Self-Care Routine Practice Chart

Purpose: Guide students through a simple, three-step self-care routine using visuals and check-off boxes to build independence and confidence.

How to Use:

• Print and laminate the chart for durability.
• Provide students with dry-erase markers or velcro check-tabs.
• After completing each step, students place a check mark (or attach a Velcro dot) in the box next to the image and description.
• Encourage students to refer back to the chart until they can perform the routine with minimal prompts.

Teacher Notes:

• Model each step in real time the first few sessions.
• Use the Timer or Sand Timer to show expected durations.
• For students needing more support, break each step into smaller actions (e.g., turn on faucet → wet hands → apply soap).
• Reinforce success with praise or reward stickers when all three checks are complete.

Student Instructions:

1. Look at the first picture and read the task.
2. Do the task (wash, brush, or dress).
3. Mark the box when you finish.
4. Move on to the next step until all three are done!

Self-Care Choices Game Board

Purpose: Reinforce self-care vocabulary and routines through a simple, interactive board game. Students will practice naming and demonstrating self-care steps as they move around the board.

Materials Needed

• Printed game board (laminate for durability)
• Spinner (or pencil + paperclip) or 1–6 die
• Player tokens (buttons, small figurines, or colored counters)
• Self-Care Choices Cards (optional for extension)
• Star stickers or counters for tracking successes

Game Board Layout

Print the board so that students can place tokens on the start space. Follow the numbered path around the board.

How to Play

1. Each student places their token on Space 1 (Start).
2. Players take turns spinning or rolling the die.
3. Move your token forward the number of spaces indicated.
4. When you land on a space, say the action out loud and demonstrate or describe how to do it.
   • Example: Land on Space 4, you say “Drink water,” then show taking an imaginary sip and explain why it helps you feel good.
5. If you complete the action successfully, collect a star sticker or counter.
   • If you need support, the teacher or a peer can model the step first, then you try again.
6. Continue taking turns. The first player to reach Space 13 with 3 star stickers is the Self-Care Superstar!

Teacher Tips

• Encourage use of the Self-Care Routine Chart if students want a visual reminder.
• For deeper practice, use Self-Care Choices Cards instead of a board: students draw a card, act out the step, then place it in a “Done” pile.
• Celebrate all efforts—every correctly demonstrated step earns a star, building confidence and independence.

Self-Care Basics Visual Schedule

Purpose: Provide a clear, predictable outline of today’s session to help students prepare and engage.

Teacher Tips:
• Point to each icon and read aloud the activity to support comprehension.
• Refer back to this schedule throughout the lesson to keep students on track.
• Use visuals and gestures as you introduce each step.

Session 1 Discussion Prompts

Purpose: Foster student reflection and peer sharing using simple, visual-supported questions about today’s self-care routines.

Print and laminate each question on a separate card. During the Discussion segment, shuffle and draw one.

• Which step was easiest for you? Why?
  
  
  
• Which step felt hardest? What helped you?
  
  
  
• How did you feel when you finished all three steps?
  
  
  
• What can you do at home to practice these steps?
  
  
  
• Why do you think self-care is important?
  
  
  
• How can a friend or family member help you with self-care?
  
  
  

Teacher Tips:
• Encourage use of visuals (charts, flashcards) if students pause.
• Offer sentence starters: “My favorite was… because…”
• Validate all responses and model sharing when needed.

Session 1: Cool Down Breathing

Purpose: Provide a simple breathing exercise to help students calm and transition at the end of the session.

Materials: Timer or sand timer (optional), comfortable seating.

Steps:

1. Ask students to sit comfortably in a circle or at their desks with hands on their bellies.
2. Demonstrate the breathing pattern:
   • Inhale slowly for 3 seconds (count aloud: 1…2…3).
     
   • Hold the breath for 1 second (count: 1).
     
   • Exhale slowly for 3 seconds (count: 1…2…3).
3. Practice the cycle 5 times together, using the timer or counting aloud.
4. After the last exhale, invite students to relax their bodies and notice how they feel.

Teacher Tips:

• Model the counts with a calm, steady voice.
• Use hand signals (up for inhale, hold for pause, down for exhale) to support understanding.
• Validate students’ effort and highlight any changes in energy or calmness.
• Transition smoothly to dismissal by reminding students of positive self-care steps they practiced today.