Lesson Plan
Support Plan Facilitation Guide
Students will draft a personal regulation and support plan listing two early warning signs, two support signals, and one trusted adult contact.
This lesson helps students proactively manage stress and seek help, building essential self-regulation and communication skills for their well-being.
Audience
11th Grade
Time
30 minutes
Approach
Students will identify warning signs, learn support signals, and create a personal plan.
Materials
Safety and Signals Slides, Do Now Stress-O-Meter Check, Personal Support Plan Template, Signal Practice Scenarios, and Exit Ticket Share Your Signal
Prep
Review Materials and Prepare Classroom
10 minutes
- Review the Safety and Signals Slides to familiarize yourself with the content.
- Print copies of the Do Now Stress-O-Meter Check for each student.
- Print copies of the Personal Support Plan Template for each student.
- Prepare the classroom for small group discussions/role-playing for the Signal Practice Scenarios.
- Review the Exit Ticket Share Your Signal and prepare to collect responses.
Step 1
Warm-Up: Stress-O-Meter Check
5 minutes
- Distribute the Do Now Stress-O-Meter Check.
- Instruct students to rate their current stress level and identify one recent cue or trigger.
- Briefly discuss how different people experience stress and how noticing early signs can be helpful.
Step 2
Mini-Lesson: Early Signs & Support Signals
10 minutes
- Use the Safety and Signals Slides to guide this section.
- Discuss the difference between early warning signs (cues) and late-stage signs of stress.
- Introduce and explain various classroom signal options students can use to indicate a need for help or space (e.g., specific hand signals, card systems, written notes).
- Emphasize that these signals are a proactive tool, not a sign of weakness.
Step 3
Activity: Signal Practice Scenarios
10 minutes
- Divide students into small groups.
- Distribute the Signal Practice Scenarios.
- Instruct groups to role-play using the learned signals in various scenarios.
- Circulate and provide feedback, encouraging students to practice clear and respectful communication.
- Facilitate a brief whole-class discussion on what went well and any challenges encountered.
Step 4
Wrap-Up: Personal Support Plan & Exit Ticket
5 minutes
- Distribute the Personal Support Plan Template.
- Instruct students to begin drafting their personal regulation and support plan, including two early warning signs, two support signals they could use, and one trusted adult contact.
- Encourage students that they can share their plan with you if they feel comfortable, but it's not mandatory.
- Distribute the Exit Ticket Share Your Signal and have students complete it before leaving.
Slide Deck
Your Inner Warning System
What are 'early warning signs' for stress or discomfort?
How do they differ from 'late-stage' signs?
Welcome students. Refer back to the 'Do Now' activity and introduce the topic of understanding our stress responses.
Cues vs. Crisis: Catching Signs Early
Early Warning Signs (Cues)
- Subtle shifts in mood
- Restlessness
- Difficulty concentrating
- Tightness in muscles
Late-Stage Signs (Crisis)
- Overwhelm, panic attacks
- Complete shutdown
- Outbursts or extreme withdrawal
Explain that identifying cues early allows us to take action BEFORE things escalate. Give examples of physical, emotional, and behavioral cues.
Sending Out Your Signals
Why do we need signals?
- To communicate needs without disrupting class
- To get support quickly
- To help ourselves self-regulate
What kind of signals could we use? (Open for student suggestions first)
Introduce the concept of using signals in the classroom. Emphasize that these are tools for self-advocacy and getting needs met respectfully.
Common Classroom Signals
- Hand Signal for 'Need a Break': Cross arms over chest.
- Hand Signal for 'Need to Talk Privately': Index finger to temple.
- Card System: Red (need urgent help), Yellow (need a moment), Green (all good).
Provide examples of concrete signals. Discuss the 'why' behind each, e.g., 'T' for 'Take a break' because it looks like a pause symbol.
Your Personal Support Plan
Signals are just one part of how we support ourselves.
A Personal Support Plan helps you:
- Identify your cues.
- Know what to do when you feel them.
- Identify trusted adults who can help.
Transition to the importance of having a plan. Explain that signals are part of a larger personal support system.
Time to Plan!
Today, you'll start creating your own Personal Support Plan.
This plan will help you:
- Recognize your unique warning signs.
- Choose signals that work for you.
