Stress Less, Live More Script

Introduction & Warm-up (5 minutes)

Teacher: "Welcome everyone. Today, we're going to talk about something really important that affects all of us: stress. We'll explore where it comes from, how it shows up, and most importantly, what we can do about it. This is a safe space to share and learn, so please feel comfortable being open."

"To get started, I'm going to hand out a quick 'Stress Check-in Warm-up' sheet. Please take a few minutes to fill it out quietly on your own."

(Distribute Stress Check-in Warm-up and allow students to complete it.)

Teacher: "Thank you for completing that. We're not going to share all the details, but just by a quick show of hands, how many of you sometimes feel stress related to school? How about family? And friends?"

(Pause for student responses.)

Teacher: "It looks like this is a really common experience, and that's perfectly normal. Stress is a part of life, but we can learn to manage it so it doesn't manage us."

Understanding Stress (5 minutes)

(Display Stress Less Slide Deck - Slide 1: "Stress Less, Live More")

Teacher: "Let's dive deeper. Our first slide, 'Stress Less, Live More,' asks: 'What is stress? Why does it feel so big sometimes?' We'll tackle these questions today."

(Display Stress Less Slide Deck - Slide 2: "What is Stress, Really?")

Teacher: "Stress is your body's natural reaction to a challenge or demand. It's how your body tells you something important is happening. It can be good, like focusing before a game, or not so good, like too much homework or a disagreement."

(Display Stress Less Slide Deck - Slide 3: "Where Does Stress Come From?")

Teacher: "For 8th graders, stress often comes from school (homework, tests), family (chores, conflicts), and friends (peer pressure, social drama). Who here has felt overwhelmed by expectations in any of these areas?" (Pause for brief responses).

"Now, for a very brief discussion: What are some specific examples of school, family, or friend stress you've noticed? Keep it general."

(Facilitate a quick discussion, encouraging 1-2 students to share examples.)

Coping Strategies Activity (6 minutes)

(Display Stress Less Slide Deck - Slide 4: "How Does Stress Show Up?")

Teacher: "Good observations. Stress also shows up in our bodies and minds. Physically, headaches, fatigue, tense muscles. Emotionally, worry, irritability, trouble concentrating. It's important to recognize these signs."

(Display Stress Less Slide Deck - Slide 5: "Tools for Your Stress Toolkit")

Teacher: "The great news is, we have power over stress! Think of these as 'tools for your stress toolkit.' Our first tool: Talk It Out. Share your feelings with a trusted adult or friend. Simply saying it out loud can make a difference."

(Display Stress Less Slide Deck - Slide 6: "More Tools for Your Stress Toolkit")

Teacher: "More tools! Move Your Body – exercise, walk, play sports to release tension. Take a Break – listen to music, read, draw; step away to reset. Practice Mindfulness/Relaxation – deep breaths, quiet time to calm your mind. And Prioritize & Organize – break down tasks, make lists, especially for school stress. These help you feel more in control."

"Now, for a quick activity. I'll divide you into pairs. You'll get slips of paper. In your pairs, quickly brainstorm and write down different coping strategies for stress – any you know or use. We'll then share a couple with the group."

(Divide students, distribute paper, and lead the Coping Strategies Activity. After a few minutes, bring the group back together.)

Teacher: "Time's up! What are some strategies your groups came up with?"

(Collect 1-2 ideas and briefly discuss.)

Personal Action Plan & Reflection (2 minutes)

Teacher: "Excellent ideas! Now, let's make it personal. I'm giving you a 'My Stress Action Plan Journal' sheet."

(Distribute My Stress Action Plan Journal.)

Teacher: "On this sheet, choose one strategy you want to try this week. Write it down and briefly explain how you'll use it. This is for you to make a commitment."

(Allow students about one minute to write.)

(Display Stress Less Slide Deck - Slide 7: "Your Stress Superpowers!")

Teacher: "As you finish, see our last slide: 'Your Stress Superpowers!' A quick recap: Talk it out, Move your body, Take a break, Practice mindfulness, and Prioritize & organize. These are your tools!"

Cool Down (2 minutes)

Teacher: "To wrap up, please complete this 'Cool Down Reflection' sheet."

(Distribute Cool Down Reflection.)

Teacher: "On this sheet, write down one new idea or strategy you learned today that you might try this week."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their one new idea?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Remember, managing stress is a skill. Be kind to yourselves, and use these tools to stress less and live more! Thanks for a great discussion."

Stress Check-in Warm-up

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following questions honestly. This is for your own reflection, and we will not be sharing specific details.

1. On a scale of 1 to 5, where 1 is "not stressed at all" and 5 is "extremely stressed," how would you describe your overall stress level right now?
   
