Stress-Free Speaker Script

Warm-Up (5 minutes)

“Good afternoon, everyone! Welcome to our workshop, Stress-Free School Days. I’m [Your Name], and I’m excited to spend this hour exploring practical strategies to manage stress in our busy school environments.

To kick things off, please take out your Warm-Up Exercise. On the sheet, you’ll find a quick self-rating scale and space to jot down one stress-relief tip you already use. Go ahead and spend the next five minutes completing it.

After 5 minutes:
“Thanks, everyone. Would anyone like to share a quick strategy they already use to reduce stress? [Pause for volunteers—repeat or paraphrase responses briefly]. Those are fantastic ideas and remind us that we have tools at our fingertips.”

Slide 1: Stress-Free School Days

“Alright, let’s move to our slide deck. On this first slide, you’ll see the title of our session: Stress-Free School Days—a one-hour workshop designed just for teachers, principals, and school leaders like us.

Take a moment to get comfortable and settle in. We’re here to learn from each other and build practical habits you can use tomorrow morning in your own classrooms and offices.”

Slide 2: Session Objectives

“Next up are our Session Objectives. You’ll see three goals listed: 1) Recognize common school-related stressors; 2) Practice evidence-based stress-management techniques; 3) Develop actionable resilience plans for yourself and for your students.

If any of these objectives resonate with you, give me a silent nod or raise your hand.”

Slide 3: Agenda

“Here’s our roadmap for the next hour: 1) Warm-Up (complete!), 2) Introduction & Objectives (we’re here), 3) Evidence-Based Reading, 4) Discussion, 5) Interactive Activity, 6) Bingo Game, 7) Quick Quiz, 8) Short Test, 9) Project Introduction, and 10) Cool-Down Reflection. We’ll wrap up right here, on time.”

Evidence-Based Reading (8 minutes)

“Now, please grab the Evidence-Based Reading handout I’ve distributed. You’ll find a short article summarizing research-backed stress-management strategies. Spend the next eight minutes reading and highlighting any ideas you think could work in your context. Also jot down three key takeaways we can discuss afterward. Let’s begin.”

After 8 minutes:
“Time’s up. Before we move on, take one minute to finalize your three takeaways.”

Discussion (7 minutes)

“Turn to a partner and use the Discussion Prompts to guide a quick conversation. Share your top takeaway and why it stood out. You have seven minutes—three and a half minutes each. Go!”

After 7 minutes:
“Let’s hear two or three highlights from your discussions. Who would like to share one takeaway and a brief comment on why it matters?”

[Invite 2–3 responses; thank each contributor.]

Interactive Activity (10 minutes)

“Now we’ll move into some practice. Please refer to the Interactive Activity Guide. We’ll try three techniques: 1) 4-7-8 Deep Breathing, 2) 5-4-3-2-1 Grounding, and 3) Micro-Movements.

First, let’s do the 4-7-8 breathing together: inhale for 4 counts, hold for 7, exhale for 8. I’ll lead us through three rounds. Ready? Begin…”

[Lead three cycles; pause briefly after each.]

Next, grounding: identify—out loud or silently—5 things you can see, 4 you can touch, 3 you can hear, 2 you can smell, and 1 you can taste. I’ll give you a moment. Go!”

[Pause 30 seconds.]

Finally, micro-movements: stand, stretch your arms overhead, roll your shoulders back, and take two gentle neck rolls. Great job.”

Stress-Relief Bingo (5 minutes)

“Let’s have some fun with the Stress-Relief Bingo. You each have a card—find colleagues who have tried each strategy, and get them to sign that square. First person to complete a row shares one favorite strategy with the group and wins a small prize. Start now!”

After 5 minutes:
“Who got a bingo? Please share one strategy you learned from a colleague.”

Quick Stress Quiz (5 minutes)

“Hand out the Quick Stress Quiz. You have two minutes—go!”

After 2 minutes:
“Time’s up. Let’s review the answers together.”

[Review each question using the Answer Key; call on volunteers to answer before revealing correct responses.]

Stress Strategies Test (5 minutes)

“Now, take the Stress Strategies Test. You’ll apply one technique to a hypothetical classroom scenario and outline a brief three-step action plan. Everyone has five minutes. If you need extra time or a read-aloud, please let me know.”

After 5 minutes:
“Please hand your tests to me. I’ll review and share feedback shortly.”

