Session 1 Guided Discussion Script

Time: 5 minutes

Teacher (opening):
"Alright everyone, let’s shift our focus to talking about the kinds of academic situations that make us feel stressed. Remember, there are no wrong answers—everything you share is valuable and helps us learn together."

Teacher:
"First question: What academic situations tend to make you feel stressed? It could be tests, homework, projects, or anything else related to school. Who would like to start?"

Pause and wait for a student response.

Teacher (after response):
"Thank you for sharing, [Student Name]."
[Record key word on the board, e.g., Tests]
"Can you tell me more about what it is about tests that feels stressful?"

Possible student response: "I worry I won’t remember everything, and if I get a bad grade, I’ll feel embarrassed."

Teacher (validating & probing):
"I hear you—tests can feel like they carry a lot of weight. Let’s note Fear of low grades on the board. Thank you for that. Anyone else? What situation makes you tense?"

Use follow-up prompts as needed to reach 4–5 responses:

• "Can you share an example of a deadline causing stress?"
• "What about big projects—how do they make you feel?"
• "Has anyone felt pressure in group assignments or presentations?"

Each time:
Teacher:
"Thank you for sharing. [Record summary on the board.]"

Teacher (transition):
"Great job. I’m noticing some common themes: tests, deadlines, and group work. Let’s move to our next question."

Teacher:
"How do you notice stress showing up in your body or behavior? For example, does your heart race, do you get headaches, feel restless, or notice changes in sleep or appetite?"

Pause and invite responses.

Follow-up prompts:

• "Can you say more about that headache you mentioned?"
• "What does restlessness feel like for you when you’re studying?"

[Record each physical or emotional sign on the board.]

Teacher (closing):
"Thank you all for your honesty. Recognizing these stress triggers and our body’s signals is the first step toward managing them. In a moment, we’ll use the Session 1 Stress Triggers Worksheet to map out your top three stressors. But before we move on, does anyone have any questions or thoughts about what we just discussed?"

Allow brief clarifications or comments.

Teacher:
"If not, let’s dive into our worksheet activity!"

Session 1 Stress Triggers Worksheet

Instructions: List and rank your top three academic stressors. Then circle the one that impacts you the most. Finally, write a short note about how this top stressor affects you.

1. Stressor: _____________________________________ (Rank # ___)
   
   
   
   
   
   
2. Stressor: _____________________________________ (Rank # ___)
   
   
   
   
   
   
3. Stressor: _____________________________________ (Rank # ___)
   
   
   
   
   
   

Circle your biggest stressor above (Rank # 1).

Short Note: How does this stressor affect your feelings, behaviors, or daily life?

Reflection: Why do you think recognizing this trigger is the first step toward managing it?

Session 1 Warm Up

Instructions: Write down one thing that made you feel anxious or stressed this week. Be honest but leave your name off—this is anonymous. When you’re finished, fold your paper in half and place it in the bowl at the front of the room.

Your response:

Fold and drop this sheet into the bowl when you’re done.

Session 1 Cool-Down

Time: 2 minutes

• Ask students to sit comfortably with feet flat on the floor and hands resting in their laps.
• Invite them to close their eyes or soften their gaze to minimize distractions.

Grounding Technique (5–4–3–2–1):

1. 5 things you can see: Slowly look around and name five items in the room.
2. 4 things you can feel: Notice four physical sensations (e.g., your feet on the floor, your back against the chair).
3. 3 things you can hear: Listen for and identify three distinct sounds in the environment.
4. 2 things you can smell: Notice two scents around you (or recall two favorite smells if none are present).
5. 1 thing you can taste: Focus on one taste in your mouth (or imagine a comforting flavor if needed).

• After completing step 5, take one gentle, grounding breath and slowly open your eyes (if they were closed).
• Remind students that this 5–4–3–2–1 technique can help re-center attention and calm stress anytime.

Preview for next session: We’ll explore healthy coping strategies to manage the stressors we’ve identified.

Session 2 Guided Discussion Script

Time: 4 minutes

Teacher (opening):
"Alright everyone, last session we identified our personal stress triggers. Today we’re diving into ways we can manage that stress. There are lots of strategies out there—some you’ve tried, and some you haven’t yet. Let’s share what you know!"

