Lesson Plan
Recognizing Signs Coaching Plan
Students will list three signs of stress/anxiety/depression and match each to one supportive action or resource.
This lesson is important because it equips students with the ability to recognize warning signs of mental health challenges in themselves and peers, promoting a culture of support and early intervention. It empowers them to take action and utilize available resources.
Audience
10th Grade
Time
30 minutes
Approach
Through a warm-up, direct instruction, small-group scenario analysis, and a matching activity, students will identify signs and corresponding supports.
Materials
Signals and Supports Slides, Scenario Cards Spot the Sign, Signs-to-Support Match Sheet, School and Community Support Map, and Exit Ticket One Support I’ll Use
Prep
Prepare Materials
15 minutes
- Review the Recognizing Signs Coaching Plan and all linked materials: Signals and Supports Slides, Scenario Cards Spot the Sign, Signs-to-Support Match Sheet, School and Community Support Map, and Exit Ticket One Support I’ll Use.
- Print and cut out Scenario Cards Spot the Sign (one set per small group).
- Make copies of Signs-to-Support Match Sheet (one per student).
- Print copies of School and Community Support Map (one per student, or display digitally).
- Make copies of Exit Ticket One Support I’ll Use (one per student).
Step 1
Warm-up: Identify a Recent Hard Day Sign
5 minutes
- Begin with the Warm Up: Hard Day Sign activity. Ask students to reflect on a recent challenging day and identify one personal sign of stress they experienced.
- Facilitate a brief, low-pressure sharing or think-pair-share. Emphasize that everyone experiences tough days and has unique reactions.
Step 2
Teach Common Signs and When to Reach Out
10 minutes
- Use the Signals and Supports Slides to introduce common signs of stress, anxiety, and depression.
- Discuss the key concepts of warning signs, protective factors, and bystander support.
- Emphasize the importance of confidentiality and boundaries when supporting friends.
- Highlight the idea that reaching out is a sign of strength, not a secret to keep hidden.
Step 3
Small-Group Scenario Analysis: Spot the Sign and Choose Supports
10 minutes
- Divide students into small groups.
- Distribute Scenario Cards Spot the Sign to each group.
- Instruct groups to read each scenario, identify potential signs of stress/anxiety/depression, and discuss what supportive actions or resources (from the School and Community Support Map or their own knowledge) could be helpful.
- Circulate and provide guidance, encouraging discussion and critical thinking.
Step 4
Complete Match Sheet; Highlight One Go-To Action
5 minutes
- Distribute the Signs-to-Support Match Sheet.
- Have students individually complete the match sheet, connecting specific signs to supportive actions or resources.
- Ask students to circle or highlight one 'go-to' supportive action or resource they feel comfortable using or recommending.
Step 5
Cool Down: Name a Support You'll Use
5 minutes
- Conclude the lesson with the Exit Ticket One Support I’ll Use.
- Ask students to write down one support they can access or use this week if they or a friend need help.
- Collect exit tickets to gauge understanding and identify any students who might need additional support.
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Slide Deck
Signals Not Secrets: Knowing When to Reach Out
Today we're going to talk about something important: how to recognize when you or someone you know might need a little extra support with their feelings or mental health. This isn't about being a therapist, but about being a good friend and knowing how to get help.
Welcome students and introduce the topic. Emphasize that this is about helping ourselves and others.
What are 'Signals'?
Just like a traffic light has signals, our bodies and minds send us signals too. These signals tell us when something might be off, or when we might need to slow down, stop, or even ask for help.
What are some 'signals' you've noticed in yourself or others when things are tough?
Introduce the idea of 'signals' or 'warning signs.' Ask students to briefly brainstorm what some emotional 'signals' might look like.
Spotting the Signs
It's normal to feel stressed, anxious, or sad sometimes. But when these feelings become really intense, last a long time, or interfere with daily life, they can be signs that extra support is needed.
Common Signs to Look For (Changes in...):
- Mood: Feeling sad, irritable, angry, or hopeless most of the time.
- Behavior: Withdrawing from friends, losing interest in hobbies, changes in sleep or eating habits, increased risk-taking.
- Thoughts: Difficulty concentrating, negative self-talk, constant worry, thoughts of self-harm.
- Physical: Headaches, stomachaches, fatigue, muscle tension without a clear cause.
Go through common signs of stress, anxiety, and depression. Use clear, age-appropriate language. Stress that these are changes in behavior or feeling.
Building Our Fortresses: Protective Factors
Think of protective factors as your personal armor or a strong fortress around you. These are the things that help us cope with stress and bounce back from tough times.
Examples:
- Strong friendships and family connections
- Hobbies and interests
- Exercise and healthy eating
- Good sleep habits
- Problem-solving skills
- A sense of purpose or belonging
Explain what 'protective factors' are – things that help us stay healthy.
Being a Beacon: Bystander Support
When you see someone struggling, you don't have to fix everything, but you can be a beacon of support. What does that mean?
- Reach Out: Check in with them. "Hey, I've noticed you seem a bit down lately. Is everything okay?"
- Listen: Really listen without judgment. Sometimes just having someone listen helps a lot.
- Offer Help: Ask how you can support them. "Is there anything I can do?"
- Connect to Resources: If you're worried, help them find an adult or resource. "I care about you, and I think it might be helpful to talk to a counselor. I can even go with you."
Discuss bystander support – what to do if you see a friend struggling. Emphasize that you don't have to be a superhero, just a supportive friend who knows where to guide them.
