One-Word Stress Check-In

Instructions: In one word, how are you feeling about stress today? Write your word in the space below.

(Teacher: You may choose to have students share their words aloud or anonymously, or simply use this as a personal reflection to gauge the room.)

Pulse Check Answer Key and Scoring Guide

This answer key provides the correct responses for the multiple-choice questions and guidance for the Likert scale self-assessment questions in the 2-Minute Pre/Post Pulse Check (5 Items) Quiz.

Questions and Answers

Question 1

Prompt: Which of the following best describes a 'stressor'?
Correct Answer: A specific event or situation that causes stress
Reasoning: A stressor is the trigger or cause of stress, while stress is the body's reaction to that trigger.

Question 2

Prompt: How confident are you in identifying your own internal stressors?
Correct Answer: This is a Likert scale self-assessment question. There is no single 'correct' answer. Students' responses reflect their self-perceived confidence. Teachers can look for shifts in confidence from pre- to post-lesson as an indicator of learning.
Scoring Guide: Observe the general trend of responses. An increase in confidence from pre- to post-assessment suggests improved self-awareness.

Question 3

Prompt: Which of these is an example of an 'external stressor'?
Correct Answer: A looming homework deadline
Reasoning: External stressors are outside events or situations. Negative self-talk, feeling anxious, and perfectionism are internal experiences.

Question 4

Prompt: What does 'suicidal ideation' refer to?
Correct Answer: Having thoughts about ending one's life
Reasoning: Suicidal ideation specifically means thoughts or ideas about suicide, distinct from the act itself. It's crucial to emphasize this distinction.

Question 5

Prompt: How confident are you that you know how to reach out for help if you or a friend were struggling with overwhelming thoughts?
Correct Answer: This is a Likert scale self-assessment question. There is no single 'correct' answer. Students' responses reflect their self-perceived confidence. Teachers can look for shifts in confidence from pre- to post-lesson as an indicator of learning.
Scoring Guide: As with Question 2, look for an upward trend in confidence from pre- to post-assessment, indicating improved understanding of help-seeking resources and processes.

Box Breathing Drill and Reset Timer

Purpose: This activity will help you practice a simple breathing technique called Box Breathing, which can help calm your mind and body when you feel stressed.

Instructions: Follow along with your teacher. We will go through several rounds together. Try to visualize a box as you breathe.

How to do Box Breathing:

1. Inhale for 4 seconds: Slowly breathe in through your nose, counting to four in your head. Feel your belly expand.

   (Imagine drawing the first side of the box upward)

2. Hold for 4 seconds: Hold your breath gently for four seconds.

   (Imagine drawing the top side of the box across)

3. Exhale for 4 seconds: Slowly breathe out through your mouth, counting to four. Feel your belly flatten.

   (Imagine drawing the second side of the box downward)

4. Hold for 4 seconds: Hold your breath again, gently, for four seconds before inhaling again.

   (Imagine drawing the bottom side of the box across to complete it)

Let's Practice!

(Teacher: Lead students through 3-5 rounds of box breathing. Encourage them to close their eyes if they feel comfortable, or focus on a still point. Use a calm, steady voice to guide the counts.)

Teacher Script Prompts:

• "Okay everyone, let's get comfortable in our seats, feet flat on the floor, hands resting in your lap."
• "We're going to breathe together. I'll count us through each step."
• "Ready? Let's begin. Breathe in... one, two, three, four."
• "Hold... one, two, three, four."
• "Breathe out... one, two, three, four."
• "Hold... one, two, three, four."
• "And again, breathe in... one, two, three, four..."

Reflection (after practice):

• How does your body feel after a few rounds of box breathing?
  
  
  
  
• When might be a good time to use this technique in your daily life?
  
  
  
  

My Stress Map: Internal and External Stressors

Instructions: Think about the things that make you feel stressed. In the boxes below, write down as many stressors as you can think of, then categorize them as either Internal (coming from within you) or External (coming from outside you). You can draw or write. Remember, there are no right or wrong answers – this is about understanding yourself.

Internal Stressors

(Things that come from your own thoughts, feelings, or body)

External Stressors

(Things that happen around you or to you)

Reflect and Connect:

1. Looking at your map, do you notice more internal or external stressors?
   
   
   
   
2. How do these stressors make you feel in your body or mind?
   
   
   
   
3. Is there one stressor you feel you might have some control over?
   
   
   
   

Who Are My Safe People and How to Reach Them?