Project Introduction (5 minutes)

“Next, we’ll launch our Classroom Stress Project. Your task: 1) Identify a stressor in your classroom or school; 2) Select one or more techniques we practiced; 3) Plan implementation and evaluation. Review the Project Rubric for criteria, ask questions now, and note the deadline. Any questions?”

Cool-Down Reflection (5 minutes)

“To wrap up, please open the Cool-Down Reflection. You’ll find three prompts: which technique resonated most, how you’ll implement it this week, and your personal commitment statement. Write your reflections now. I’ll play soft music—take five minutes.”

“Thank you for sharing this time and these ideas with each other.”

Next Steps & Commitments (2 minutes)

“On our final slide, you’ll see Next Steps & Commitments. Please choose one takeaway you’ll share with a colleague tomorrow, practice your chosen technique daily, and schedule a five-minute check-in with your team next week.

Thank you all for participating! My contact information is on this slide—feel free to reach out with questions or to share your progress. Have a stress-free afternoon!”

Stress-Management Worksheet

Part 1: Baseline Stress Self-Assessment

1. My current stress level (0–10): ______

1. What physical signs of stress do I notice?

1. What emotional signs of stress do I notice?

Part 2: Identify Common School Stressors

List three stressors you experience in your school environment:

Part 3: Technique Selection

Review the techniques in the Interactive Activity Guide. Choose one technique you will practice:

• Technique: ________________________________

• Why this technique suits my needs:

Part 4: Personal Stress-Management Action Plan

Use this template to plan how you will implement your chosen technique.

1. Stressor I will address:

1. Technique(s) to use:

1. When and where I will implement (day/time/location):

1. How I will measure success (what will I observe/track?):

Part 5: Reflection & Commitment

After practicing your technique for a week, reflect using the Cool-Down Reflection prompts.

1. What changes did I notice?

1. Personal commitment statement:“I will practice _______________________________ ______ times per week.”

This worksheet supports the Stress-Free School Days session and can be revisited anytime you need to reassess and adjust your plan.

Evidence-Based Stress-Management Strategies

Introduction

Teaching is rewarding but demanding. According to a 2020 report by the American Psychological Association, educators report higher levels of daily stress than other professions. Left unmanaged, chronic stress can lead to burnout, health problems, and reduced classroom effectiveness. This article summarizes key research on teacher stress and presents practical, science-backed techniques you can use immediately.

The Impact of Stress on Educators

• Physical Effects: Prolonged stress triggers muscle tension, headaches, elevated blood pressure, and weakened immunity (Smith et al., 2019).
• Emotional Effects: Chronic stress increases anxiety and irritability, reduces job satisfaction, and raises the risk of depression (Johnson & Nelson, 2018).
• Classroom Consequences: Stressed teachers are more likely to experience classroom management challenges, lower engagement, and reduced instructional quality (Brown & Castelli, 2021).

“When teachers thrive, students thrive.”
—National Education Association, 2022

Evidence-Based Techniques

Research highlights several stress-management practices that are efficient, accessible, and effective in school settings. Try them yourself and then explore ways to introduce them to students.

1. Mindful Breathing

What it is: A simple focus on the breath to anchor attention in the present moment.
Why it works: Studies show a 20-minute daily breathing practice lowers cortisol (stress hormone) and improves focus (Lee et al., 2020).
How to start: Use the 4-7-8 method: inhale through the nose for 4 seconds, hold for 7, exhale through the mouth for 8 seconds. Repeat 3–5 cycles.
(See practice steps in the Interactive Activity Guide)

2. Grounding & Sensory Checks

What it is: A brief exercise engaging the five senses to interrupt stress loops.
Why it works: By reorienting attention to external sensory input, grounding reduces rumination and physiological arousal (Martinez & Harvey, 2017).
How to start: Try the 5-4-3-2-1 exercise: name 5 things you see, 4 you can touch, 3 you hear, 2 you smell, and 1 you taste.

3. Micro-Movements & Stretch Breaks

What it is: Short, easy movements—neck rolls, shoulder stretches, or standing up and reaching overhead.
Why it works: Movement increases blood flow, reduces muscle tension, and triggers endorphin release (Garcia et al., 2019).
How to start: Every hour, take 1–2 minutes to stand and stretch. Combine a chair pose or gentle twist for maximum effect.