   1   2   3   4   5
   
   
   

2. Briefly list 1-2 things that are currently causing you stress.
   
   
   
   
   
   
   

3. When you feel stressed, what is one way your body or mind usually reacts? (e.g., headache, difficulty sleeping, feeling irritable, worrying a lot)
   
   
   
   
   
   
   

Coping Strategies Activity

Instructions:

1. Work with your partner or small group.
2. Brainstorm as many different ways to cope with stress as you can think of. Think about strategies you use, strategies you've heard about, or strategies you think might be helpful.
3. Write each unique coping strategy on a separate slip of paper or small sticky note.
4. Be ready to share some of your ideas with the larger group!

Think about:

• What do you do when you feel overwhelmed by homework?
• What helps you calm down after an argument with a friend or family member?
• What activities make you feel relaxed or happy?

My Stress Action Plan Journal

Name: _____________________________

Date: ______________________________

Instructions: Based on our discussion and activity today, choose 1-2 coping strategies that you want to try practicing this week. Write them down and explain how you plan to use them to manage stress from school, family, or friends.

Strategy 1:

How I will use this strategy:

Strategy 2:

How I will use this strategy:

Why are these strategies important to me right now?

Cool Down Reflection

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new idea or coping strategy you learned today that you found helpful or that you might try this week to manage stress?

Tuning In: What's Your Stress Symphony? Script

Introduction & Warm-up (5 minutes)

Teacher: "Welcome back everyone. Last time, we talked about what stress is and some general coping strategies. Today, we're going to dive deeper into our emotions and how something as simple as music can be a powerful tool to manage how we feel when we're stressed."

"To begin, I'm handing out a 'Mood Meter Check-in Warm-up' sheet. Please take a few minutes to fill it out quietly on your own. There are no right or wrong answers, just your honest feelings."

(Distribute Mood Meter Check-in Warm-up and allow students to complete it.)

Teacher: "Thank you. Just by a quick show of hands, how many of you feel a mix of emotions right now? Or maybe one strong feeling?" (Pause for responses.) "It's completely normal for our emotions to shift and change, especially when we're dealing with different things throughout our day. Today, we'll learn how to tune into those emotions."

Emotions & Stress (5 minutes)

(Display Stress Symphony Slide Deck - Slide 1: "Tuning In: What's Your Stress Symphony?")

Teacher: "Our title today is 'Tuning In: What's Your Stress Symphony?'. We're going to think about how our feelings sound, and if music can help us manage stress. This might sound a little different, but you'll see how powerful it can be."

(Display Stress Symphony Slide Deck - Slide 2: "Emotions: The Orchestra of Stress")

Teacher: "When we talked about stress last time, we mentioned it wasn't just in our heads. It brings a whole 'orchestra' of emotions. Look at the slide: frustration, worry, anger, feeling overwhelmed. These are all common emotions that can come with stress. Now, I want you to think for a moment: When you feel frustrated, where do you feel it in your body? What about worry?" (Pause for a few seconds for reflection).

"Let's have a very brief discussion: How do different emotions feel when you are stressed? What are some specific examples?" (Facilitate a quick discussion, encouraging 1-2 students to share general observations.)

Music Moods Activity (6 minutes)

(Display Stress Symphony Slide Deck - Slide 3: "Music: Your Personal Mood Maestro")

Teacher: "Excellent observations. Now, for the really cool part: music can be your personal mood maestro! As you can see on the slide, music can calm you down, energize you, help you focus, or even help you process tough feelings. It's like your brain and body are listening and responding in amazing ways."

(Display Stress Symphony Slide Deck - Slide 4: "Composing Your Calm: Using Music to Cope")

Teacher: "We can actually choose music intentionally to help us manage stress. For example, if you're feeling anxious, relaxing instrumental music might help. If you're feeling sluggish, upbeat music could boost your energy. Or if you need to think through something, reflective music can be helpful. What kind of music helps you?" (Allow brief responses.)

"Now for our 'Music Moods Activity'! I'm going to play a few short music clips. For each clip, I want you to silently think: 'What emotion does this music make me feel?' and 'How might I use this type of music if I were feeling stressed?' After each clip, we'll briefly share some observations."

(Play prepared music clips. After each clip, pause and ask for 1-2 student responses regarding emotions evoked and potential coping use. Keep it moving.)

Teacher: "Great listening! You can really hear how different types of music can have different effects."

Personal Soundtrack & Reflection (2 minutes)

Teacher: "Wonderful job with the activity! Now, let's bring it back to you. I'm giving you a 'My Stress Soundtrack Journal' sheet."

(Distribute My Stress Soundtrack Journal.)

Teacher: "On this sheet, I want you to choose one type of music or even a specific song that you think could be a helpful tool for your stress management this week. Write it down and briefly explain how you might use it. This is your personal commitment to trying out this coping strategy."

(Allow students about one minute to write.)