Purpose: This discussion helps us identify reliable support systems and understand how to use them when facing challenges.

Discussion Prompts:

1. Identifying Trusted Adults: Think about the adults in your life (at home, school, community) who you trust and feel comfortable talking to when you have a problem. Who are they?

   • Teacher Note: Remind students that these don't have to be family; they could be teachers, counselors, coaches, religious leaders, etc. Encourage them to think broadly.
     
     
     
     

2. Why these people? What qualities make these adults safe and trustworthy? (e.g., they listen without judgment, they offer practical help, they keep things confidential when appropriate, they make you feel understood).
   
   
   
   

3. How to Reach Out (Acknowledge–Care–Tell): We learned about Acknowledge–Care–Tell (ACT). How would you use these steps to talk to a trusted adult if:

   • Scenario A: You notice a friend has been much quieter than usual, skipping meals, and making comments about everything being "hopeless."
     
     
     
   • Scenario B: You yourself have been feeling overwhelmed by stress, can't sleep, and have had fleeting thoughts of not wanting to deal with anything anymore.
     
     
     
   • Teacher Note: Guide students to apply ACT: Acknowledge (what you see/feel), Care (show concern), Tell (a trusted adult).
     
     
     

4. Beyond Individuals: Besides people, what other resources are available for support (e.g., 988, school counselors, mental health apps, websites)? How do you access these?
   
   
   

Acknowledge–Care–Tell (ACT) Helper Script

(Teacher: Use this script to introduce and practice the ACT steps. Adjust language as needed for your students.)

Introduction to ACT

"Alright class, we've talked about stressors and how to manage our own stress. Now, let's discuss what to do when someone—maybe even you—is going through something really tough, especially when it comes to those overwhelming thoughts we discussed earlier.

It can be scary to think about, but knowing what to do can make a huge difference. We're going to learn three simple but powerful steps called Acknowledge–Care–Tell, or ACT for short."

Step 1: Acknowledge (What you see or hear)

"The first step is Acknowledge. This means noticing when something seems off with someone, or recognizing difficult feelings in yourself.

It's about paying attention to changes in behavior, things people say, or how they act. It doesn't mean you have to be a mind-reader, just a kind observer. What might you acknowledge if you noticed a friend who usually loves to joke around suddenly becoming very quiet and withdrawn?"

(Pause for student responses, guide them towards observable behaviors.)

"Exactly. You might acknowledge that they've stopped participating, or they look sad, or they're not eating lunch anymore.

For yourself, acknowledging might mean recognizing that you've felt sad for a long time, or that you're having trouble concentrating, or that you're just not feeling like yourself."

Step 2: Care (Show your concern)

"The second step is Care. Once you've acknowledged something, it's important to show genuine concern. This means letting the person know you're worried about them, or that you care about your own well-being.

It doesn't mean you have to solve all their problems! It's just about opening a door for conversation and showing empathy. What are some simple, caring things you could say to a friend you're worried about?"

(Pause for student responses, guide towards empathetic statements.)

"Great ideas. You might say, 'Hey, I've noticed you've been a bit quiet lately, and I'm a little worried. Is everything okay?' Or, 'I care about you, and I want to make sure you're doing alright.'

If it's about yourself, showing care might mean acknowledging that you deserve to feel better and that it's okay to seek help."

Step 3: Tell (A trusted adult)

"The most crucial step, especially when the situation feels serious or overwhelming, is Tell. This means sharing your concerns with a trusted adult.

This isn't 'tattling.' This is about safety and getting help. When someone is struggling with very difficult thoughts, they need adult support. Who are some trusted adults you could tell?"

(Pause for student responses: parents, guardians, teachers, school counselors, coaches, principals, school nurses, family friends, religious leaders.)

"Fantastic. These are your lifelines. It's okay if you don't know exactly what to say; just letting an adult know, 'I'm worried about [friend's name],' or 'I'm not feeling okay,' is enough. They will know what to do next.

And remember, there are also professional resources like the 988 Suicide & Crisis Lifeline. You can call or text 988 anytime, day or night, if you or someone you know needs support.

Guided Practice / Scenarios

"Now, let's try putting ACT into practice. I'm going to give you a couple of brief scenarios. Think about how you would Acknowledge, Care, and Tell in each situation. We can discuss these in small groups or as a class.