Teacher:
"First question: What stress-management techniques have you heard of or tried? It could be deep breathing, talking with a friend, creating a study schedule—anything. Who’d like to start?"

Pause and wait for a student response.

Teacher (after response):
"Thank you for sharing, [Student Name]."
[Record the strategy on the board, e.g., Deep Breathing]
"Can you tell me what you liked about using deep breathing? What did you notice when you tried it?"

Possible student response: “It helped me calm my racing thoughts before a big test.”

Teacher (validating & probing):
"That’s great—so it brought you calm and focus. Let’s note Immediate calm next to deep breathing. Who else has a strategy to add?"

Use follow-up prompts as needed to gather 4–5 strategies:

• "What about managing time—has anyone broken tasks into smaller chunks?"
• "Has anyone tried listening to music or going for a quick walk? How did that help?"
• "Who’s used journaling or talking to a friend to work through their stress?"

Each time a student shares:
Teacher:
"Thanks, [Student Name]."
[Record each strategy and a brief note on its benefit.]

Teacher (transition):
"Great collection of ideas—deep breathing, time management, movement, talking it out. Now let’s think about what really works for us."

Teacher:
"Second question: Of these strategies, what has worked well for you, and what didn’t work as much? Please share one that wasn’t as helpful and why."

Pause and invite responses.

Follow-up prompts:

• "Can you explain more about why that didn’t feel helpful?"
• "What might improve it to make it more effective for you?"

[Record each insight on the board, e.g., Too long of a break or Distractions during walks]

Teacher (closing):
"Thank you all for your honesty and ideas. You’ve built an excellent list of strategies along with what works and what could be tweaked. In a moment, we’ll move to our Strategy Practice Stations to try a few of these out in small groups. Before we switch, does anyone have any questions or one more tip to add?"

Allow brief clarifications or comments.

Teacher:
"If not, let’s head to our stations and practice these strategies together!"

Session 2 Coping Strategies Worksheet

Instructions: From the strategies we’ve discussed and practiced today, list three that you’ve tried or want to try. Rank them from most to least promising for you. Then circle your top pick and complete the planning prompts below.

1. Strategy: ________________________________ (Rank # ___)
   
   
   
   
   
   
2. Strategy: ________________________________ (Rank # ___)
   
   
   
   
   
   
3. Strategy: ________________________________ (Rank # ___)
   
   
   
   
   
   

Circle your top strategy above (Rank # 1).

When will I use this strategy? (Be specific: time, place, or situation)

Why is this strategy a good fit for me?

Possible obstacles: What might get in the way of using this strategy?

Plan for success: How will I overcome these obstacles?

Session 2 Warm Up

Time: 2 minutes

Instructions: Reflect on a stress-management strategy you used since our last session.

1. Strategy I tried: ____________________________________________

1. How it helped me (or why it didn’t work):

• Fold your paper and be ready to share. We’ll invite 2–3 volunteers to briefly describe their strategy and its impact. Good luck!

Session 2 Cool-Down

Time: 1 minute

• Ask students to sit comfortably with feet flat on the floor and hands resting in their lap.
• Invite them to close their eyes or soften their gaze to minimize distractions.

Grounding Technique (5–4–3–2–1):

1. 5 things you can see: Look around and name five items in the room.
2. 4 things you can feel: Notice four physical sensations (e.g., your feet on the floor, your back against the chair).
3. 3 things you can hear: Listen for and identify three distinct sounds around you.
4. 2 things you can smell: Notice two scents in the environment (or recall two favorite smells).
5. 1 thing you can taste: Focus on one taste in your mouth (or imagine a comforting flavor).

• After completing step 5, take one gentle grounding breath and slowly open your eyes.
• Remind students that this 5–4–3–2–1 grounding technique can be used anytime to re-center and reduce stress.

Preview for next session: We’ll examine how stress affects our thoughts and emotions and learn mindfulness skills to stay grounded.