(Display Stress Symphony Slide Deck - Slide 5: "Your Stress Soundtrack")

Teacher: "As you finish, remember what our last slide says: music is a powerful tool! Identify your emotions, choose music intentionally, and listen mindfully. What will your stress soundtrack include?"

Cool Down (2 minutes)

Teacher: "To wrap up, please complete this 'Cool Down: Music Reflection' sheet."

(Distribute Cool Down: Music Reflection.)

Teacher: "On this sheet, write down one way you can use music as a coping tool this week."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their idea?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Fantastic! Remember to experiment with your stress soundtrack. It can be a great way to tune into your emotions and find some calm. Thanks for your excellent participation today!"

Mood Meter Check-in Warm-up

Name: _____________________________

Date: ______________________________

Instructions: Think about how you are feeling right now. Circle the emotion that best describes your current mood.

How are you feeling right now?

• Happy / Joyful
• Calm / Peaceful
• Energetic / Excited
• Tired / Drained
• Stressed / Anxious
• Frustrated / Annoyed
• Sad / Down
• Angry / Irritated
• Confused / Unsure
• Other: _____________________________
  
  
  

Briefly explain why you chose that emotion (if you feel comfortable sharing, or for your own reflection).

If you are feeling stressed, what is one thing that might be contributing to it today?

_______________________________________________________________________________________

Music Moods Activity

Instructions: Listen carefully to the music clips your teacher plays. For each clip, consider the following questions. You don't need to write down every answer, but be ready to share your thoughts with the group.

Music Clip 1:

1. What emotions does this music make you feel?
   
   
   
   
2. How might you use this type of music if you were feeling stressed? (e.g., to calm down, to feel energized, to focus)
   
   
   
   
   
   
   

Music Clip 2:

1. What emotions does this music make you feel?
   
   
   
   
2. How might you use this type of music if you were feeling stressed?
   
   
   
   
   
   
   

Music Clip 3:

1. What emotions does this music make you feel?
   
   
   
   
2. How might you use this type of music if you were feeling stressed?
   
   
   
   
   
   
   

My Stress Soundtrack Journal

Name: _____________________________

Date: ______________________________

Instructions: Reflect on today's discussion and activities about music and emotions. Choose one specific type of music, or even a particular song, that you think could be a helpful coping mechanism for you this week. Write it down and explain how you plan to use it to manage stress.

My Stress Soundtrack Choice:

How I will use this music to manage stress:

Why is this particular music helpful for my emotions and stress?

Cool Down: Music Reflection

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new idea or strategy you learned today about using music to cope with stress that you might try this week?

Artful Answers: Drawing Your Way Out of Stress Script

Introduction & Warm-up (5 minutes)

Teacher: "Hello everyone! Last week, we explored how music can influence our emotions and help with stress. Today, we're going to try another creative approach: using art to understand and manage our stress."

"To start, I'm passing out a 'Quick Draw Emotion Warm-up' sheet. Please take a moment to quickly sketch an emotion you're feeling right now. Don't worry about artistic skill, just express it quickly."

(Distribute Quick Draw Emotion Warm-up and allow students to complete it.)

Teacher: "Thank you. Just by a quick show of hands, how many of you found it interesting to draw an emotion rather than just say it?" (Pause for responses.) "Sometimes, expressing how we feel visually can reveal things we might not even realize. This is what we'll be exploring today."

Art & Emotions (5 minutes)

(Display Artful Answers Slide Deck - Slide 1: "Artful Answers: Drawing Your Way Out of Stress")

Teacher: "Our lesson today is called 'Artful Answers: Drawing Your Way Out of Stress.' It asks: 'Can a pencil and paper help you feel better?' We're going to discover that the answer is often yes!"

(Display Artful Answers Slide Deck - Slide 2: "When Words Aren't Enough...")

Teacher: "As you see on the slide, sometimes words just aren't enough to explain how you truly feel. When stress is high, it can be hard to put thoughts and emotions into sentences. Art gives us a different way. It allows you to express yourself without needing perfect words, helps you process what's going on inside, and can give your mind a needed break from worrying."

"Let's have a brief discussion: How can drawing, painting, or just creating something help you when you feel stressed or very emotional?" (Facilitate a quick discussion, encouraging 1-2 students to share ideas.)

Drawing Activity (6 minutes)

(Display Artful Answers Slide Deck - Slide 3: "Your Inner Artist: Two Paths")

Teacher: "Great insights! Now, we're going to try an activity called 'Stress Monster/Calm Place Drawing.' You have two options. You can either draw your 'Stress Monster' – what does your stress look like? Give it a shape, colors, a size. The idea is to take that overwhelming feeling and make it something you can see, which can help you feel more in control."

