Session 1 Facilitation Script

Materials: Combined SEL & DBT Slide Deck, DBT Skills Reference Handout, Student SEL Survey, SEL Survey Engagement Rubric

1. Introduce SEL & DBT Competencies (5 minutes)

[Display Slide 1: Our SEL & DBT Check-In]
Teacher: “Good morning, friends! Today we’re combining SEL and DBT to help us understand and manage our feelings, build relationships, and make healthy choices. This session is about 30 minutes long. Let’s get started!”

[Display Slide 2: What Is SEL?]
Teacher: “Who knows what SEL stands for? [Pause] Right—Social-Emotional Learning! SEL helps us notice and manage our feelings, set goals, build friendships, and make responsible choices. Raise your hand if you’ve felt excited, nervous, or proud today.” [Pause]

[Display Slide 3: The 5 CASEL Competencies]
Teacher: “Here are five big skills we’ll think about today: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Say them with me! Now give me a thumbs-up if you’ve used any of these skills already today.” [Pause]

[Display Slide 4: What Is DBT?]
Teacher: “Now let’s talk about DBT. That stands for Dialectical Behavior Therapy, but it really means a set of practical skills to handle big feelings, cope with stress, and communicate well.”

[Display Slide 5: The 4 DBT Skill Areas]
Teacher: “The four DBT skills are: Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness. Thumbs-up if you’ve ever used a strategy like deep breaths or asking a friend for help.” [Pause]

2. DBT Skills Demonstration & Practice (7 minutes)

Teacher: “Let’s try two DBT skills right now.”

• Hand out the DBT Skills Reference Handout.

Teacher: “First, mindfulness means noticing what’s happening right now—your thoughts, feelings, and surroundings—without judging them. Let’s practice three slow, quiet breaths together. Breathe in… [pause]… breathe out… [pause].”

Teacher: “Great job! Next, distress tolerance with STOP. That means: Stop, Take a step back, Observe what’s happening, and Proceed mindfully. We’ll all practice silently: Stop… Take a step back… Observe… Proceed.” [Pause]

Teacher: “Which of these skills did you like practicing? [Pause for 2–3 responses] Wonderful!”

3. Explain the Survey Process (3 minutes)

[Display Slide 8: How to Complete the SEL Survey]
Teacher: “Now we’ll switch to a quick survey about the five CASEL skills. You have 10 statements. Circle Always, Sometimes, or Never. There are no right or wrong answers—just your honest thoughts.”

[Display Slide 9: Ready to Begin?]
Teacher: “Any questions? [Pause] When you’re ready, give me a thumbs-up!” [Pause]

4. Students Complete the SEL Survey (8 minutes)

Teacher: “Here are your surveys. Please work quietly and honestly. If you need help, raise your hand, and I’ll come over quietly.”

• Distribute Student SEL Survey.
• Circulate to support students, recording engagement with the SEL Survey Engagement Rubric.

Teacher cues during survey:

• “Thank you for focusing.”
• “Remember, honest answers help us learn about you.”
• “Need me to read a question again? Just ask.”

5. Reflect & Close (7 minutes)

Teacher: “Time’s up! Please place your surveys in the bin.” [Pause]

[Display Slide 10: Reflection & Share]
Teacher: “Who would like to share one thing they learned about their CASEL skills and one DBT skill they plan to use this week?” [Select 3–4 volunteers]

Teacher: “Those are great ideas! Remember, CASEL and DBT skills work side by side to help you stay calm, focused, and connected.”

[Display Slide 11: Thank You!]
Teacher: “Thank you for your honest work and participation today. Keep practicing these skills and have a wonderful rest of your day!”

SEL Survey Engagement Rubric

This rubric helps teachers observe and record student engagement, effort, and behavior during the Session 1 SEL survey.

Scoring: Add the rubric scores for each student to gauge overall engagement during the survey.
Use these insights to identify students who may need additional support in focusing, understanding prompts, or practicing honest self-reflection.

Session 2 Facilitation Script

Materials: Session 2 Slide Deck, Session 2 Quiz, Session 2 Reflection Rubric

1. Welcome & Quiz Reflection (2 minutes)

[Display Slide 1: Our SEL Check-In: Session 2]
Teacher: “Good morning, friends! Welcome back to our SEL Check-In. Today is Session 2 of our journey together. Last week, you completed a quiz about how you used your CASEL skills. Let’s see what you shared!”