Session 3 Guided Discussion & Grounding Script

Time: 4 minutes for discussion + 3 minutes grounding practice

Teacher (opening):
"Last session we practiced noticing our bodies when stress hits. Today, we’ll explore how stress shows up in our thoughts and emotions—and then use a grounding technique to re-center ourselves. Remember, this is a judgment-free zone. Everything you share helps us learn together."

Part 1: Thoughts and Emotions Discussion (4 minutes)

Teacher:
"First question: When you feel academic stress—like before a big test or deadline—what kinds of thoughts go through your mind? For example, do you find yourself thinking, ‘I’m not ready,’ or ‘I’ll let everyone down’? Who’d like to share?"

Pause and wait for student responses.

Teacher (after each response):
"Thank you, [Student Name]."
[Record key thought on the board, e.g., ‘I’m not good enough’]
"Can you tell us more about that thought? When does it pop up most strongly?"

Use follow-up prompts as needed:

• "Do you notice that thought more before tests, presentations, or homework?"
• "How quickly do you notice it—right away, or after you start working?"

Once you have 3–4 thoughts recorded:

Teacher (transition):
"Great, we’ve mapped some common stress thoughts. Now let’s look at the feelings that come with them."

Teacher:
"Second question: What emotions do you experience alongside those thoughts? Do you feel anxious, frustrated, overwhelmed, or something else? Who wants to go first?"

Pause and invite responses.

Teacher (after each):
"Thanks for sharing, [Student Name]."
[Record the emotion on the board, e.g., Anxiety, Frustration]
"What does that feeling feel like in your body—tight chest, racing heartbeat, sweaty palms?"

Note physical signals as students describe them.

Teacher (closing discussion):
"Excellent insights—our thoughts and emotions are deeply connected. Noticing them is the first step toward managing stress."

Part 2: Grounding Practice (5 minutes)

Teacher:
"Now let’s practice our 5–4–3–2–1 grounding technique to help us step out of those stressful thoughts and feelings. Find a comfortable seated position, close or soften your eyes, and follow along."

1. 5 things you can see: Slowly open your eyes and name five items in the room (e.g., the clock, a poster, your notebook).
2. 4 things you can feel: Close your eyes, notice four sensations in your body (e.g., feet on the floor, back against the chair).
3. 3 things you can hear: Listen for and name three sounds (e.g., the air conditioner, paper shuffling, distant voices).
4. 2 things you can smell: Identify two scents around you (or recall two favorite smells if none are present).
5. 1 thing you can taste: Focus on one taste in your mouth (or imagine a comforting flavor).

Pause briefly after each step to let students take it in.

Teacher (after step 5):
"Take one gentle, grounding breath. When you’re ready, open your eyes."

Teacher (reflection):
"Who noticed a shift—maybe their mind felt calmer, or their body relaxed a bit?"
Invite 1–2 volunteers to share.

Teacher (closing):
"Thank you for your honesty and participation. Next, we’ll use the Session 3 Grounding Worksheet to reflect on today’s practice and plan when to use grounding in the future. Before we move on, any quick questions or observations about the grounding technique?"

Session 3 Grounding Worksheet

Instructions: Reflect on today’s grounding practice by completing each section below.

1. Identify one stress-related thought you noticed during the discussion or grounding exercise:

1. Identify one emotion you felt when that thought arose:

1. During the 5–4–3–2–1 grounding exercise, what did you observe about your thoughts or feelings?

1. Which step of the grounding technique (see, feel, hear, smell, taste) helped you the most, and why?

1. When and how will you use this grounding technique next time you feel stressed?

Reflection: Why is grounding a helpful tool for managing academic stress?

Session 4 Guided Discussion Script

Time: 4 minutes

Teacher (opening):
“Today we’re talking about how to keep track of our assignments and deadlines so that we can avoid feeling overwhelmed. Everyone uses different techniques—let’s share what works for you!”

Teacher:
“First question: What techniques have you used to keep track of assignments and deadlines? It could be to-do lists, a planner, calendar apps, alarms—anything. Who’d like to start?”

Pause for student response.

Teacher (after response):
“Thank you, [Student Name].”
[Record the method on the board, e.g., To-Do List]
“Can you tell us more about how you use your to-do list? What do you like about it and what could be better?”