"Or, you can draw 'My Calm Place.' This is an imaginary or real place where you feel completely peaceful, safe, and relaxed. What does it look like? What colors are there? What do you hear or smell in this place?"

(Display Artful Answers Slide Deck - Slide 4: "No Art Skills Required!")

Teacher: "Remember, as the slide says, 'No Art Skills Required!' This isn't about making a perfect picture for an art show. It's about you and what you feel as you draw. Let your emotions guide your pencil or crayon. The process of creating is what matters most here. I'll give you about 6 minutes for this."

(Distribute paper and drawing supplies. Circulate and offer encouragement, reminding students of the two options.)

Teacher: "About one more minute to finish up your thoughts!"

Reflection & Sharing (2 minutes)

Teacher: "Alright everyone, pencils down. Thank you for engaging in that activity. Now, I'm giving you a 'My Artful Coping Journal' sheet."

(Distribute My Artful Coping Journal.)

Teacher: "On this sheet, I want you to reflect on your drawing experience. How did it feel to create your 'stress monster' or your 'calm place'? How can using art be a coping strategy for you? Write down your thoughts."

(Allow students about one minute to write.)

Teacher: "Would anyone like to briefly share how it felt to do the activity, or an insight they gained, without necessarily showing their drawing?"

(Encourage 1-2 students to share their feelings about the process.)

(Display Artful Answers Slide Deck - Slide 5: "Your Creative Coping Power!")

Teacher: "As you finish up, remember this slide: 'Your Creative Coping Power!' Art is a powerful way to understand emotions, release tension, and find peace. What will you create next?"

Cool Down (2 minutes)

Teacher: "To wrap up our session, please complete this 'Artful Reflection Cool Down' sheet."

(Distribute Artful Reflection Cool Down.)

Teacher: "On this sheet, write down one new insight you gained today about using art as a coping mechanism for stress."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their insight?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Excellent! Remember, art can be a wonderful, personal way to deal with big feelings. Don't be afraid to pick up a pencil or crayon when you need to express yourself. Thanks for a wonderfully creative session!"

Quick Draw Emotion Warm-up

Name: _____________________________

Date: ______________________________

Instructions: In the box below, quickly draw or sketch an emotion you are feeling right now. Don't worry about making it perfect, just let your hand express the feeling. Think about colors, shapes, or symbols that represent how you feel.

My Current Emotion Sketch:

Briefly, what emotion did you try to express with your drawing?

Stress Monster/Calm Place Drawing Activity

Instructions: You have two options for your drawing today. Choose the one that feels right for you right now.

Option 1: Draw Your Stress Monster

• What does your stress look like? Does it have a particular shape, size, or color?
• Is it spiky, squishy, dark, bright, big, small? Does it have eyes, a mouth, no features at all?
• Drawing your stress can help you see it differently and feel more in control.

Option 2: Draw Your Calm Place

• Imagine a place where you feel completely peaceful, safe, and relaxed.
• It can be a real place (your bedroom, a park) or an imaginary one (a cloud, an underwater world).
• What does it look like? What colors are there? What do you hear, smell, or feel in this place?

Use the paper and drawing supplies provided. Don't worry about artistic skill – this is about expressing your feelings, not making a perfect picture!

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My Artful Coping Journal

Name: _____________________________

Date: ______________________________

Instructions: Reflect on today's drawing activity. How did using art to express feelings or imagine a calm place feel for you? Write down your thoughts and how you might use art as a coping strategy for stress.

My experience with the drawing activity:

How can I use art or creative expression as a coping mechanism in my daily life when I feel stressed?

Artful Reflection Cool Down

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new insight or strategy you learned today about using art or creative expression to cope with stress?

Body Beats: Mindful Movement for Stress Relief Script

Introduction & Warm-up (5 minutes)

Teacher: "Welcome everyone! Over the past couple of weeks, we've explored different ways to manage stress, from talking it out to using music and art. Today, we're going to focus on our bodies and how physical movement, even small mindful movements, can be a powerful tool against stress."

"To start, I'm handing out a 'Body Scan Check Warm-up' sheet. Please take a few moments to fill it out quietly on your own, thinking about how your body feels right now."

(Distribute Body Scan Check Warm-up and allow students to complete it.)

Teacher: "Thank you for completing that. By a quick show of hands, how many of you noticed some tension in certain parts of your body? Or perhaps felt a little tired?" (Pause for responses.) "It's common for our bodies to hold onto stress, and often we don't even realize it until we stop and pay attention. Today, we'll learn how to tune into those body signals and use movement to help."

Stress & Your Body (5 minutes)

(Display Body Beats Slide Deck - Slide 1: "Body Beats: Mindful Movement for Stress Relief")

Teacher: "Our lesson today is 'Body Beats: Mindful Movement for Stress Relief.' It asks: 'How does your body react to stress? Can movement help?' We're going to discover that movement can indeed be a fantastic way to deal with stress."

