Emoji Energy Check-In

Purpose: A quick, 1–2 minute visual mood check to gauge the student’s baseline energy and stress level.

Materials Needed:

• Emoji chart (printed sheet or slide) showing a 1–5 scale
• Pen, highlighter, or digital annotation tool

Emoji Chart (1–5 Scale):
1 – 😴 Very low energy / tired
2 – 😟 A bit down or worried
3 – 😐 Neutral / “just okay”
4 – 🙂 Feeling okay / mildly positive
5 – 😀 High energy / feeling good

Instructions:

1. Show the student the emoji chart and briefly explain the scale.
2. Ask: “Which number (1–5) or emoji best matches how you feel right now?”
3. Have the student circle or point to their choice, then say the number aloud.
4. Prompt: “Why did you pick that emoji?”
   • Student responds in one sentence.
5. Record the student’s selection and brief reason on their Personal Stress Profile and Baseline Log.

Body Map of Stress Signals

Purpose: Identify and label where you feel stress in your body to become more aware of physical cues.

Materials Needed:

• Body Map of Stress Signals printed outline or digital copy
• Colored pencils or digital annotation tools

Instructions:

1. Look at the blank body outline. Think about times when you’ve felt stressed or anxious at school (e.g., before a quiz, during a presentation).
2. Identify at least two physical signals your body gives you when stressed (e.g., tight shoulders, racing heart, butterflies in your stomach).
3. Use one color to draw or mark each signal on the body outline where you feel it.
4. Next to each marking, write a brief label (e.g., “heart racing,” “clenched jaw”).
5. Be ready to explain your labels: How do these signals feel? When do they usually happen?

Personal Stress Profile and Baseline Log

Name: _______________________ Date: _______________________

1. Baseline Stress Self-Rating (0–3)

On a scale from 0 to 3, circle the number that best describes how you feel right now:

0 No stress: Calm, focused, and relaxed
1 Low stress: Minor tension, easily managed
2 Moderate stress: Noticeable discomfort but still able to function
3 High stress: Overwhelmed, hard to concentrate or complete tasks

My rating: ___

Why I chose this rating:

2. Body Signals of Stress

Use your Body Map of Stress Signals to label where you feel these cues, then describe them below.

1. Physical Signal: ____________________________
   Where I feel it: ____________________________
   Description:
   
   
   
   
   
   
   
   
   
   
   
   
2. Physical Signal: ____________________________
   Where I feel it: ____________________________
   Description:
   
   
   
   
   
   
   
   
   
   
   
   

3. School-Related Stress Triggers

Name 1–2 situations at school that usually trigger your stress:

4. Weekly Micro-Goal for Managing Stress

Write one simple goal you will try this week to help manage your stress (e.g., pause and rate stress before quizzes, take three deep breaths when you feel anxious).
How I will remind myself and track it in my Weekly Progress Tracker 0–3 Ratings and Notes:

Goal:

Plan for reminders/tracking:

5. Additional Notes or Reflections (Optional)

Use this space for any extra thoughts, strategies, or observations about your stress and how you feel:

What’s the Difference Between Stress and Anxiety?

Stress and anxiety both involve worry and tension, but they’re not the same thing. Understanding how they differ can help you notice when you’re feeling stressed versus when you might be facing anxiety.

📚 What Is Stress?

• Definition: Stress is your body’s reaction to a specific challenge or demand.
• Triggers: Tests, homework deadlines, presentations, or changes in your schedule.
• Duration: Usually lifts after the challenge ends (for example, when the test is over).
• Feelings & Signals:
– Racing heart or sweaty palms
– Tense muscles or headache
– Butterflies in your stomach

😰 What Is Anxiety?