Possible student response:
“I list all my tasks every evening so I know what’s due tomorrow, but sometimes I forget to check it.”

Teacher (validating & probing):
“That’s a great habit—having everything in one place helps. Let’s note Evening Review and Remembering to Check. Has anyone tried a digital calendar or another tool?”

Use follow-ups as needed:

• “What do you like about that tool?”
• “Does it help you stay on schedule?”

Teacher (transition):
“Nice variety of methods! Now let’s think about prioritizing our work.”

Teacher:
“Second question: When you have several tasks due, how do you decide what to tackle first? Do you look at due dates, difficulty level, or something else? Who can share?”

Pause for student response.

Teacher (after response):
“Thanks, [Student Name].”
[Record the strategy on the board, e.g., Earliest Deadline First]
“Can you walk us through an example—maybe last week—of how you prioritized your tasks?”

Use follow-ups as needed:

• “Did breaking tasks into smaller steps help you start?”
• “How did you handle unexpected changes or interruptions?”

Teacher (closing):
“Great discussion—today we’ve heard about to-do lists, planners, calendar apps, and different ways to prioritize. Next, we’ll put these ideas into practice with our Session 4 Time-Management Worksheet activity. Any quick questions before we move on?”

Session 4 Time-Management Worksheet

Instructions: In pairs, list three upcoming tasks, estimate how long each will take, and assign each to a specific time block. Then plan a short break and reflect on potential challenges.

1. Task 1: ________________________________________
   Estimated duration: ________________
   Scheduled time (e.g., Mon 4–5 PM): ________________________

1. Task 2: ________________________________________
   Estimated duration: ________________
   Scheduled time: ________________________

1. Task 3: ________________________________________
   Estimated duration: ________________
   Scheduled time: ________________________

Short Break (when and what you’ll do, e.g., 10 min walk at 5 PM):

Reflection: What might get in the way of following this plan?

How will you adjust if that happens?

Grounding Response: If you start feeling overwhelmed by your schedule, which step of the 5–4–3–2–1 grounding technique will you use first, and how will you do it?

Session 5 Guided Discussion & Role-Play Script

Time: 4 minutes discussion + 5 minutes role-play

Part 1: Peer Support Discussion (4 minutes)

Teacher (opening):
“Today we’re talking about how our classmates and friends can help us manage stress—and how we can do the same for them. Supporting each other builds a stronger community.”

Teacher:
“First question: When you felt stressed this week—maybe before a test or a big assignment—who did you reach out to, and why did you choose that person?”

Pause and invite 2–3 responses.

Teacher (after each):
“Thank you, [Student Name].”
[Record the person or role on the board, e.g., Friend, Sibling, Teacher]
“What was it about talking to them that helped?”

Follow-up prompts as needed:

• “Was it because they listened without judging?”
• “Did they offer practical tips or just let you vent?”

Once you have 3–4 examples recorded:

Teacher (transition):
“Great—let’s look at what made that support feel most helpful.”

Teacher:
“Second question: From those experiences, what qualities made you feel supported? For example: feeling heard, getting advice, sharing a laugh. Who can share one quality?”

Pause for responses.

Teacher (after each):
“Thanks, [Student Name].”
[Record the quality on the board, e.g., Empathy, Practical Help, Encouragement]

Teacher (closing discussion):
“Wonderful—listening, encouragement, practical tips, and empathy are core. We’ll use these qualities in our role-plays next.”

Part 2: Role-Play Support Scenarios (5 minutes)

Teacher (setup):
“Now we’ll practice both asking for and giving support. In your pairs/trios, you’ll take turns in two roles: the Stressed Peer and the Supporter.”

Teacher (instructions):

1. Assign a scenario (from the board or teacher prompt):
   • Big test coming up with little time to study
   • Overwhelmed by multiple project deadlines
   • Conflict or stress in a group assignment
2. Role 1 (Stressed Peer) shares a brief description of how they feel and what they’re worried about.
3. Role 2 (Supporter) uses at least two qualities we recorded (empathy, encouragement, listening, practical tips) to respond.
4. Switch roles so each student practices both sides.

