have healthy ways to express our feelings. What are some ways you show how you feel?"

(Allow for responses. Examples: 'I talk to my mom,' 'I draw pictures,' 'I listen to music.')

"Those are all great ideas! Now, I'm going to give you an Week 2: Emotion Check-In Journal. This is a private space for you to think and write or draw about your feelings."

(Distribute the Week 2: Emotion Check-In Journal to each student.)

"On this journal page, I want you to think about one feeling you've had recently. It could be a happy feeling, a sad feeling, or any other feeling. Then, either write a few words about it, or draw a picture that shows that feeling. You can also write or draw about how you expressed that feeling, or how you could express it in a healthy way."

(Give students a few minutes to work. Circulate and offer support, but emphasize it's a private reflection. Offer sentence starters or drawing ideas if needed.)

"Thank you for taking this time to check in with your emotions. Remember, understanding and expressing your feelings in healthy ways is a very important skill, and it helps you feel stronger inside."

Cool-Down: Positive Reflection (5 minutes)

(Display Week 2: Express Yourself Slides Slide 6: "Building Stronger Connections")

"We've learned a lot about feelings and friendships today. Before we finish, I want each of you to share one new thing you learned about feelings or friendships today, or one thing you will try to do this week to connect with a friend."

(Go around the circle, listening to each student's reflection.)

"Fantastic responses, everyone! Remember, your feelings matter, and you are all becoming wonderful friends and strong communicators. Keep connecting with each other and keep expressing yourselves in healthy ways. I'm so proud of the community we are building here. I look forward to seeing you next time!"

Week 2: Feeling Faces Cards

Instructions: Print and cut out these cards. Use them to help students identify and discuss different emotions. You can ask students to make the face, describe how the feeling feels in their body, or share a time they felt this way.

Card 1: Happy 😊

(Image: A smiling face with bright eyes.)

I feel happy when...

Card 2: Sad 😥

(Image: A frowning face with a tear or downturned mouth.)

I feel sad when...

Card 3: Angry 😠

(Image: A face with furrowed brows and a stern expression.)

I feel angry when...

Card 4: Scared 😟

(Image: A face with wide eyes and a slightly open mouth, looking apprehensive.)

I feel scared when...

Card 5: Surprised 🤩

(Image: A face with wide eyes and an open mouth, looking astonished.)

I feel surprised when...

Card 6: Confused 🤔

(Image: A face with a tilted head and a questioning expression.)

I feel confused when...

Card 7: Excited 🥳

(Image: A beaming face with stars in eyes or energetic expression.)

I feel excited when...

-----## Card 8: Calm 😌

(Image: A peaceful face with a gentle smile or serene expression.)

I feel calm when...

Week 2: Friendship Web Activity

Instructions: Have students sit in a circle. The teacher starts holding a ball of yarn, says something positive about a student, and gently tosses the yarn to them (while holding onto their end). That student then holds their end, says something positive about another student, and passes the yarn. Continue until a "web" of connections is formed.

What I like about my friend:

• Share one positive thing about the person who passed you the yarn.
• It can be about their kindness, a skill, or something they said.

Remember to hold your string!

Reflecting on Our Web:

• How does it feel to see our connections?
• Why are friends important?
• How can we keep our friendship web strong?

Week 2: My Emotion Check-In

Instructions: Think about a feeling you have had recently. It can be any feeling: happy, sad, angry, confused, excited, or calm. Write or draw about it below.

What feeling did I have?

When did I feel this way?

How did I show this feeling? (Or how can I show this feeling in a healthy way?)

(You can write or draw a picture.)

How did I feel after showing it? (Or how do I think I will feel?)

Teacher Script: Week 3: Problem Solvers Unite! Tackling Tough Stuff

Warm-Up & Icebreaker: What's Your Super Skill? (5 minutes)

(Display Week 3: Problem Solvers Slides Slide 1: "Welcome Back! 👋")

"Hello everyone! Welcome back. Last week we talked about our feelings and making friends. Today, we're going to talk about something super important: solving problems!"

"To start, let's play an icebreaker called 'What's Your Super Skill?' Everyone has something they are good at, a special skill. It could be drawing, listening, playing soccer, helping others, or something else. I want each of you to share one skill you are good at."

"I'll start! My super skill is being a good listener. Who would like to share their super skill next?"

(Go around the circle, prompting gently if needed. Affirm each student's sharing and celebrate their strengths.)

"That's wonderful! We all have unique skills and talents, and that makes our group strong. Sometimes, our skills can even help us solve problems!"

Introduction: What is a Problem? (10 minutes)

(Display Week 3: Problem Solvers Slides Slide 2: "What is a Problem?")

"So, what exactly is a problem? Can someone tell me in your own words what a problem is?"

(Allow for student responses. Guide them towards ideas of challenges, difficulties, or something that needs a solution.)

"Exactly! Problems are like challenges we face. They can be big or small, and they can happen at school, at home, or even with our friends. For example, maybe you don't understand your homework, or you lost your favorite pencil, or you had a small disagreement with a friend. These are all problems. And guess what? Everyone has problems sometimes. It's okay!"