(Refer to the scenarios in the Who Are My Safe People and How to Reach Them Discussion material, or create new ones on the fly. Emphasize that the goal is practice, not perfection.)

"Remember, ACT is a tool to help yourself and your friends. It's about being brave enough to notice, kind enough to care, and smart enough to get help from a trusted adult."

My Lifeline Card: Your Personal Resource List

Purpose: This card is for you to keep. It's a reminder of your personal strengths and the people and resources you can reach out to when you need support. It's designed to be cut out and kept in your wallet, backpack, or somewhere you can easily access it.

FRONT OF CARD

My Personal Lifelines

(When things get tough, these are the people I can reach out to.)

1. Name:
   
   How to Contact:
   
   

2. Name:
   
   How to Contact:
   
   

3. Name:
   
   How to Contact:
   
   

BACK OF CARD

Crisis Resources

• 988 Suicide & Crisis Lifeline

  • Call or Text: 988 (Available 24/7)
  • Website: 988lifeline.org

• Crisis Text Line

  • Text: HOME to 741741
  • Website: crisistextline.org

• School Counselor/Support Staff:

  • Name(s):
    
    
  • How to Contact: (e.g., visit office, email, phone)
    
    

My Go-To Calming Strategy

(What helps me reset when I feel overwhelmed? E.g., Box Breathing, listening to music, taking a walk, drawing.)

Instructions for use:

1. Fill in the names and contact information for your trusted adults/resources.
2. Add any other local or personal resources you find helpful.
3. Write down one calming strategy you can use.
4. Cut out the card along the dashed lines (or fold it) and keep it in a safe, accessible place.

(Dashed line for cutting)

(Dashed line for cutting)

Grounding Exit Ticket: 5-4-3-2-1

Purpose: This cool-down activity helps you reflect and calm your mind by focusing on your senses. It can be a great way to reset after a busy or intense discussion.

Instructions: Take a moment to quietly observe your surroundings and yourself. Fill in the blanks below based on what you notice right now.

5 - Name 5 things you can see.

4 - Name 4 things you can feel (texture, temperature, pressure, etc.).

3 - Name 3 things you can hear.

2 - Name 2 things you can smell.

1 - Name 1 thing you can taste (or a taste you remember).

Reflect: How do you feel after completing this grounding exercise?

One-Word Stress Check-In

Instructions: In one word, how are you feeling today related to stress? Think about a word that best describes your current level of stress or how stress is affecting you.

Teacher Notes:

• Purpose: This warm-up serves as a quick, low-stakes check-in to gauge the overall emotional climate of the classroom and introduce the topic of stress. It can also inform the teacher of any immediate needs.
• Implementation:
  • Option 1 (Verbal): Go around the room and ask each student to share one word. Emphasize that there are no right or wrong answers.
  • Option 2 (Written): Have students write their word on a sticky note and place it on a designated spot on the board/wall, or write it directly on this sheet.
  • Option 3 (Anonymous Digital): Use a digital poll tool if available.
• Follow-up: Acknowledge the range of responses. For example: "I hear words like 'tired,' 'busy,' 'calm,' and 'focused.' It shows that stress affects us all differently, and that's okay. Today, we're going to talk more about how stress impacts our brains and how we can find support."

Pulse Check Answer Key and Scoring Guide

This guide is designed to help teachers interpret student responses on the 2-Minute Pre/Post Pulse Check (5 Items) Quiz. Since the quiz uses a Likert scale, there are no 'correct' or 'incorrect' answers in the traditional sense. Instead, the focus is on assessing self-perceived understanding and growth.

Interpreting Responses:

• Strongly Agree / Agree: Indicates a strong self-perception of understanding or skill in that area.
• Neutral: May suggest some understanding but a lack of confidence, or an area where further clarification might be beneficial.
• Disagree / Strongly Disagree: Points to areas where students feel they lack understanding or skill. These are key areas to focus on for targeted support.

Scoring/Growth Measurement:

Compare individual student responses from the 'Pre-Check' (Questions 1-5) to the 'Post-Check' (Questions 6-10).