(Display Body Beats Slide Deck - Slide 2: "Stress & Your Body: What Does It Feel Like?")

Teacher: "As this slide shows, stress isn't just in your head; it affects your body in many ways. You might notice tense muscles in your shoulders, neck, or jaw. Headaches, stomach aches, a fast heartbeat, or even just feeling restless or overly tired can all be signals from your body telling you it's stressed."

"Let's have a brief discussion: Where do you typically feel stress in your body? What are some of those physical signals you notice?" (Facilitate a quick discussion, encouraging 1-2 students to share general observations.)

Mindful Movement Activity (6 minutes)

(Display Body Beats Slide Deck - Slide 3: "Mindful Movement: Listen to Your Body")

Teacher: "Those are very common experiences. The good news is, we can use 'Mindful Movement' to help. Mindful movement simply means paying close attention to your body as you move. It helps release that physical tension, brings your focus to the present moment, and can calm your entire nervous system. Even small, gentle movements can make a big difference!"

(Display Body Beats Slide Deck - Slide 4: "Simple Moves for Stress Relief")

Teacher: "Now for our 'Mindful Movement Activity'! We're going to try a few simple moves together. You can do these seated or standing, whatever feels comfortable. The key is to focus on the feeling in your body, not how perfectly you do the movement. Listen to your body."

"First, let's try some Shoulder Rolls. Gently roll your shoulders forward a few times, really feeling the movement. Now, gently roll them backward. Notice if you feel any tightness releasing." (Guide students through 2-3 repetitions each way.)

"Next, Neck Stretches. Slowly and gently tilt your head to one side, bringing your ear towards your shoulder. Hold for a moment, then slowly bring it back to center. Now, the other side. Be very gentle here." (Guide students through 1-2 repetitions each way.)

"Now, Deep Breathing with Arm Raises. As you slowly inhale, raise your arms out to the sides and up, as if gathering calm energy. As you slowly exhale, lower your arms, releasing any tension. Focus on your breath and the movement." (Guide students through 2-3 repetitions.)

"Finally, if you're seated, let's try some Gentle Twists. Place one hand on your opposite knee and gently twist your torso to look over your shoulder. Feel a gentle stretch in your back. Come back to center, and try the other side." (Guide students through 1-2 repetitions each way.)

Teacher: "How did that feel? Did you notice any shifts in your body?" (Allow brief responses.) "Remember, these are simple tools you can use anytime, anywhere, when you feel stress building."

Reflection & Application (2 minutes)

Teacher: "Excellent job participating in that activity! Now, I'm giving you a 'My Body's Wisdom Journal' sheet."

(Distribute My Body's Wisdom Journal.)

Teacher: "On this sheet, I want you to reflect on how that movement activity felt for you. Did you notice any tension release? How might you incorporate some of these mindful movements, or similar ones, into your daily routine when you feel stressed? Write down your thoughts."

(Allow students about one minute to write.)

(Display Body Beats Slide Deck - Slide 5: "Your Body, Your Calm Tool")

Teacher: "As you finish up, look at this last slide: 'Your Body, Your Calm Tool.' Remember to listen to your body's signals, use gentle movements, and take mindful breaks throughout your day. Your body is a powerful tool against stress!"

Cool Down (2 minutes)

Teacher: "To wrap up our session, please complete this 'Movement Reflection Cool Down' sheet."

(Distribute Movement Reflection Cool Down.)

Teacher: "On this sheet, write down one new idea or strategy you learned today about using mindful movement to cope with stress."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their idea?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Wonderful! Keep practicing these small movements. They can make a big difference in how you feel. Thanks for listening to your bodies today!"

Body Scan Check Warm-up

Name: _____________________________

Date: ______________________________

Instructions: Take a moment to silently check in with your body. Notice any physical sensations without judgment. Then, answer the questions below.

1. On a scale of 1 to 5, where 1 is "very relaxed" and 5 is "very tense," how would you describe the overall tension in your body right now?
   
   1   2   3   4   5
   
   
   

2. In which part(s) of your body do you currently notice any tension, tightness, or discomfort? (e.g., shoulders, neck, jaw, stomach, hands)
   
   
   
   
   
   
   

3. What is one feeling (emotion) that might be connected to these physical sensations?
   
   
   
   
   
   
   

Mindful Movement Activity

Instructions for Students: We will be doing a series of simple, gentle movements together. The goal is not to perform perfectly, but to pay close attention to how your body feels with each movement. Listen to your teacher's instructions and move slowly and intentionally.

Focus on:

• Your Breath: How does your breathing change as you move?
• Body Sensations: What do you feel in your muscles, joints, or skin?
• Releasing Tension: Can you consciously relax any tense areas as you move?
• The Present Moment: Try to keep your mind focused on your body and the movement, not on other thoughts.