(Display Week 3: Problem Solvers Slides Slide 3: "Our Problem-Solving Steps")

"The good news is, we can learn how to solve problems! Today, we're going to learn a few simple steps to help us. Think of these as your 'problem-solving superpower steps'!

1. Understand the Problem: The first step is to really understand what is happening. What is the problem? Why is it a problem?
2. Brainstorm Solutions: This is where you think of many different ideas to fix the problem. No idea is too silly at this stage!
3. Choose the Best Solution: Look at all your ideas and pick the one you think will work best and be safest.
4. Try it! Take action and try your solution. If it doesn't work, that's okay! You can go back to step 2 and try another solution."

"Let's try a quick example. Imagine you forgot your lunch at home. What is the problem? (Allow responses) And what are some solutions? (Allow responses) Which is the best solution for right now? (Guide discussion) See? We can learn to solve anything!"

Activity 1: Problem-Solving Scenarios (15 minutes)

(Display Week 3: Problem Solvers Slides Slide 4: "Problem-Solving Practice!")

"Now it's your turn to be problem-solving superheroes! I'm going to put you into pairs or small groups, and each group will get some Week 3: Problem-Solving Scenario Cards."

(Divide students and distribute the cards.)

"Each card has a small problem. Your job is to read the problem and then, as a team, use our 4 problem-solving steps to find some solutions. Talk to each other in simple English. Remember, teamwork makes problem-solving easier!"

(Circulate among the groups, listening, offering prompts, and assisting with language. Encourage them to consider multiple solutions before choosing one.)

"Great work, problem solvers! Let's have one or two groups quickly share their scenario and one solution they came up with."

(Allow a couple of groups to share briefly, praising their collaboration and thinking.)

Activity 2: My Problem-Solving Steps (10 minutes)

(Display Week 3: Problem Solvers Slides Slide 5: "My Problem-Solving Plan")

"You did such a good job practicing! Now, let's think about a small problem you might have yourself, or a general challenge you see at school. It could be something like: 'I feel shy asking questions in class,' or 'I don't know how to organize my locker.'"

"I'm giving each of you a Week 3: My Problem-Solving Steps Worksheet. On this paper, I want you to write or draw about your problem and then use our 4 steps to make a plan to solve it."

(Distribute the worksheets. Give students a few minutes to work. Circulate to offer individual support, translation help, and encouragement. Remind them it doesn't have to be a big problem.)

"Fantastic effort, everyone! Remember, even small problems are important to practice solving. The more you practice, the better you become! You are a great problem solver!"

Cool-Down: One New Idea (5 minutes)

(Display Week 3: Problem Solvers Slides Slide 6: "Cool-Down: One New Idea")

"Before we finish today, I want each of you to share one new idea, one new strategy, or one new thing you learned about solving problems today."

(Go around the circle, listening to each student's reflection.)

"Thank you for sharing your brilliant ideas! It's clear you're all ready to tackle challenges. Keep using these steps in your life. Keep practicing, problem solvers! I look forward to seeing you next time!"

Week 3: Problem-Solving Scenario Cards

Instructions: Cut out these cards. Students will work in pairs or small groups to pick a card and use the problem-solving steps discussed in class to brainstorm solutions. Encourage discussion in simple English.

Card 1: Lost and Confused

Problem: You don't understand the teacher's instructions for an assignment in class. You feel lost.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 2: Joining the Fun

Problem: You want to play a game with other students at recess, but you don't know how to ask to join.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 3: Missing My Home

Problem: You feel sad during the school day because you miss your family and home country a lot.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 4: Too Much Homework!

Problem: You have a lot of homework in different subjects, and you don't know where to start or how to finish it all.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 5: A Small Accident

Problem: You accidentally spilled some water on your classmate's paper during lunch.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 6: New Friend Shyness

Problem: You see a new student in your class and want to be their friend, but you feel very shy to talk to them.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 7: Group Project Trouble

Problem: You are working on a group project, but one person in your group is not helping.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Card 8: Finding My Way

Problem: You are new to the school and sometimes get lost finding your way to different classrooms or the restroom.

• What is the problem?
• What are some things you can do?
• What is the best idea?

Week 3: My Problem-Solving Plan

Instructions: Think about a small problem you have, or a problem you might have. Use the steps below to write or draw your plan to solve it.

Step 1: What is the problem?

(Write or draw what is happening and why it is a problem.)

Step 2: What are some solutions? (What can I do?)

(Write or draw at least 2 different ideas to fix the problem.)

Step 3: What is the best solution? Why?

*(Choose one idea. Why is it the best one?)

Step 4: What will I do first? (My first step to try!)

Teacher Script: Week 4: Chill Out! My Stress Relief Toolkit

Warm-Up & Icebreaker: How Do You Chill Out? (5 minutes)

(Display Week 4: Chill Out! Slides Slide 1: "Welcome Back! 👋")

"Hello everyone! Welcome back. For the past few weeks, we've talked about belonging, feelings, and solving problems. Today, we're going to talk about something very important: how to chill out when we feel stressed!"