[Display Slide 2: Quiz Highlights]
Teacher: “Here are the highlights:
• Self-Awareness saw the biggest growth
• Many of you chose ‘Take deep breaths’ for Self-Management
• Lots of examples of showing empathy (Social Awareness)

Raise your hand if any of these surprised you. [Pause] Who would like to share one surprising insight from your quiz? [Select 1–2 volunteers] Thank you for sharing your thoughts!”

2. Discuss SEL Competencies (3 minutes)

[Display Slide 3: Pair & Share]
Teacher: “Now, please turn to your partner and answer this question from our quiz: ‘When did you notice your feelings this week?’ Remember to listen while your partner speaks. You have one minute to talk.”

Teacher: “Ready? Go!” [Use a timer or count silently to 60 seconds]

[After 1 minute]

[Display Slide 4: Share Insights]
Teacher: “Great talking! Who would like to share something they heard from their partner? [Pause, select 2–3 students] Those are wonderful examples of noticing feelings. I’m noting your depth of reflection on the Session 2 Reflection Rubric.”

3. Identify Growth Strategies (3 minutes)

[Display Slide 5: Brainstorm Strategies]
Teacher: “Let’s brainstorm strategies that helped you manage your emotions this week. I’ll start: I took three deep breaths when I felt nervous. Who would like to share a strategy they used? [Pause] Yes, Maria?”

Teacher (writes on board): “Talking to a friend or adult.”

Teacher: “Great—any other ideas? [Pause and capture suggestions like ‘count to ten,’ ‘draw a picture,’ ‘take a short walk.’] Excellent work!”

Teacher: “Now, how will you make a responsible choice next time strong emotions come up? [Pause, acknowledge 1–2 student responses and jot them on the board.]”

4. Plan Next Steps & Close (2 minutes)

[Display Slide 6: Plan Your Action]
Teacher: “Everyone, take a moment to write one new strategy you will try when you feel strong emotions.”

Teacher: “All done? Let’s share our plans.”

[Display Slide 7: Make Your Commitment]
Teacher: “I commit to: ___________.

I’ll model first: ‘I commit to counting to ten whenever I feel upset.’ Who would like to go next?” [Select 3–4 volunteers to read their commitments]

[Display Slide 8: Thank You!]
Teacher: “Thank you all for sharing your commitments and ideas. Remember, practicing these SEL skills helps you grow and learn every day. Have a wonderful rest of your day!”

Student SEL Survey

Standards Alignment:

• NYS P–12 SEL Learning Standard 1: Developing self-awareness and self-management skills to achieve school and life success.
• NYS P–12 SEL Learning Standard 2: Using social-awareness and interpersonal skills to establish and maintain positive relationships.
• NYS P–12 SEL Learning Standard 3: Demonstrating decision-making skills and responsible behaviors in personal, school, and community contexts.

Name: ____________ Date: ____________

Instructions: Read each statement. Circle how often you do this: Always, Sometimes, or Never.

1. I notice when I feel happy, sad, or angry. Always Sometimes Never
2. I can tell what I’m good at. Always Sometimes Never
3. I calm myself down when I feel upset. Always Sometimes Never
4. I set a goal and work to reach it. Always Sometimes Never
5. I notice when someone else feels upset. Always Sometimes Never
6. I show kindness to others. Always Sometimes Never
7. I listen to others when they speak. Always Sometimes Never
8. I work well with others. Always Sometimes Never
9. I think before I act. Always Sometimes Never
10. I make choices that keep me safe and respectful. Always Sometimes Never

Is there anything else you’d like to share about how you use these skills?

DBT Skills Reference Handout

Name: ____________ Date: ____________

This handout helps you remember four important DBT skills to use when you have big feelings or want to communicate well with others.

1. Mindfulness

What it means: Paying attention to what’s happening right now—your thoughts, feelings, and surroundings—without judging them.

When can you practice mindfulness?
______________________________________________________________________________

Draw or write one way you can notice what’s happening right now:

2. Distress Tolerance: STOP

When you feel upset or worried, use STOP to help you stay calm and think clearly:

S – Stop
T – Take a step back
O – Observe what’s happening
P – Proceed mindfully

Think of a time you felt upset. Show how you could use STOP in that moment:

3. Emotion Regulation

What it means: Finding ways to help your emotions feel less big so you can make good choices.

One strategy I can use to calm down is:
______________________________________________________________________________

4. Interpersonal Effectiveness

What it means: Talking and listening in respectful ways so you can get along, solve problems, and ask for what you need.

Write or draw a time you asked for help or shared your feelings with someone:

Keep this handout handy to remind yourself of these DBT skills whenever you need them!