Move gently and only as far as is comfortable for your body.

My Body's Wisdom Journal

Name: _____________________________

Date: ______________________________

Instructions: Reflect on today's mindful movement activity. How did your body feel before, during, and after the movements? How can listening to your body's signals and using movement help you manage stress?

Before the activity, I felt...

During the mindful movement, I noticed...

After the activity, I felt...

How can I use mindful movement or listen to my body more effectively when I feel stressed in the future?

Movement Reflection Cool Down

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new idea or strategy you learned today about using mindful movement to cope with stress?

My Stress Shield: Building Personal Resilience Script

Introduction & Warm-up (5 minutes)

Teacher: "Welcome back everyone! We've spent the last few weeks exploring different ways to cope with stress – from talking to music, art, and mindful movement. Today, we're going to tap into something even more personal and powerful: your own strengths, and how they act as a 'stress shield.'"

"To get us started, I'm handing out a 'Strength Spotter Warm-up' sheet. Please take a few minutes to think about your personal strengths and fill it out quietly."

(Distribute Strength Spotter Warm-up and allow students to complete it.)

Teacher: "Thank you for completing that. Just by a quick show of hands, how many of you found it easy to list some of your strengths? How many found it a bit challenging?" (Pause for responses.) "It's common to sometimes overlook our own strengths, but everyone has them, and they are incredibly valuable, especially when dealing with stress."

Strengths & Resilience (5 minutes)

(Display Stress Shield Slide Deck - Slide 1: "My Stress Shield: Building Personal Resilience")

Teacher: "Our lesson today is called 'My Stress Shield: Building Personal Resilience.' It asks: 'What makes you strong? How can your strengths protect you from stress?' We're going to explore how your unique qualities can be your greatest defense."

(Display Stress Shield Slide Deck - Slide 2: "What is Resilience?")

Teacher: "As you see on the slide, resilience is your ability to bounce back and adapt when things get tough. Think of it like an inner superpower that helps you cope with stress and challenges, rather than letting them overwhelm you. And a really important part of building resilience is recognizing and using your personal strengths. They are key ingredients!"

"Let's have a brief discussion: How can knowing your strengths help you when you face a stressful situation? For example, if you're a good problem-solver, how might that help with school stress?" (Facilitate a quick discussion, encouraging 1-2 students to share ideas.)

My Stress Shield Project (6 minutes)

(Display Stress Shield Slide Deck - Slide 3: "Your Personal Stress Shield")

Teacher: "Excellent thoughts! Now, we're going to do a creative activity: the 'My Stress Shield Project.' I want you to imagine your strengths as a powerful shield, something that protects you from the impact of stress, like a knight's shield protects them in battle. Your task is to design your unique Stress Shield, using your personal strengths as its symbols and decorations."

(Display Stress Shield Slide Deck - Slide 4: "Designing Your Shield: What Are Your Strengths?")

Teacher: "As you design, consider the questions on the slide: What are you good at? What positive qualities do you have? What do friends or family say you do well? How do you usually overcome challenges? Use words, symbols, or colors to represent these strengths on your shield. For example, if you're a good listener, maybe a symbol of an ear or a calm wave. If you're determined, maybe an arrow or a mountain. Don't worry about artistic perfection; focus on representing your strengths. I'll give you about 6 minutes to start designing."

(Distribute paper and drawing supplies. Circulate and offer encouragement, prompting students to think about different types of strengths.)

Teacher: "About one more minute to add any last details to your shield!"

Reflection & Sharing (2 minutes)

Teacher: "Alright everyone, put your pencils down. Thank you for working on your Stress Shields. Now, I'm giving you a 'My Resilience Reflections Journal' sheet."

(Distribute My Resilience Reflections Journal.)

Teacher: "On this sheet, I want you to reflect on your strengths and how your shield represents your ability to cope. Think about how identifying these strengths can make you feel more resilient when facing stress. Write down your thoughts."

(Allow students about one minute to write.)

Teacher: "Would anyone like to briefly share one strength they included on their shield and why it's important to them?"

(Encourage 1-2 students to share a strength.)

(Display Stress Shield Slide Deck - Slide 5: "Your Inner Strength, Your Outer Shield")

Teacher: "As you finish up, remember what this slide says: 'Your Inner Strength, Your Outer Shield.' Recognizing and using your strengths helps you feel more confident, approach challenges positively, and bounce back faster. Your strengths truly are your superpowers for resilience!"

Cool Down (2 minutes)

Teacher: "To wrap up our session today, please complete this 'Resilience Reflection Cool Down' sheet."

(Distribute Resilience Reflection Cool Down.)

