Stress Trigger Brainstorm

Use this sheet to identify the things that cause you stress and begin thinking about how to manage them.

1. List at least three personal stress triggers.

Trigger 1: _______________________________________


Trigger 2: _______________________________________


Trigger 3: _______________________________________

2. Categorize each trigger (academic, social, family, or other).

Trigger 1 category: _______________


Trigger 2 category: _______________


Trigger 3 category: _______________

3. Which trigger feels the most overwhelming? Explain why.

4. Choose one of your triggers and describe a coping strategy you could use. Explain how you will put this strategy into action.

Keep this brainstorm sheet handy as you practice different stress‐management techniques throughout our lesson!

Positive Self-Talk Worksheet

Use this worksheet to turn negative thoughts into positive, empowering statements. Practice these affirmations to help reduce stress and build confidence.

1. Identify two negative thoughts you often have when feeling stressed.

Negative Thought 1: _______________________________


Negative Thought 2: _______________________________

2. Rewrite each negative thought as a positive affirmation.

Positive Affirmation 1: ____________________________



Positive Affirmation 2: ____________________________

3. Choose one affirmation and describe when and how you will practice it this week.

I will use my affirmation by:

4. Reflect on how changing your self-talk affects your stress level or mood.

Keep this worksheet handy and repeat your affirmations daily to build a habit of positive thinking!

Deep Breathing Technique Script

Purpose

This script guides students through a simple, paced breathing exercise to activate the body’s natural relaxation response. Regular practice can lower heart rate, reduce muscle tension, and calm the mind.

Preparation

• Have students sit comfortably in chairs or on the floor with a straight back.
• Ask them to place one hand on their belly and one on their chest (optional).
• Ensure the room is quiet and free of distractions.
• Display or project a timer if available.

Teacher’s Script

1. Introduction (30 seconds)
   “Today we’re going to practice deep breathing—one of the simplest ways to calm our bodies and minds. As we breathe slowly and fully, we send a message to our brain that everything is okay. This helps reduce feelings of stress.”

2. Getting Ready (30 seconds)
   “Sit up tall, relax your shoulders, and rest your hands on your belly and chest. Close your eyes if that feels comfortable, or keep a soft gaze on the floor.”

3. Explain the Count (30 seconds)
   “We’ll inhale for a count of 4, hold for 2, then exhale for 6. Inhaling fills your lungs; holding lets oxygen circulate; exhaling for longer helps you release tension.”

4. Guided Breathing Rounds (3–5 minutes)
   We will do 3–5 rounds. I’ll count slowly, and you follow along:

   • Round 1–3 (Model aloud):

   • “Inhale… 1… 2… 3… 4.” (Students breathe in)
   • “Hold… 1… 2.”
   • “Exhale… 1… 2… 3… 4… 5… 6.”
   • Pause 2–3 seconds before next round.

   • Rounds 4–5 (Invite students to lead):

   • Ask a volunteer to count the inhale, another to hold, and another to count the exhale. Rotate if time allows.

5. Body Scan & Reflection (1 minute)
   “Now gently open your eyes or lift your gaze. Notice any changes in your body: Do you feel lighter in your chest? Was your mind quieter? Take a moment to jot down any sensations in your Stress Management Reflection Journal.”

Tips for Effective Teaching

• Pacing: Count slowly and clearly—students should have time to follow without rushing.
• Tone: Use a calm, reassuring voice to model relaxation.
• Environment: Dim lights or soft background music can enhance focus, but only if your classroom setup allows it.
• Encouragement: Remind students there’s no “right” or “wrong” way to feel; each breath is practice toward building calm.

Continue to integrate deep breathing at the start of tests, transitions between tasks, or whenever you notice students (or yourself) feeling overwhelmed. With consistent practice, this tool becomes an automatic way to regain focus and composure.

Progressive Muscle Relaxation Guide

Purpose

Progressive Muscle Relaxation (PMR) teaches students to notice and release tension in different muscle groups. By tensing and then relaxing muscles, students build body awareness and reduce physical stress symptoms.

