One-Word Stress Check-In

Time: 5 minutes
Purpose: Quickly name and share your current stress feelings to build awareness and community support.

Materials: Sticky notes (or digital tool like chat/poll)

Instructions:

1. Ask each student to grab a sticky note (or open the chat/poll).
2. Write one word that best describes how you’re feeling right now—no sentences.
3. Post your word anonymously within 30 seconds.
4. Once everyone has posted, project or read a handful of words.
5. Briefly debrief: What patterns do we notice? (internal vs. external stressors)

Pulse Check Answer Key and Scoring Guide

Use this guide to interpret changes in students’ pre- and post-lesson responses on the 2-Minute Pulse Check. There are no “right” or “wrong” answers, but tracking shifts helps you gauge the lesson’s impact on stress management, regulation skills, and help-seeking confidence.

1. Scoring Setup

1. Assign numeric values to each Likert response:
   • Strongly Disagree = 1
   • Disagree = 2
   • Neutral = 3
   • Agree = 4
   • Strongly Agree = 5
2. Reverse-score items that describe negative states so that higher scores always = better outcomes:
   • Question 2 (physical signs of stress):
   – Originally: SA=5 (worst), SD=1 (best)
   – Reverse: SA→1, A→2, N→3, D→4, SD→5
   • Question 4 (feeling overwhelmed): same reverse mapping as Q2.
3. For Questions 1, 3, and 5, keep the original scoring (higher = better).

2. Calculating Change Scores

1. For each student and each question:
   Change = (Post-lesson score) − (Pre-lesson score)
2. You can also compute an overall Average Resilience Score:
   (Q1 + Q2_rev + Q3 + Q4_rev + Q5) ÷ 5
3. Then find the difference in that average from pre to post.

3. Interpreting Results

• Positive Change indicates improvement (e.g., more confidence, fewer stress signs).
• Negative Change indicates a decline (e.g., increased overwhelm, less confidence).

Suggested thresholds for individual or class trends:
• Strong Improvement: change ≥ +1.5 points
• Moderate Improvement: +0.5 to +1.4 points
• Stable/Minimal Change: -0.4 to +0.4 points
• Moderate Decline: -1.4 to -0.5 points
• Strong Decline: change ≤ -1.5 points

4. Question-Level Notes

1. Q1: Managing Stress
   Higher post-scores show greater perceived ability to manage stress.
2. Q2: Physical Stress Signs (reverse-scored)
   Higher post-scores mean fewer physical stress symptoms.
3. Q3: Breathing Technique Confidence
   Direct measure of regulation skill confidence.
4. Q4: Feeling Overwhelmed (reverse-scored)
   Higher post-scores indicate reduced overwhelm.
5. Q5: Knowledge of Resources
   Tracks awareness of trusted adults or crisis resources (including 988).

Flag for follow-up:
• Any student whose post-lesson Q5 ≤ 3 (Neutral or below) may need extra support in identifying resources.
• Any student whose post-lesson Q4_rev ≤ 3 may still feel significantly overwhelmed.

5. Next Steps for Teachers

• Group Debrief: Share anonymized class averages to celebrate improvements or identify topics needing reinforcement (e.g., more practice with box breathing).
• Individual Check-Ins: Reach out to students with strong declines or low resource-awareness scores.
• Adjust Instruction: If many students show little change in Q3 or Q1, consider adding another breathing practice or stress-management activity.
• Document Trends: Repeat this pulse check in future lessons to track progress over time.

By systematically scoring and interpreting these items, you’ll gain actionable insights into how well students are learning regulation skills, recognizing stress, and building their support networks.

Box Breathing Drill and Reset Timer

Time: 10 minutes
Purpose: Guide students through a structured breathing exercise to calm the body’s stress response and build regulation skills.

Materials:

• Visible timer or countdown app (set to 4-second intervals)
• Optional: soft background music or chime

Setup:

• Arrange students so they can see you and the timer clearly.
• Remind students of confidentiality and that they can close their eyes if comfortable.

Instructions:

1. Introduce the technique (1 minute)
   • Remind students of the four steps: Inhale–Hold–Exhale–Hold.
   • Explain each phase is 4 seconds long.
   • Reference the slide: Box Breathing Technique.
2. Demonstration & Counting (1 minute)
   • Model one full round, counting aloud: “Inhale…1–2–3–4, hold…1–2–3–4, exhale…1–2–3–4, hold…1–2–3–4.”
   • Encourage slow, even breaths through the nose (inhale) and mouth (exhale).
3. Guided Practice (6 minutes total: 2 minutes per 3 rounds)
   • Round 1: 4–4–4–4 using the timer.
   • Reset Timer, then Round 2.
   • Reset Timer, then Round 3.
   • For each reset, pause 5 seconds and invite students to notice how they feel.
4. Reflection (2 minutes)
   • Distribute a quick reflection prompt or ask students to jot notes.
   • Use the space below or in journals:
     • Before Round 1, I felt:
       
       
       
     • After Round 3, I feel:
       
       
       

Tips for Teachers:

• Keep your tone calm and steady—your pacing sets the atmosphere.
• Watch for students who seem tense or fidgety; remind them they can shorten counts or rest between rounds.
• Emphasize that this tool is available anytime they need a pause during the day.