• Definition: Anxiety is worry or fear about what might happen in the future.
• Triggers: Thinking about things that haven’t happened yet—like failing a class or forgetting your lines in a play.
• Duration: Can linger long after the event you’re worried about.
• Feelings & Signals:
– Restlessness or trouble sleeping
– Mind racing with “what if” thoughts
– Feeling on edge even when nothing is happening

🔍 Side-by-Side Comparison

✋ How to Tell Which One You’re Feeling

1. Ask yourself: “Is something real happening right now, or am I imagining what could happen?”
2. Check your body: Use your Body Map of Stress Signals to notice tight shoulders, headaches, or stomach butterflies.
3. Rate your feeling: Try the 0–3 Stress Rating Anchors and Progress-Monitoring Criteria to see if it’s a momentary stress spike (0–3) or a deeper anxiety (that might not go away after you rate).

✅ Quick Tips to Manage Stress and Anxiety

• Breathe: Take 3 deep breaths—inhale for 4 counts, exhale for 4.
• Pause & Rate: Before you react, pause for a second and rate how you feel (0–3).
• Name your trigger: Write down one thing that’s stressing you out or worrying you.
• Talk it out: Share with a friend or adult—sometimes saying it aloud makes it smaller.
• Use this sheet: Keep this one-pager for a quick reminder of the difference and how to check in with yourself.

Keep this one-pager handy. The more you practice noticing stress and anxiety, the better you’ll get at using tools to stay calm and focused!

0–3 Stress Rating Anchors and Progress-Monitoring Criteria

This rubric defines each point on the 0–3 stress scale and describes how students should use it to monitor and reflect on their stress levels over time.

Progress-Monitoring Criteria

Use your Weekly Progress Tracker 0–3 Ratings and Notes to chart changes and growth:

• Accuracy: Student correctly matches body/mind cues to the 0–3 scale each check-in.
• Independence: By week’s end, student self-rates with no more than one quick prompt.
• Reflection: Student records at least one brief note about triggers or coping actions alongside each rating.
• Growth: Look for a downward trend in average ratings over two consecutive weeks or increased ability to spot early cues at lower ratings.

Keep this rubric visible during check-ins to guide honest, consistent self-monitoring and support goal setting.

Trigger Snapshot Reflection

Purpose: Reflect on a recent moment of stress to understand your reactions and plan ways to cope more effectively.

1. Describe the Situation

What was happening when you felt stressed? Include time, place, and activity.

2. People Involved

Who was with you or what role did others play (e.g., classmates, teacher)?

3. Thoughts in the Moment

What thoughts ran through your mind as the stress began?

4. Physical Sensations

What did you notice in your body (e.g., racing heart, tight muscles)?

5. Stress Rating

On a scale from 0–3, how would you rate your stress in that moment? Why?

6. Your Response

How did you act or what did you do after noticing your stress?

7. Alternative Strategy

If this happens again, what’s one new thing you could try to manage your stress more effectively?

8. Anticipated Challenges

What might make it hard to use this new strategy? How could you overcome that obstacle?

One-Word Exit Ticket

Purpose: A quick wrap-up to gauge how the student feels now that the session is over.

Instructions:

1. Think about today’s session and how you feel after mapping your stress cues, identifying triggers, and setting a micro-goal.
2. Write a single word that best describes your current feeling.

Word: _____________________________

1. (Optional) If you’d like, explain in one short sentence why you chose that word:

Next Steps:

• Remind the student to keep their Student One-Pager What Stress Is vs. Anxiety and 0–3 Stress Rating Anchors and Progress-Monitoring Criteria for daily self-checks.
• Encourage them to record their one-word feeling in their Weekly Progress Tracker 0–3 Ratings and Notes alongside each rating.

Weekly Progress Tracker 0–3 Ratings and Notes

Name: _______________________ Week of: _______________________

Use this tracker each day to record your stress rating, note any triggers or body signals you notice, and reflect on your micro-goal progress.

Optional Weekend Check-In:

How to Use the Tracker:

1. Circle or write the number (0–3) each day when you notice your stress level.
2. Jot down any triggers you faced, body signals you felt, or coping actions you used.
3. Note how you worked toward your weekly micro-goal (e.g., paused before quizzes, took deep breaths).
4. Review your entries at the end of the week to spot patterns and celebrate progress.