- Identify people who can help.
Briefly introduce the activity and worksheet. Emphasize that the plan is personal and for their benefit.
Warm Up
Do Now: Stress-O-Meter Check
Instructions: Take a moment to check in with yourself. Read the statements below and choose the number that best describes how you are feeling right now. Then, answer the question.
My Stress Level Today:
1 - Super Chill: Feeling calm and relaxed. Everything's good.
2 - A Little Jittery: Minor worries or slight tension. Manageable.
3 - Feeling the Squeeze: Noticeable stress, maybe some pressure. Could use a break.
4 - Overwhelmed: A lot of stress, feeling a bit swamped. Hard to focus.
5 - Emergency! High stress, feeling really intense or panicked. Need immediate support.
Circle the number that matches how you feel:
1 2 3 4 5
Reflection Question:
Think about a recent time you felt stressed or uncomfortable. What was one early warning sign (a cue) that you noticed in yourself? (This could be a feeling, a thought, or a physical sensation.)
Worksheet
My Personal Regulation and Support Plan
Name: __________________________________ Date: _________________
This plan is for you! It's a tool to help you notice when you're starting to feel stressed or overwhelmed, and to remind you of ways you can help yourself, and who you can reach out to.
Part 1: My Early Warning Signs (Cues)
What are two things you notice (feelings, thoughts, or physical sensations) that tell you you're starting to feel stressed, anxious, or uncomfortable before it gets too big?
Part 2: My Support Signals & Actions
What are two classroom signals you could use to communicate that you need support, a break, or a moment to yourself? How will you use them, and what action will you take after?
- Signal: ________________________________________________________________
What I will do after signaling: ______________________________________________
- Signal: ________________________________________________________________
What I will do after signaling: ______________________________________________
Part 3: My Trusted Adult Contact
Who is one trusted adult in this school (teacher, counselor, administrator, etc.) you could talk to if you need more help or want to discuss your feelings further?
Trusted Adult's Name: ____________________________________________________
Their Role: ______________________________________________________________
Optional: If you feel comfortable, you can share this plan with your teacher to help them support you. This plan is for your well-being! Keep it in a place where you can easily find it.
Activity
Signal Practice Scenarios
Instructions: In your groups, read each scenario. Discuss which signal(s) you might use and what you would do next. Then, role-play the scenario, practicing using the signals and communicating respectfully.
Scenario 1: The Frustrated Group Project
You are working in a group on a big project. You feel like your ideas aren't being heard, and the conversation is getting a bit heated. You feel your jaw starting to clench, and you're getting irritable. You need a moment to collect yourself before you say something you might regret.
- What signal would you use?
- What would you do immediately after signaling?
Scenario 2: Feeling Overwhelmed by a Task
The teacher just assigned a complex essay that feels completely overwhelming. You look at the prompt, and your mind goes blank. You feel your heart starting to race, and a knot forms in your stomach. You want to ask for clarification or some help breaking it down, but you don't want to interrupt the class.
- What signal would you use?
- What specific help are you hoping to receive?
Scenario 3: Needing a Quiet Space
You had a rough morning before school, and now during independent work time, the usual classroom sounds (pencil tapping, whispers) are really bothering you. You feel yourself getting distracted and irritable, and it's hard to focus. You need a quiet moment or a slight change in your environment to refocus.
- What signal would you use?
- What would you ask for or do to get a quiet space?
Scenario 4: The Unexpected Anxiety Surge
During a class presentation by another group, you suddenly feel a wave of anxiety. Your palms are sweaty, you feel lightheaded, and you just want to disappear. You need to discretely let the teacher know you're struggling and might need to step out for a minute.
- What signal would you use?
- What is the most important thing you need the teacher to understand?
Cool Down
Exit Ticket: Share Your Signal
Instructions: Before you leave, please answer the following questions. Your responses will help your teacher understand how to best support you.
-
What is one early warning sign (a cue) of stress or discomfort that you often notice in yourself?
Example: My shoulders get really tense. -
What is one support signal you learned or thought about today that you feel comfortable trying to use in class when you need help or a moment?
Example: I might use the crossed-arms signal when I need a quick break. -
Why do you think it's important to have a way to signal for support?
Thank you for sharing!