After completing the drill, transition to the next activity by inviting students to apply this technique whenever they notice stress or worry.

My Stress Map (Internal/External)

Use this worksheet to identify and categorize your personal stressors.

1. Identify Your Stressors
   Write three personal stressors you have experienced recently.

a. ________________________________



b. ________________________________



c. ________________________________

1. Categorize Each Stressor
   For each stressor above, label it as Internal (thoughts, feelings, self-expectations) or External (people, situations, environment).

a. Stressor (from 1a): ____________________ Category: Internal / External



b. Stressor (from 1b): ____________________ Category: Internal / External



c. Stressor (from 1c): ____________________ Category: Internal / External

1. Describe the Impact
   Choose one stressor and describe how it affects your thoughts, feelings, or actions.

Stressor: ________________________________


Impact: ___________________________________________________________________

1. Reflection
   Which type of stressor (internal or external) do you find more challenging to manage? Why?

___________________________________________________________________________

When you’re done, you’ll use these insights in your pair‐share and on My Lifeline Card (Wallet-Size Resource List) to plan healthy coping and support strategies.

Who Are My Safe People and How to Reach Them

Time: 10 minutes
Purpose: Identify trusted adults and community resources, discuss how to initiate contact using the Acknowledge–Care–Tell steps, and prepare for personal Lifeline Card entries.

Guidelines:
• Confidentiality: What you share stays in the circle unless someone is in danger.
• Respect: Listen fully without interrupting.
• Voluntary Sharing: You may pass if you’d rather not speak.

1. Brainstorm (3 minutes)

In small groups (3–4 students), take 2 minutes to list people or resources you consider safe. Think broadly: family, teachers, coaches, community helpers, hotlines, online resources.

• Who comes to mind first?
• What qualities make this person/resource feel safe?

After 2 minutes, each group shares one example with the whole class.

2. Identifying Contact Methods (3 minutes)

For one trusted person from your list, discuss:

• How would you reach out? (In person, phone call, text, email)
• What words might you use to start the conversation?

Reference Acknowledge–Care–Tell Helper Script for ideas.

Example Starter:
"Hey Coach Lee, I’ve been feeling really stressed about school lately (Acknowledge). I care about your advice and support (Care). Could we talk after practice today? (Tell)"

3. Scenario Practice (3 minutes)

In pairs, role-play a quick scenario: one student plays someone seeking support, the other plays the trusted person. Use the ACT steps. Switch roles after 1.5 minutes.

Scenario Prompt:
"You’ve been overwhelmed with homework and family worries. Choose a trusted adult from your brainstorm to practice reaching out to."

After both rounds, share one key takeaway with your partner: what felt easy? What felt challenging?

4. Debrief and Connect to Lifeline Card (1 minute)

• What did you learn about your preferred way to reach out?
• What questions do you still have?

Remind students: today’s insights will help you complete My Lifeline Card (Wallet-Size Resource List), where you’ll record names, contact methods, and brief ACT scripts for three trusted people/resources (including 988).

Acknowledge–Care–Tell Helper Script

Teacher (T): “Alright everyone, let’s learn a simple, three-step way to support someone who might be struggling. We call it ACT—Acknowledge, Care, Tell. I’ll walk you through each step, share some examples, and then we’ll practice together. Ready?”

1. Acknowledge

T: “First, Acknowledge what you see or hear. This means noticing a change and naming it out loud. For example, you might say:

• “I’ve noticed you’ve been really quiet in class lately.”
• “You seemed upset after lunch today.”

T (prompt to students): “What are other ways we could acknowledge how someone seems? Turn to a partner and brainstorm one sentence, then share with the class.”
(Pause ~30 seconds for partner talk, then invite 2–3 examples.)

T (after sharing): “Great—acknowledging shows you’re paying attention and that you care enough to notice.”

2. Care

T: “Next, show Care. You express genuine concern for their well-being. You might say:

• “I care about you and want to make sure you’re okay.”
• “It sounds like you’ve been having a rough day, and I’m here for you.”

T (prompt to students): “What words could you use to show care? Write one phrase on your paper, then we’ll share.”
(Pause ~20 seconds, then ask 2 students to read aloud.)