Preparation

• Have students sit or lie down comfortably with arms by their sides.
• Ensure the room is quiet and distractions are minimal.
• Explain that they’ll be tensing each muscle group for a few seconds, then releasing fully.
• Remind students there’s no right or wrong way to feel—this is about noticing tension and letting it go.

Teacher’s Script

1. Introduction (1 minute)
   “Today we’re going to practice Progressive Muscle Relaxation. You’ll tense key muscle groups one at a time, then slowly let go. Notice the difference between tightness and release.”

2. Demonstration (1 minute)
   “I’ll model the first group—the feet and calves. Watch and follow along.”

3. Guided Tension & Release (10 minutes)
   We’ll work through five groups. For each:
   a. Inhale and tense the group for about 5 seconds.
   b. Exhale and release fully for about 10 seconds, noticing the looseness.
   c. Pause briefly before moving on.

   • Group 1: Feet & Calves

   • “Curl toes up toward your shins and tighten your calf muscles.”
   • Count silently: “1…2…3…4…5.”
   • “Now exhale and loosen everything. Feel the weight of your legs.”
   • (Pause 5–10 seconds)

   • Group 2: Thighs & Hips

   • “Squeeze your thighs together and press your hips into the chair or floor.”
   • Count: “1…2…3…4…5.”
   • “Release and notice any warm, heavy sensation.”
   • (Pause)

   • Group 3: Hands & Arms

   • “Clench your fists and tighten your forearms and biceps.”
   • Count: “1…2…3…4…5.”
   • “Exhale and let your hands and arms go limp.”
   • (Pause)

   • Group 4: Shoulders & Neck

   • “Raise your shoulders up toward your ears and tense your neck.”
   • Count: “1…2…3…4…5.”
   • “Release and feel your shoulders drop and your neck soften.”
   • (Pause)

   • Group 5: Face & Jaw

   • “Scrunch your face—squeeze eyes shut, clench your jaw, wrinkle your forehead.”
   • Count: “1…2…3…4…5.”
   • “Now relax your facial muscles completely.”
   • (Pause)

4. Full-Body Release & Reflection (2 minutes)
   “Take one more deep breath. On your exhale, imagine tension flowing out of every part of your body. When you’re ready, slowly open your eyes or lift your gaze.”
   “Notice any changes in how you feel. Jot down what you observed in your Stress Management Reflection Journal.”

   How did your body feel before PMR? How does it feel now?
   
   
   
   
   
   
   
   
   
   
   

Tips for Effective Teaching

• Pacing: Allow enough time between groups for students to feel the difference.
• Cueing: Use calm, descriptive language (“soften,” “release,” “notice”) rather than “relax” only.
• Environment: Consider dimming lights or playing soft music if appropriate.
• Encouragement: Remind students to practice PMR before tests, after PE class, or whenever they notice stiffness or stress.

Integrate PMR into daily routines—short breaks between lessons or as a transition tool. With regular use, students learn to release tension quickly and restore calm throughout the day.

Stress Management Reflection Journal

Use this journal to record your thoughts, experiences, and goals as you practice stress-management techniques. Write openly and honestly to deepen your self-awareness and build lasting coping skills.

1. Which technique felt most helpful for you—deep breathing, progressive muscle relaxation, or positive self-talk? Why do you think it worked best for you?

2. Think of a recent moment when you felt stressed. Describe what happened, which technique you used from our lesson, and how it changed your stress levels or mindset.

3. How has practicing these stress-management strategies affected your mood, focus, or energy during the day? Share specific examples or changes you’ve noticed.

4. Set a goal for the coming week: choose one stress-management technique to practice daily. When will you practice it, and what reminder or habit will you create to stick with your goal?

5. Get creative: Imagine your stress as a weather pattern (storm, heatwave, fog, etc.). Describe the weather and then explain how using your chosen technique changes the forecast and brings calm.

6. Looking ahead, how will you continue to use these stress-management techniques beyond this lesson? What challenges might you face, and how can you plan to overcome them?