4. Positive Self-Talk & Journaling

What it is: A brief, structured reflection focusing on strengths and solutions.
Why it works: Reframing negative thoughts reduces emotional distress and strengthens resilience (Nguyen & Berger, 2021).
How to start: Use a journal or the Stress-Management Worksheet to note one success per day and one area for growth.

Implementing Strategies in Your Day

1. Set Reminders: Schedule two “mindful minutes” in your calendar—before school and after dismissal.
2. Pair Up: Share breathing or grounding exercises with a colleague at transition times.
3. Embed in Class: Introduce a daily 60-second stretch break for students.
4. Track Progress: Use the action-plan template in your worksheet to measure successes and challenges.

Quick Tips for Sustainability

• Keep your practice under 5 minutes to ensure consistency.
• Use visual cues (e.g., stickers on your agenda) to prompt breaks.
• Celebrate small wins: a calmer transition, improved focus, or fewer headaches.

Remember: Small, regular practices build resilience over time. Start today and notice the difference in your well-being and classroom climate.

Discussion Prompts

Use these questions to guide your conversation in pairs. Refer to the Evidence-Based Reading and think about how to bring these ideas into your school context.

1. Which finding about the impact of educator stress surprised you the most, and why?
   
   
   
2. Of the four evidence-based techniques (mindful breathing, grounding, micro-movements, positive self-talk), which feels most practical to try first, and what makes it appealing?
   
   
   
3. How might you introduce your chosen technique to students or colleagues in a way that builds buy-in and consistency?
   
   
   
4. What potential challenges or barriers could arise when implementing this practice in your daily routine or classroom schedule, and how could you address them?
   
   
   
5. How will you track or measure whether the strategy is helping reduce stress for you and/or your students? (Consider simple metrics or observations.)

Interactive Activity Guide

Use this guide to lead participants through three quick, effective stress-management exercises. Display steps on a slide or handout and model each technique before participants practice.

1. Mindful Breathing (4-7-8 Method)

1. Ask everyone to sit comfortably with a straight spine and relaxed shoulders.
2. Instruct participants to inhale quietly through the nose for 4 seconds. (Count mentally: 1-2-3-4.)
3. Ask them to hold the breath for 7 seconds. (Count: 1-2-…-7.)
4. Instruct to exhale audibly through pursed lips for 8 seconds. (Count: 1-2-…-8.)
5. Repeat the cycle 3–5 times at a gentle, unhurried pace.
6. After the final exhale, pause and ask: “What did you notice in your body or mind?”

2. Grounding & Sensory Check (5-4-3-2-1 Exercise)

1. Invite participants to shift attention to their immediate surroundings.
2. See: Name 5 things you can see (e.g., a pen, a book, a plant).
   3. Touch: Notice 4 things you can touch (e.g., your chair, your hair, your shirt).
   4. Hear: Identify 3 sounds (e.g., HVAC humming, distant voices, your own breath).
   5. Smell: Find 2 scents (e.g., coffee, paper, hand sanitizer).
   6. Taste: Focus on 1 taste (e.g., toothpaste, coffee, neutral).
3. After completing, invite a few volunteers to share how this re-anchored their focus.

3. Micro-Movements & Stretch Breaks

Lead participants through a series of simple movements they can do at their desks or in small spaces.

1. Neck Rolls: Slowly tilt head toward right shoulder, roll chin to chest, then to left shoulder. Repeat 3 times in each direction.
2. Shoulder Rolls: Lift both shoulders up toward ears, roll them back and down. Repeat 5 times.
3. Seated Twist: While seated, place right hand on left knee, left hand on chair back; gently twist trunk to look over left shoulder. Hold 5 seconds; repeat on opposite side.
4. Arm Stretch: Extend right arm across chest, use left hand to press it closer. Hold 10 seconds; switch sides.
5. Overhead Reach: Stand up, interlace fingers, palms facing up; stretch arms overhead and lean slightly right, then left. Hold 5 seconds each side.
6. Encourage participants to set a timer or use phone reminders to do a 1-minute stretch break every hour.

For additional reflection, have participants note their preferred technique in the Stress-Management Worksheet. Encourage them to experiment with all three and choose which works best in their daily routine.

Stress-Relief Bingo

Bring energy and fun to exploring coping strategies with this interactive Bingo game. Distribute one card to each participant and a pen. Participants mingle, find colleagues who have tried or are willing to try each strategy, and collect their initials. The first person to complete a horizontal, vertical, or diagonal row shouts “Bingo!” and shares one favorite strategy with the group.