T: “Exactly—that caring tone matters. It tells your friend they’re not alone.”

3. Tell

T: “Finally, Tell a trusted adult. This means letting someone who can help know what’s going on. For example:

• “I’m going to talk to our school counselor, Ms. Smith, because I want to make sure you get support.”
• “Let’s find a safe adult together—maybe your coach or your parent.”

T (prompt to students): “Why do you think the ‘Tell’ step is so important?”
(Listen to a few responses: “Because they can help,” “Because we need adults to take action.”)

T: “Yes—telling ensures someone with experience and resources steps in.”

Guided Practice

T: “Now let’s practice ACT in pairs. Here’s what to do:

1. One person plays the friend who is struggling.
2. The other person is you using ACT.
3. Use a short scenario: “Your friend seems overwhelmed by tests this week and hasn’t eaten lunch with you.”

T: “In your pair, follow these prompts:
• Acknowledge what you notice.
• Care with a caring statement.
• Tell who you will reach out to and how.

You have 2 minutes. Then we’ll switch roles.”

(After 2 minutes, signal to switch and then debrief.)

Debrief and Reflection

T: “How did it feel to use ACT? What was easy? What felt hard?”
(Invite 3 volunteers to share briefly.)

T: “Remember, you’ll use this framework when you fill out your My Lifeline Card (Wallet-Size Resource List). Write down your own Acknowledge, Care, and Tell phrases for three trusted people, including the 988 Lifeline.”

T: “Well done, everyone. ACT gives us clear words and steps to help someone who might be hurting. Keep practicing this—your words can make a real difference.”

My Lifeline Card (Wallet-Size Resource List)

Purpose: Create a compact, personal reference of trusted adults and resources you can turn to when stressed or in crisis. Use your ACT phrases to guide conversations.

Instructions

1. List three trusted adults or resources (including 988) that you feel comfortable contacting.
2. For each, note how you’d reach out, and draft your Acknowledge, Care, and Tell steps using the framework from Acknowledge–Care–Tell Helper Script.
3. Reflect on your comfort level and potential challenges in using this Lifeline Card.
4. Keep this card in your wallet, locker, or phone for quick access.

Trusted Person/Resource #1

Name:






Role/Relationship:






Contact Method (phone, text, in person): ____________________






Acknowledge (“I’ve noticed…”):
___________






Care (“I care about you…”):
_____________






Tell (“Let’s talk to…”):
____________________________________________

Trusted Person/Resource #2

Name:






Role/Relationship:






Contact Method (phone, text, in person): ____________________






Acknowledge (“I’ve noticed…”):
___________






Care (“I care about you…”):
_____________






Tell (“Let’s talk to…”):
____________________________________________

Trusted Person/Resource #3 (including 988 Lifeline)

Name:






Role/Resource: ______________________






Contact Method (e.g., “Call or text 988”): ________________






Acknowledge (“I’ve noticed…”):







Care (“I care about you…”):







Tell (“I will…”):
____________

Reflection and Planning

1. Which contact feels easiest for you to reach out to? Why?
   
   
   
   
   
   
   
   
   
   
   
2. Which contact feels most challenging? What could help you overcome that barrier?
   
   
   
   
   
   
   
   
   
   
   
3. If one of your contacts is unavailable, what’s your backup plan? (e.g., alternate person, online chat, school counselor)
   
   
   
   
   
   
   
   
   
   
   
4. Visualize your support network: draw a small symbol, icon, or sketch that represents feeling safe and supported by these people/resources.
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Grounding Exit Ticket (5-4-3-2-1)

Time: 5 minutes
Purpose: Use your senses to bring attention to the present moment, calm your mind, and check in on how you feel after today’s lesson.

Instructions:
Take a deep breath and notice your surroundings. Then, complete each step below.

1. See – 5 things you can see right now:
   1. ________________________________
      
   2. ________________________________
      
   3. ________________________________
      
   4. ________________________________
      
   5. ________________________________
      
      
2. Touch – 4 things you can touch:
   1. ________________________________
      
   2. ________________________________
      
   3. ________________________________
      
   4. ________________________________
      
      
3. Hear – 3 things you can hear:
   1. ________________________________
      
   2. ________________________________
      
   3. ________________________________
      
      
4. Smell – 2 things you can smell (or imagine smells):
   1. ________________________________
      
   2. ________________________________
      
      
5. Taste – 1 thing you can taste (or imagine tasting):
   1. ________________________________
      
      

Reflection:
Which of these senses felt most calming or grounding to you today?
_________________________________________


One word to describe how you feel right now:
_________________________________________

Turn in this exit ticket as you leave. Remember, you can use this 5-4-3-2-1 grounding anytime you need a quick reset.