Teacher: "On this sheet, write down one way you can use a personal strength to overcome a challenge this week."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their idea?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Fantastic! Keep celebrating your strengths and remember that you have incredible inner resources to face whatever comes your way. Thanks for sharing your superpowers today!"

Strength Spotter Warm-up

Name: _____________________________

Date: ______________________________

Instructions: Everyone has unique strengths! Take a moment to think about what makes you a capable and valuable person. Answer the questions below.

1. List 2-3 of your personal strengths. (These could be skills, positive qualities, or things you are good at.)
   
   - ____________________________________________________________________
   

   • ____________________________________________________________________
     
   • ____________________________________________________________________
     
     
     

2. Describe a time recently when you used one of these strengths to help yourself or someone else.
   
   
   
   
   
   
   

3. How does it feel when you use your strengths?
   
   
   
   
   
   
   

My Stress Shield Project

Instructions: Today, you will design your very own "Stress Shield." This shield represents your personal strengths and abilities that help you cope with and bounce back from stress.

Your task is to:

1. Draw the outline of a shield on your paper. Make it any shape you like!
2. Think about your personal strengths. What are you good at? What positive qualities do you possess? What makes you resilient when things get tough? (Examples: being a good listener, problem-solver, creative, kind, determined, sense of humor, organized, brave, etc.)
3. Decorate your shield with symbols, words, or colors that represent your strengths.
   • For example, if you are a good problem-solver, you might draw a lightbulb or a maze being solved.
   • If you are kind, you might use soft colors or draw a heart.
   • If you are determined, you might draw a mountain or a strong animal.
4. Label at least two of your strengths on or around your shield, explaining briefly how they help you.

Remember: This is about personal reflection, not artistic perfection. Focus on what your strengths mean to you!

My Resilience Reflections Journal

Name: _____________________________

Date: ______________________________

Instructions: Reflect on your "Stress Shield" project and today's discussion about personal strengths and resilience.

1. What are 1-2 key strengths that you included on your Stress Shield?

2. How do these strengths help you to cope with stress or bounce back from challenges?

3. How will you try to actively use one of your strengths this week to handle a stressful situation?

Resilience Reflection Cool Down

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new idea or strategy you learned today about using your personal strengths to build resilience and cope with stress?

The Communication Connection: Speaking Up About Stress Script

Introduction & Warm-up (5 minutes)

Teacher: "Hello everyone! Over the last five weeks, we've explored various ways to manage stress – from understanding our emotions through music, expressing ourselves through art, using mindful movement, and building resilience with our strengths. Today, we're going to tackle one of the most important stress-coping strategies: effective communication."

"To begin, I'm handing out a 'Scenario Starter Warm-up' sheet. Please take a few minutes to read the scenario and think about how you might respond quietly on your own."

(Distribute Scenario Starter Warm-up and allow students to complete it.)

Teacher: "Thank you for completing that. By a quick show of hands, how many of you sometimes find it difficult to speak up when you're feeling stressed or overwhelmed, especially to an adult or a friend?" (Pause for responses.) "It's a very common challenge, and it's something we can definitely get better at with practice. That's what today is all about."

Communicating Stress (5 minutes)

(Display Communication Connection Slide Deck - Slide 1: "The Communication Connection: Speaking Up About Stress")

Teacher: "Our lesson today is 'The Communication Connection: Speaking Up About Stress.' We're going to answer the questions: 'How can talking about stress help? What makes it so hard sometimes?'"

(Display Communication Connection Slide Deck - Slide 2: "Why Talk About Stress?")

Teacher: "As this slide shows, talking about stress offers huge benefits. You can get support, gain new perspectives, feel less alone, and even find solutions together. But it can be tough to start. Maybe you fear judgment, or you just don't know what to say, or you worry about being a burden. These are all valid feelings."

"Let's have a brief discussion: Why is it sometimes hard for you, or people you know, to talk about feeling stressed?" (Facilitate a quick discussion, encouraging 1-2 students to share general reasons.)

(Display Communication Connection Slide Deck - Slide 3: "Using 'I Statements' to Speak Your Mind")

Teacher: "One powerful tool to help us communicate effectively, especially about our feelings, is using 'I statements.' An 'I statement' helps you express your feelings and needs clearly, without blaming others. It's about owning your feelings."

"Look at the formula: 'I feel [emotion] when [situation] because [reason]. I need/want [solution].' And the example: 'I feel overwhelmed when I have three tests in one day because I worry about my grades. I need to make a study plan.' This way, you're explaining your experience without accusing anyone."

Communication Corner Activity (6 minutes)

(Display Communication Connection Slide Deck - Slide 4: "Communication Corner: Practice Time!")

Teacher: "Great! Now for our 'Communication Corner Activity'! We learn by doing, so you're going to practice using 'I statements' in a short role-play with a partner. I'll give you a scenario. One person will practice using an 'I statement' to express their stress, and the other person will listen actively."