• Positive Growth: A shift from 'Disagree' or 'Neutral' to 'Agree' or 'Strongly Agree' on corresponding questions indicates successful learning and increased confidence.
• Stagnant/Negative: If a student's response remains 'Disagree' or 'Neutral' or moves in a negative direction, it suggests the learning objective for that item may not have been fully met for that student. This signals a need for further one-on-one check-ins or re-teaching.

Question-Specific Interpretation Guide:

Pre-Check (Questions 1-5) & Post-Check (Questions 6-10)

Questions 1 & 6: "I understand the difference between 'stress' and a 'stressor.'"

• Objective: Students define stress and stressor.
• Interpretation: Higher agreement post-lesson shows understanding of key vocabulary. If students still disagree, review definitions and provide more examples.

Questions 2 & 7: "I know at least one technique to help me calm down when I feel stressed."

• Objective: Students demonstrate one regulated-breathing technique (box breathing).
• Interpretation: Increased agreement suggests students feel equipped with a coping skill. If not, offer more practice with box breathing or other simple regulation strategies.

Questions 3 & 8: "I can identify warning signs that someone might be struggling with their mental health."

• Objective: Students list three warning signs.
• Interpretation: A positive shift indicates improved awareness of how to recognize mental health struggles. If scores are low, revisit the warning signs and discuss real-world (non-identifying) examples.

Questions 4 & 9: "I know what 'suicidal ideation' means in simple terms."

• Objective: Students define suicidal ideation in age-appropriate terms.
• Interpretation: Greater agreement shows better understanding of this sensitive concept. If students are still unsure, gently re-explain the definition, emphasizing that it's about thoughts and that help is available.

Questions 5 & 10: "I know at least three trusted adults or resources I can talk to if I need help."

• Objective: Students name three trusted adults/resources (including how to contact them) using Acknowledge–Care–Tell steps.
• Interpretation: Stronger agreement here signifies students feel they have a support system. If responses are low, ensure students had adequate time to complete their My Lifeline Card (Wallet-Size Resource List) Journal and reinforce the importance of identifying lifelines, including 988 and school-based supports.

Box Breathing Drill and Reset Timer

Box breathing is a simple, yet powerful technique to calm your body and mind. It can help you regulate your emotions and reduce stress.

Instructions:

1. Find a comfortable position: Sit upright with your feet flat on the floor, or lie down if you prefer. Close your eyes gently or soften your gaze.
2. Visualize a box: Imagine drawing a box with your breath.
3. Inhale: Slowly inhale through your nose for a count of 4. As you inhale, imagine drawing the first side of the box upwards.
4. Hold (top): Hold your breath gently for a count of 4. Imagine drawing the top side of the box across.
5. Exhale: Slowly exhale through your mouth for a count of 4. Imagine drawing the other side of the box downwards.
6. Hold (bottom): Hold your breath gently again for a count of 4. Imagine drawing the bottom side of the box across to complete it.

Repeat this cycle several times, focusing on the counts and the sensation of your breath.

Teacher Notes:

• Purpose: To teach and practice a practical self-regulation skill that students can use anytime, anywhere.
• Implementation:
  • Introduce box breathing using Slide 6: Box Breathing.
  • Lead the class through a guided practice of box breathing. You can use a visual timer if available, or simply count aloud.
  • Encourage students to focus on the rhythm and their breath. Remind them it's okay if their mind wanders; just gently bring their focus back to the counts.
  • After a few cycles, ask students to reflect on how they feel. (e.g., "How does your body feel after a few rounds of box breathing?")
• Adaptation: For students who find the 4-count challenging, suggest starting with a 3-count for each step.
• Reset Timer: Use this activity as a quick 'reset' during class if students seem overwhelmed or need a moment to refocus.

My Stress Map: Internal & External Stressors

Instructions: Stressors can come from inside us (internal) or outside us (external). Think about what makes you feel stressed. In the boxes below, list at least three internal stressors and three external stressors that you experience.

Internal Stressors

(Things that come from your thoughts, feelings, or expectations for yourself)

External Stressors

(Things that come from your environment, people around you, or situations outside your control)

Reflection Questions (Optional Discussion):

• Do you notice any patterns in your stressors? Are more of them internal or external?
• How do these stressors typically make you feel or react?
• Which type of stressor feels harder for you to manage, and why?

Who Are My Safe People and How to Reach Them?

Purpose: This discussion helps us identify reliable support systems and understand how to use them when facing challenges.