Allocate about 1 minute per role-play. Circulate to prompt deeper listening (“What I hear you saying is…”) or encourage further empathy (“That sounds frustrating—tell me more.”).

Teacher (debrief):
“Great work! Remember, offering support is as simple as listening first, naming a feeling (“It sounds like you’re anxious”), and then asking, ‘How can I help?’ or offering one specific tip.”

Teacher (transition to worksheet):
“Now, let’s capture your insights on the Session 5 Peer Support Worksheet.”

Session 5 Peer Support Worksheet

Instructions: Reflect on today’s peer support role-play by completing each section below.

1. Role-Play Scenario (e.g., test stress, project conflict):

1. As the Supporter, what did you say or do to help your peer?

1. Which supportive qualities did you use? (circle at least two: Empathy, Active Listening, Encouragement, Practical Help)

1. As the Stressed Peer, how did it feel to receive that support?

1. In the coming week, who will you ask for help if you feel stressed, and how will you reach out?

1. In the coming week, how will you offer support to a peer who seems stressed?

Reflection: Why is asking for and offering peer support a valuable way to manage academic stress?

Session 6 Guided Discussion & Planning Script

Time: 4 minutes for discussion + transition to action planning

Teacher (opening):
“Congratulations—over the last five sessions, you’ve identified your stress triggers and practiced coping tools like grounding, time management, and peer support. Today we’re weaving it all together into a plan you can follow whenever stress shows up.”

Part 1: Reflecting on What Works (2 minutes)

Teacher:
“First question: Of all the strategies we’ve tried—our 5–4–3–2–1 grounding technique, time-block planning, asking for peer support, and others—which one (or combination) has been most effective for you? Please share which strategy you used, when you used it, and how it helped.”

Pause and invite 2–3 students to respond.

Teacher (after each):
“Thank you, [Student Name].”
[Record the strategy and key benefit on the board, e.g., Grounding → Calms racing thoughts]
“Can you say more about the moment you tried it? What did you notice in your mind or body?”

Use follow-ups to prompt specificity:

• “Did you use grounding before a test or after a stressful class?”
• “How did having a time-block schedule change your study habits?”

Part 2: Identifying Remaining Challenges (2 minutes)

Teacher:
“Second question: What challenges or stress moments still feel difficult to manage? Perhaps certain deadlines still sneak up on you, or you forget to pause and ground yourself. Who can share one remaining obstacle?”

Pause and invite responses.

Teacher (after each):
“Thanks for sharing, [Student Name].”
[Record the challenge on the board, e.g., Forgetting to use strategies, Unexpected work overload]
“How might you tackle this challenge? Which of our strategies, or a combination of them, could help?”

Use follow-ups to encourage planning:

• “Could setting an alarm remind you to pause and ground?”
• “Would asking a friend to check in help you stick to your time blocks?”

Teacher (closing discussion):
“Great insights—now we’ve highlighted both our strengths and areas to reinforce. Next, we’ll use the Session 6 Reflection & Action Plan Worksheet to capture your personal triggers, choose the strategies you’ll commit to, and set clear goals for using them. Let’s get started!”

Session 6 Reflection & Action Plan Worksheet

Instructions: Use what you’ve learned across all sessions to build a personalized plan. Fill in each section below.

1. My Top Three Academic Stress Triggers (ranked #1–3):
   • Trigger #1: ________________________________________ (Rank # ___)
   
   
   
   • Trigger #2: ________________________________________ (Rank # ___)
   
   
   
   • Trigger #3: ________________________________________ (Rank # ___)
   
   
   
2. Strategies I Will Use for Each Trigger
   • For Trigger #1: ____________________________________________________________

• For Trigger #2: ____________________________________________________________

• For Trigger #3: ____________________________________________________________

1. Action Steps: When, Where, and How I’ll Use These Strategies

1. My Support Network: Who I Will Ask for Help and How I’ll Reach Out

1. Grounding Plan: If Stress Arises, Which Step of the 5–4–3–2–1 Technique I’ll Use First, and How

1. Reflection: Why Having This Personalized Action Plan Will Help Me Manage Academic Stress