"Scenario: You're feeling stressed about a group project for school because your partner isn't pulling their weight. You need to talk to them or to the teacher."

"Partner A, you will initiate the conversation using an 'I statement.' Partner B, you will listen. After about 2 minutes, we'll switch roles and try another scenario or you can try to respond to Partner A. Remember: focus on your feelings, be specific, and express your needs respectfully."

(Divide students into pairs. Give them about 2-3 minutes for Partner A to speak, then switch for Partner B, or move to the next step.)

Teacher: "Time's up for that practice! How did it feel to use an 'I statement'? Was it easier or harder than you expected?" (Allow brief responses.) "It takes practice, but it really makes a difference."

Personal Action Plan (2 minutes)

Teacher: "Fantastic job with the activity! Now, I'm giving you a 'My Stress Talk Plan Journal' sheet."

(Distribute My Stress Talk Plan Journal.)

Teacher: "On this sheet, think about a real-life situation where you might feel stressed and need to communicate about it. Write down who you would talk to, and craft an 'I statement' you could use. This is your personal plan for speaking up this week."

(Allow students about one minute to write.)

(Display Communication Connection Slide Deck - Slide 5: "Your Voice, Your Power!")

Teacher: "As you finish up, remember this slide: 'Your Voice, Your Power!' Effective communication is truly a stress superpower. Speak up, use 'I statements,' and reach out to trusted adults or friends. Who will you talk to this week?"

Cool Down (2 minutes)

Teacher: "To wrap up our six weeks together, please complete this 'Communication Reflection Cool Down' sheet."

(Distribute Communication Reflection Cool Down.)

Teacher: "On this sheet, write down one new tip or strategy you learned today about effective communication for stress."

(Allow about 30 seconds for students to write.)

Teacher: "Anyone want to quickly share their tip?"

(Encourage 1-2 students to share. Thank them.)

Teacher: "Wonderful! Remember, your voice is powerful. Learning to communicate your stress effectively is a lifelong skill that will serve you incredibly well. It's been a great six weeks exploring these tools together. Thanks for all your hard work and openness!"

Scenario Starter Warm-up

Name: _____________________________

Date: ______________________________

Instructions: Read the following scenario and think about how you might feel and what you might say. You don't need to write a full conversation, just your initial thoughts.

Scenario:

Your parents or guardians have told you that you need to spend more time on chores, which means less time for your favorite after-school activity. You feel frustrated and worried about missing out.

1. How would you feel in this situation? (Circle all that apply or add your own)

   • Frustrated
   • Worried
   • Sad
   • Angry
   • Resentful
   • Confused
   • Other: _____________________________
     
     
     

2. What is one thing you might say to your parents/guardians to express how you feel, without sounding like you are blaming them?
   
   
   
   
   
   
   

3. Who is a trusted adult you could talk to about this stress?
   
   
   
   

Communication Corner Activity

Instructions: You will work with a partner to practice communicating about stress using "I statements." Your teacher will provide a scenario for your role-play.

Role-Play Steps:

1. Understand the Scenario: Listen as your teacher explains the situation.
2. Partner A: Speak Up! Using "I statements," express your feelings, the situation, the reason, and what you need/want. Remember the formula: "I feel [emotion] when [situation] because [reason]. I need/want [solution]."
3. Partner B: Listen Actively. Pay attention to what Partner A is saying and how they are feeling. Try to understand their perspective.
4. Discuss (briefly): After Partner A has spoken, briefly discuss with your partner how that felt. What was easy? What was challenging?
5. Switch Roles (if time allows): If your teacher gives another scenario or time allows, switch roles so Partner B can practice speaking.

Scenario for Practice:

• You feel overwhelmed by a big project in another class, and you're worried you won't be able to finish it on time. You need to talk to your teacher or a parent about it.

My Stress Talk Plan Journal

Name: _____________________________

Date: ______________________________

Instructions: Think about a situation in your life where you feel stressed and might need to talk to someone about it. Use the "I statement" formula to plan out how you would express yourself.

1. What is a situation that is causing you stress and you might need to talk about? (e.g., schoolwork, friend issue, family situation)

2. Who is a trusted person you could talk to about this? (e.g., parent, guardian, teacher, counselor, older sibling, friend)

3. Practice an "I statement" to express your feelings about this situation. Use the formula: "I feel [emotion] when [situation] because [reason]. I need/want [solution]."

"I feel _________________________________________________________________________ when _________________________________________________________________________ because _________________________________________________________________________. I need/want _________________________________________________________________________."

4. What is one positive outcome you hope for by communicating about this stress?

Communication Reflection Cool Down

Name: _____________________________

Date: ______________________________

Instructions: Please answer the following question.

What is one new tip or strategy you learned today about communicating effectively about stress that you will try to use this week?