Introduce the concept of stress and stressors, build rapport, complete a baseline worksheet to identify personal stressors and intensity, and reinforce learning with a quick sorting game.
Establishing a clear understanding of stress and identifying personal stressors provides a foundation for self-awareness and targeted coping strategies, tailored to the student’s needs.
Have the student draw five cards and sort them into Low, Medium, and High stress piles
Ask the student to explain one sorting choice to reinforce learning
Congratulate the student on completing the first session
Worksheet
Baseline Stressors and Emotions Worksheet
Instructions
List at least 3–5 recent situations that felt stressful. For each one, describe what happened, how you felt, and rate your stress level on a scale from 1 (low) to 10 (high). Fill in the table below.
Situation/Event
What Happened?
How Did I Feel? (Emotion Words)
Stress Intensity (1–10)
Worksheet
Stress Thermometer Worksheet
Instructions
Using the scale from 1 (lowest stress) to 10 (highest stress), think about what each level feels like or recall a situation when you felt that level of stress. For each level, write a few words or a short description in the space provided.
Stress Level (1–10)
What This Feels Like / Example
10
9
8
7
6
5
4
3
2
1
Game
Stressors Matching Game Cards
Instructions
Cut out each card along the lines. These cards describe situations that might cause stress. After you shuffle them, draw five cards and sort them into Low, Medium, or High stress piles based on how stressful each feels to you.
Cards:
Misplacing a pencil
Waiting in line at lunch
Mild snack not available
Wearing mismatched socks
Homework assigned for tomorrow
Getting a B on an assignment
Having to ask a question in class
Being slightly late to class
Unannounced pop quiz
Presenting a project to the class
Getting called to the principal’s office unexpectedly
Major test affecting your grade
(Once cut out, mix the cards face down. Draw five cards and sort.)
Discussion
Define Stress Discussion
Purpose
Help the student build a shared understanding of what “stress” means, recognize personal signals of stress, and prepare to identify real‐life stressors.
Discussion Guidelines
This is a safe, confidential space. There are no wrong answers.
Speak honestly about your thoughts and feelings.
I’ll listen actively and may ask follow-up questions to learn more.
Prompts & Follow-Up Questions
Opening – "What comes to mind when you hear the word ‘stress’?"
Follow-up: "Can you give an example of a time you’ve felt that way?"
Body Signals – "How does your body let you know you’re feeling stressed?"
Follow-up: "Do you feel anything in your chest, stomach, or head when you’re under stress?"
Identify a Stressful Moment – "Think of a recent time you felt stressed. What was happening?"
Follow-up: "What part of that situation felt most challenging?"
Emotional Reactions – "What emotions do you notice when you’re stressed (e.g., worried, frustrated, upset)?"
Follow-up: "Where do you notice these emotions? In your thoughts? Your mood?"
Coping Ideas – "When you feel stressed, what helps you calm down or feel a bit better?"
Follow-up: "Have you ever tried taking deep breaths, talking to someone, or stepping away for a moment? Which felt most useful?"
Transition to Worksheet
Great discussion! Now let’s put these ideas on paper. We’ll use the Baseline Stressors and Emotions Worksheet to list situations, note how they made you feel, and rate how intense each stressor is.