Secrets vs. Signals: Confidentiality
It's important to respect a friend's privacy, but there's a big difference between a 'secret' and a 'signal' that someone needs help.
Confidentiality: Most conversations with friends are private. We trust each other.
When Confidentiality Breaks: If a friend tells you something that indicates they or someone else is in danger, that's not a secret to keep, it's a signal to act.
Boundaries: You are a friend, not a therapist. It's okay to say, "I'm worried about you, and I think you need to talk to an adult." You don't have to carry their burden alone.
Address confidentiality and boundaries. This is crucial for students to understand. Explain that 'secrets' that involve harm to oneself or others cannot be kept confidential.
Reach Out, Reach Up, Reach Across
- Reach Out: Recognize the signals in yourself.
- Reach Up: Connect with trusted adults and resources.
- Reach Across: Support your friends and help them find help.
Remember: Knowing when to reach out is a superpower. You are not alone, and you don't have to carry big feelings by yourself.
Final slide to summarize the main message: reaching out is a strength.
Activity
Scenario Cards: Spot the Sign
Instructions: In your small groups, read each scenario carefully. For each card, discuss the following:
- What signals (signs of stress, anxiety, or depression) do you notice in the person?
- What protective factors might be missing or helpful in this situation?
- What supportive actions could you, as a friend or classmate, take?
- Which school or community resources (from your School and Community Support Map or your own knowledge) might be beneficial for this person?
Scenario 1: Quiet Kai
Kai used to be the loudest one in your lunch group, always cracking jokes. Lately, he's been really quiet, often staring at his phone. He's stopped coming to basketball practice, even though he loves it, and his grades have started slipping in a couple of classes. When you ask if he wants to hang out, he always says he's
Worksheet
Signs-to-Support Match Sheet
Instructions: For each sign of stress, anxiety, or depression listed below, identify a corresponding supportive action or resource. You can use your notes from the discussion, the School and Community Support Map, or your own ideas. Then, circle or highlight one supportive action or resource that you feel confident using or recommending.
Part 1: Matching Signs to Supports
Sign: Consistently losing interest in hobbies or activities previously enjoyed.
Supportive Action/Resource:
Sign: Frequent complaints of headaches or stomachaches without a medical explanation.
Supportive Action/Resource:
Sign: Significant changes in sleep patterns (sleeping much more or much less).
Supportive Action/Resource:
Sign: Increased irritability, anger, or sudden emotional outbursts.
Supportive Action/Resource:
Sign: Withdrawing from friends, family, or social activities.
Supportive Action/Resource:
Sign: Expressing feelings of hopelessness or worthlessness.
Supportive Action/Resource:
Sign: Difficulty concentrating in class or completing schoolwork.
Supportive Action/Resource:
Part 2: My Go-To Support
Out of all the supportive actions and resources we discussed, what is one that you feel most confident remembering or using if you or a friend needed help this week?
My Go-To Support:
Why is this your go-to?
Reading
School and Community Support Map
When you or someone you know needs support, it's important to know where to turn. This map provides a list of common resources available in schools and communities. Remember, reaching out is a sign of strength!
School-Based Supports
- School Counselor/Psychologist: A trained professional who can provide confidential counseling, support, and connect you with other resources. They can help with a wide range of issues, from stress and anxiety to family concerns.
- School Nurse: Can provide health-related advice and support, and can also be a trusted adult to talk to about how you're feeling physically and emotionally.
- Trusted Teacher/Coach/Administrator: Many adults in your school genuinely care about your well-being. If you feel comfortable, talking to a teacher, coach, or another staff member can be a great first step.
- Peer Support Programs: Some schools have programs where students are trained to support their peers. Ask your counselor if your school has one.
Community-Based & Digital Supports
- Crisis Text Line: Text HOME to 741741 from anywhere in the US, anytime, about any type of crisis. A trained crisis counselor will respond.
- National Suicide Prevention Lifeline: Call or text 988 anytime to connect with a crisis counselor. For confidential support available 24/7 for everyone in the U.S.
- The Trevor Project: (For LGBTQ youth) Call 1-866-488-7386 or text START to 678-678. Provides crisis intervention and suicide prevention services.
- Local Mental Health Services: Your school counselor can help you find local therapists or mental health clinics that offer counseling and support.
- Youth Support Groups: Sometimes it helps to talk to other young people who are going through similar experiences. Ask your counselor about local groups.
- Family Doctor/Pediatrician: Your doctor can be a good starting point for discussing mental health concerns and getting referrals to specialists.
Cool Down
Exit Ticket: One Support I’ll Use
Instructions: Please answer the following question honestly and thoughtfully.
- Think about yourself and your friends. If you or someone you know needed support for stress, anxiety, or sadness this week, what is one specific person, resource, or action you could access or take? It could be someone at school, a community resource, a family member, or even a healthy coping strategy.
- Briefly explain why you chose this particular support.
Warm Up
Warm-up: A Hard Day Sign
Instructions: Think about a time recently when you had a really challenging or stressful day. This could be about school, friends, family, or anything that made you feel overwhelmed or down.
In the space below, briefly describe one signal (a feeling, a thought, or a physical sensation) you noticed in yourself on that hard day. You don't need to share the details of the day, just the signal.
Examples: "I felt really tired even after sleeping a lot.", "I found myself easily annoyed by small things.", "My stomach felt fluttery all day.", "I couldn't focus on my homework at all."
(Optional): If you feel comfortable, be prepared to share your signal with a partner or the class, without needing to explain the full story.