"To start, let's do a quick icebreaker called 'How Do You Chill Out?' I want each of you to think of one simple thing you do that helps you feel calm, happy, or relaxed. It could be listening to music, drawing, playing outside, anything!"

"I'll start! When I want to chill out, I like to read a book quietly. It helps my mind relax. Who would like to share how they chill out next?"

(Go around the circle, prompting gently if needed. Affirm each student's sharing.)

"Thank you for sharing your great ideas! It's good to know we all have different ways to find a moment of calm."

Introduction: What is Stress? (10 minutes)

(Display Week 4: Chill Out! Slides Slide 2: "What is Stress?")

"Sometimes, when things are hard or busy, our bodies and minds can feel a bit overwhelmed. This feeling is called stress. Has anyone ever felt stressed? How does it feel in your body?"

(Allow for student responses. Guide them to ideas like fast heartbeat, tense muscles, headache, feeling worried, etc.)

"That's right! When we're stressed, our heart might beat fast, our stomach might feel funny, or our mind might worry a lot. It's important to remember that it's normal to feel stressed sometimes! Everyone, even adults, feels stress."

(Display Week 4: Chill Out! Slides Slide 3: "My Stress Triggers")

"Now, let's think about what makes us feel stressed. The things that make us feel worried or tense are called stress triggers. A trigger is like a button that starts a feeling. For example, maybe doing a big test is a stress trigger for some. Or maybe trying to understand a new language in class is a trigger. For newcomers, many new things can be stress triggers: a new school, new friends, new teachers, new sounds, new smells. Knowing your stress triggers is the first step to feeling better, because then you can prepare!"

Activity 1: Stress Trigger Tracker (10 minutes)

(Display Week 4: Chill Out! Slides Slide 4: "Tracking Our Triggers")

"Let's take a moment to think about our own stress triggers. I'm going to give you a Week 4: Stress Trigger Tracker. On this paper, I want you to write or draw one or two things that make you feel stressed or worried."

(Distribute the Week 4: Stress Trigger Tracker. Give students a few minutes to work. Circulate and offer individual support, and help with language if needed. Reassure them that it's okay if they don't want to share, but creating the tracker is helpful for them personally.)

"Great job thinking about what makes you feel stressed. Remember, understanding your triggers is the first step! It helps us know when we might need to use our coping skills."

Activity 2: My Chill Out Choice Board (15 minutes)

(Display Week 4: Chill Out! Slides Slide 5: "My Chill Out Choice Board")

"Since we know what stress feels like and what might trigger it, now let's learn how to deal with it! When we feel stressed, we can use coping strategies to help us feel better and relax. These are like tools in a special toolkit."

"I'm giving each of you a Week 4: My Chill Out Choice Board. This board has many different ideas for how to chill out. Let's look at some of them: deep breathing, drawing, listening to music, talking to a friend, taking a walk, drinking water."

(Distribute the Week 4: My Chill Out Choice Board. Briefly explain a few strategies. Then, ask students to choose one or two strategies from the board that they would like to try, either right now or in the coming week. If appropriate and space allows, you could lead a quick deep breathing exercise.)

"Which strategies did you choose, or which ones sound helpful to you?"

(Allow students to share. Discuss briefly which strategies they might use and why.)

"Excellent! Remember, everyone is different, so different coping skills work for different people. The important thing is to find what helps you feel calm and strong. You are building your own stress relief toolkit!"

Cool-Down: My Stress Relief Reflection (5 minutes)

(Display Week 4: Chill Out! Slides Slide 6: "My Stress Relief Reflection")

"We learned a lot about stress and how to chill out today. Now, I want you to take your Week 4: Stress Relief Reflection Journal. In it, I want you to write or draw one new coping skill you learned today, or one you want to try this week. Think about how it might help you."

(Distribute the Week 4: Stress Relief Reflection Journal. Give students a few minutes to write or draw. Invite brief sharing if comfortable.)

"Thank you for reflecting on your learning today. Always remember, you now have a powerful stress relief toolkit to help you feel calm and strong, no matter what challenges you face. Keep practicing these skills! I look forward to seeing you next time!"

Week 4: My Stress Trigger Tracker

Instructions: Think about things that make you feel stressed or worried. These are your stress triggers. Write or draw 1-2 things that make you feel this way.

What makes me feel stressed or worried?

(Write or draw a picture of a stress trigger.)

How does my body feel when I am stressed by this?

(For example: fast heart, tight stomach, tired, worried thoughts.)

What is one small thing I can do when this trigger happens?

Week 4: My Chill Out Choice Board

Instructions: When you feel stressed, you can choose one of these ideas to help you feel calm. Circle or highlight the ones you want to try!

Choose Your Chill Out Power!

I will try this coping skill this week:

Week 4: My Stress Relief Reflection

Instructions: Reflect on what you learned about stress and coping skills today. Write or draw your answers.

What is one new coping skill I learned today?

How can this coping skill help me when I feel stressed?

I will try to use this coping skill when...