Instructions

1. Give each participant a copy of the Bingo card below.
2. Participants circulate and ask colleagues: “Have you ever tried [Strategy]? If yes (or willing to try now), have them initial the square.”
3. The center square “FREE” is already initialed for everyone.
4. First to get five initials in a row (across, down, or diagonal) wins a small prize.
5. Debrief: Winner shares one new strategy they learned, and others add any they missed.

Bingo Card Template

Enjoy the game and take note of which strategies resonate most. Incorporate these techniques into your daily routine to manage stress and boost well-being.

Answer Key for Stress-Free School Days

Quick Stress Quiz

Question 1: List two physical signs of stress described in the Evidence-Based Reading.

Key Points from Reading:

• Reading states that chronic stress can cause muscle tension, headaches, elevated blood pressure, and a weakened immune response.

Correct responses (any two of):

• Muscle tension
  
• Headaches
  
• Elevated blood pressure
  
• Weakened immunity (e.g., more frequent illness)

Step-by-Step Thought Process:

1. Recall the “Physical Effects” section of the reading.
2. Identify the list of bullet points under that heading.
3. Choose any two distinct items to list as answers.

Question 2: What is the recommended 4-7-8 breathing pattern? Specify the counts for inhale, hold, and exhale.

Correct Answer:

• Inhale quietly through the nose for 4 seconds
• Hold the breath for 7 seconds
• Exhale audibly through the mouth for 8 seconds

Step-by-Step Thought Process:

1. Refer to the “Mindful Breathing” subsection in the reading.
2. Find the description of the 4-7-8 method.
3. Note each count duration in order: inhale=4, hold=7, exhale=8.

Question 3: Briefly describe the 5-4-3-2-1 grounding exercise and explain how it helps reduce stress.

Correct Answer (Sample):

• Description of Steps:
  1. Name 5 things you can see.
  2. Name 4 things you can touch.
  3. Name 3 things you can hear.
  4. Name 2 things you can smell.
  5. Name 1 thing you can taste.
• How it helps:
  • Shifts attention away from internal worries to external sensory input.
  • Interrupts negative thought loops and reduces physiological arousal by reorienting the nervous system.

Step-by-Step Thought Process:

1. Locate the “Grounding & Sensory Checks” section of the reading or activity guide.
2. List each of the five sensory steps in descending order.
3. Explain that focusing on senses interrupts stress loops by anchoring attention in the present moment.

Stress Strategies Test (Rubric & Sample Responses)

Question 1 (Scenario):

Prompt: You notice that students are restless and unfocused 20 minutes before lunch. Describe how you would apply one stress-management technique to help them re-center. Include steps and how you would introduce it to the class.

Scoring Rubric (Total = 10 points)

Sample Response (8–10 pts)

• Technique Chosen: 4-7-8 mindful breathing (1 pt)
• Steps: (4 pts)
  1. Ask students to sit cross-legged or in chairs with straight backs.
  2. Explain the 4-7-8 counts using a visible countdown on the board.
  3. Lead students through 3 cycles: inhale for 4, hold for 7, exhale for 8.
  4. Afterward, invite volunteers to share how they feel.
• Introduction: (2 pts)
  “Class, we’re going to do a quick breathing break to help reset our energy before lunch. Follow along on the board.”
• Follow-Up: (1 pt)
  Observe calmer behavior and count how many students voluntarily take deeper breaths.
   
   

Question 2 (Personal Plan):

Prompt: You feel overwhelmed by grading and meetings at the end of the day. Outline a brief, three-step action plan using positive self-talk and/or journaling to manage your stress. Be specific about timing, prompts, and how you will track progress.

Scoring Criteria (Total = 9 points)

Sample Response (8–9 pts)

• Step 1 (After School, 3:30 PM): Write a “Today I’m proud of…” journal entry listing two successes from the day. (3 pts)
• Step 2 (6:00 PM): Use a positive mantra before grading: “I am capable, I grow with each challenge.” Repeat 3 times. (3 pts)
• Step 3 (Each Evening): Check off entries in my journal and rate stress level (0–10 scale) next to each day’s entry to track improvement over the week. (3 pts)

Note: A response scoring 6–7 points may have one step less detailed; 3–5 points indicates minimal use of techniques or tracking.

End of Answer Key

Classroom Stress Project

Overview

Design and implement a mini-intervention to reduce stress for students in your classroom or school setting. This project allows you to apply one or more of the evidence-based techniques from our session—mindful breathing, grounding, micro-movements, or positive self-talk—and evaluate its impact.