Discussion Prompts:

1. Identifying Trusted Adults: Think about the adults in your life (at home, school, community) who you trust and feel comfortable talking to when you have a problem. Who are they?

   • Teacher Note: Remind students that these don't have to be family; they could be teachers, counselors, coaches, religious leaders, etc. Encourage them to think broadly.
     
     
     
     

2. Why these people? What qualities make these adults safe and trustworthy? (e.g., they listen without judgment, they offer practical help, they keep things confidential when appropriate, they make you feel understood).
   
   
   
   

3. How to Reach Out (Acknowledge–Care–Tell): We learned about Acknowledge–Care–Tell (ACT). How would you use these steps to talk to a trusted adult if:

   • Scenario A: You notice a friend has been much quieter than usual, skipping meals, and making comments about everything being "hopeless."
     
     
     
   • Scenario B: You yourself have been feeling overwhelmed by stress, can't sleep, and have had fleeting thoughts of not wanting to deal with anything anymore.
     
     
     
   • Teacher Note: Guide students to apply ACT: Acknowledge (what you see/feel), Care (show concern), Tell (a trusted adult).
     
     
     

4. Beyond Individuals: Besides people, what other resources are available for support (e.g., 988, school counselors, mental health apps, websites)? How do you access these?
   
   
   

Acknowledge–Care–Tell (ACT) Helper Script

Purpose: To guide students through applying the Acknowledge–Care–Tell steps using brief, age-appropriate scenarios. This script helps facilitate practice without putting students on the spot to share personal experiences.

Introduction (Teacher Script)

"Earlier, we talked about the Acknowledge–Care–Tell, or ACT, steps. This is a powerful tool to remember when you or someone you know might be struggling. It reminds us how to respond in a supportive way.

Now, we're going to practice using ACT with a few hypothetical scenarios. Remember, our goal here is to think through the steps, not to find perfect answers. There's no pressure to share personal experiences."

Scenario 1: The Quiet Friend

Teacher: "Imagine your friend, usually really energetic and outgoing, has been really quiet lately. They've stopped joining in on conversations during lunch and haven't replied to your texts about weekend plans. They just seem really withdrawn.

• Acknowledge: What warning signs are you acknowledging here? What are you noticing that's different about your friend?"
  
  
  

  • (Listen for: withdrawing, changes in behavior/mood, less engaged.)

Teacher: "Great observations. So you've acknowledged something is up. Now, what does Care look like in this situation? How could you show your friend you care?"

*   *(Listen for: checking in, asking if they're okay, listening without judgment, offering to hang out doing something low-key.)*

Teacher: "Excellent. Showing you care is so important. Now, let's say after you checked in, your friend mumbled something like, 'I just feel so alone all the time, and nothing seems fun anymore.' What would the Tell step involve here? Who would you tell, and why?"

*   *(Listen for: telling a trusted adult like a parent, teacher, counselor, coach; explaining that it's to get your friend help, not to get them in trouble; knowing it's okay to break confidentiality for safety.)*

Scenario 2: Overwhelmed by School

Teacher: "Now, let's think about yourself. You've got a huge project due, two tests next week, and you feel completely overwhelmed and can't seem to focus. You're starting to feel stomach aches and aren't sleeping well.

• Acknowledge: What warning signs are you acknowledging in yourself in this scenario?"
  
  
  

  • (Listen for: physical symptoms of stress, trouble sleeping, difficulty concentrating, feeling overwhelmed.)

Teacher: "Good. You're recognizing those signs. How can you show yourself Care in this moment? What can you do to support yourself?"

*   *(Listen for: using a regulation skill like box breathing, taking a short break, talking to someone, planning out tasks.)*

Teacher: "Right, self-care is vital. If these feelings persisted, or if they started to get really dark—like thoughts of 'I wish I wasn't here' or 'It would be easier if I just disappeared'—what would the Tell step look like for you? Who would you tell, and how would you reach out?"

*   *(Listen for: identifying a specific trusted adult, using the [My Lifeline Card (Wallet-Size Resource List) Journal](#lifeline-card-journal), calling/texting 988, talking to a school counselor.)*

Concluding Remarks (Teacher Script)

"These scenarios show that ACT isn't just for extreme situations; it's about paying attention to ourselves and others and knowing when and how to seek support. Remember, your role is to ACT, not to solve big problems on your own. Connecting with a trusted adult is the most important step."