Objectives

• Identify a specific stressor affecting your students.
• Select and justify an appropriate stress-management technique.
• Plan and carry out a brief intervention.
• Collect simple data to evaluate effectiveness.
• Reflect on outcomes and plan next steps.

Project Steps

1. Identify Your Target Stressor (Week 1)
   • Observe and note a common stress trigger (e.g., test anxiety, transition times, social conflict).
   • Describe why this stressor matters and which students are most affected.
2. Choose & Adapt a Technique (Week 1)
   • Select one technique from the session: mindful breathing, grounding, micro-movements, or self-talk.
   • Explain why this technique is a good fit for your students’ needs and context.
3. Plan Implementation (Week 1)
   • Outline a detailed action plan using the template in the Stress-Management Worksheet.
   • Specify when (day/time), where (classroom location), and how long (duration) the activity will take.
   • Determine simple metrics or observations to track (e.g., student self-ratings, focus levels, behavior logs).
4. Carry Out the Intervention (Week 2)
   • Introduce the activity to students, explaining its purpose and steps.
   • Facilitate the technique for at least 3 consecutive days.
   • Record your observations and any student feedback each day.
5. Evaluate & Reflect (Week 3)
   • Compare your pre- and post-intervention observations or ratings.
   • Complete a brief reflection using the Cool-Down Reflection prompts.
   • Note successes, challenges, and how you would adjust the plan next time.
6. Prepare Your Submission
   • Written Proposal: A 1-page summary of your stressor identification, chosen technique, and implementation plan.
   • Data Log: Observational notes or simple charts showing changes in student stress or engagement.
   • Reflection Report: Completed Cool-Down Reflection with insights and future recommendations.

Timeline & Milestones

• Week 1 (Days 1–3): Observe, choose technique, complete action-plan template.
• Week 2 (Days 4–8): Implement intervention and collect data.
• Week 3 (Days 9–11): Analyze data, complete reflection, assemble deliverables.
• Due Date: Submit all materials by the end of Week 3.

Deliverables Checklist

• 1-page Project Proposal
• Daily Observation Log or Data Chart
• Completed Reflection Prompts
• Optional: Photos or student artifacts (if available)

Assessment & Support

• Your project will be evaluated using the Project Rubric.
• Reach out to colleagues or the workshop facilitator for feedback during planning stages.
• Use accommodations as needed (e.g., peer support, extended time, translation) to complete your work.

Good luck—this is your opportunity to bring stress-management strategies directly into your classroom and see real benefits for you and your students!

Project Rubric

Use this rubric to evaluate each component of the Classroom Stress Project. Scores range from 4 (Exemplary) to 1 (Beginning).

Total possible points: 24
Performance Levels:
• 24–21 pts: Exemplary
• 20–17 pts: Proficient
• 16–13 pts: Developing
• 12 pts or below: Beginning

Refer to the Classroom Stress Project overview for details on each component.

Warm-Up Exercise

Part 1: Baseline Stress Self-Rating
On a scale of 0 (no stress) to 10 (highest stress), my current stress level is: ______

Part 2: Identify an Existing Strategy
Write one stress-relief tip or technique you already use in your day-to-day work:

Part 3: Share-Out Preparation
Be ready to share your tip in one or two sentences when we reconvene. This will help us learn from each other’s go-to strategies.

Cool-Down Reflection

Use these prompts to reflect on your experience and commit to future action.

1. Which technique resonated most with you and why?

1. What specific step will you take this week to implement this technique in your routine or classroom?

1. What changes do you expect to observe in your stress levels or in student engagement?

1. Personal commitment statement:“I will practice _______________________________ ______ times per week.”

Thank you for your commitment—carry these insights into your day-to-day practice!

Extended Stress Management Video Lessons

This series of eight short videos lets participants dive deep into each core stress-management technique and offers guidance on classroom integration. Cue each one at the appropriate workshop segment or share them individually for follow-up practice.

Video 1: Mindful Breathing Demo

ID: #stress-free-video-breathing
Length: ~2 minutes
Content:
• 00:00 – Introduction: Why breathe mindfully?
• 00:20 – 4-7-8 Breathing Method explained
• 01:00 – Guided practice (3 cycles)
• 01:40 – Quick debrief: sensations & benefits

Facilitator Tips:
– Pause after each cycle to ask, “What did you notice?”
– Encourage participants to count silently and focus on the exhale.

Video 2: Grounding & Sensory Check

ID: #stress-free-video-grounding
Length: ~2 minutes
Content:
• 00:00 – Rationale: How grounding resets focus
• 00:15 – 5-4-3-2-1 Exercise steps
• 01:00 – Live demonstration in a classroom corner
• 01:30 – Reflection prompt: “How anchored do you feel?”

Facilitator Tips:
– Invite participants to name items out loud to reinforce engagement.
– Suggest adapting the exercise for quick hallway or recess breaks.

Video 3: Micro-Movements & Stretch Breaks

ID: #stress-free-video-micro-movements
Length: ~2 minutes
Content:
• 00:00 – Why movement matters for stress relief
• 00:20 – Desk-friendly neck rolls & shoulder rolls
• 01:00 – Seated twist & arm stretch tutorial
• 01:30 – Overhead reach & release final pose

Facilitator Tips:
– Demonstrate both seated and standing options for inclusivity.
– Encourage use of classroom speakers or bell reminders every hour.

Video 4: Integration & Classroom Tips

ID: #stress-free-video-integration
Length: ~2 minutes
Content:
• 00:00 – Strategies for embedding techniques into daily routines
• 00:20 – Sample schedule: morning breathing, midday stretch, afternoon grounding
• 01:00 – Student-facing scripts & simple visuals
• 01:30 – Tracking progress: stickers, self-rating charts

Facilitator Tips:
– Show examples of posters or slides for student reference.
– Highlight quick wins: improved transitions, calmer voices.

Video 5: Positive Self-Talk & Journaling

ID: #stress-free-video-selftalk
Length: ~2 minutes
Content:
• 00:00 – Why positive self-talk matters
• 00:20 – Examples of affirmations and journaling prompts
• 01:00 – Guided journaling exercise demonstration
• 01:30 – Reflection: noticing shifts in mindset

Facilitator Tips:
– Encourage participants to craft personal affirmations tied to their daily challenges.
– Suggest journaling first thing in the morning or at day’s end to consolidate insights.

Video 6: Student Implementation Examples

ID: #stress-free-video-student-examples
Length: ~3 minutes
Content:
• 00:00 – Real classroom scenarios demonstrating techniques
• 00:45 – Student voices: how they used breathing, grounding, and stretches
• 02:00 – Teacher reflections and tips for scaling
• 02:30 – Next steps: student-led stress-management mini-sessions

Facilitator Tips:
– Highlight authenticity by sharing student quotes or short clips.
– Discuss how to adapt these examples for your own classroom context.

Video 7: Self-Compassion Practices

ID: #stress-free-video-compassion
Length: ~2 minutes
Content:
• 00:00 – Defining self-compassion and its school benefits
• 00:20 – Three simple self-compassion exercises (kind self-talk, safe space visualization, soothing touch)
• 01:00 – Guided practice: “Soothing Breaths” and internal kindness phrases
• 01:40 – Reflection prompt: “How did this shift your inner dialogue?”

Facilitator Tips:
– Encourage participants to notice any resistance to kindness and explore gently.
– Suggest pairing with a trusted colleague for mutual support check-ins.

Video 8: Tech-Based Stress Relief Tools

ID: #stress-free-video-tech-tools
Length: ~2 minutes
Content:
• 00:00 – Overview of apps and online resources (breathing apps, white-noise, guided meditations)
• 00:20 – Demo: using a free smartphone meditation app
• 01:00 – Tips for integrating tech breaks into busy schedules
• 01:30 – Reflection: “Which app felt most usable for you?”

Facilitator Tips:
– Recommend accessibility features (closed captions, adjustable volume).
– Note privacy and screen-time balance considerations.

Access & Embedding:

• Mindful Breathing Demo: Watch here
• Grounding & Sensory Check: Watch here
• Micro-Movements & Stretch Breaks: Watch here
• Integration & Classroom Tips: Watch here
• Positive Self-Talk & Journaling: Watch here
• Student Implementation Examples: Watch here
• Self-Compassion Practices: Watch here
• Tech-Based Stress Relief Tools: Watch here

Embed or link each video in your LMS or presentation software. Ensure captions or transcripts are available for accessibility and use classroom audio settings to maintain clarity.

Next Steps:
After viewing, consult the Interactive Activity Guide to practice techniques in pairs or small groups.