Feelings & Body Clues
Name two feelings someone might have on the first day of school.
Excited, nervous, happy, worried, curious.
Name one healthy coping skill.
Slow breathing, drawing, movement, talking to someone, taking a break.
What does it mean to include someone?
Help them feel welcome and give them a chance to participate.
What should you do when someone asks you to stop touching their belongings?
Stop and respect their boundary.
Name a trusted adult at school you could ask for help.
Teacher, counselor, administrator, or another trusted staff member.
Name two body clues that might tell you you’re getting angry.
Tight fists, hot face, fast heartbeat, tense muscles.
You lose a game and want to yell. What could you do before reacting?
Pause, breathe, step away briefly, or use helpful self-talk.
Name two things a caring friend does.
Listens, respects boundaries, encourages, includes, tells the truth kindly.
Finish this “I statement”: “I feel ___ when ___. I would like ___.”
Any respectful example that names a feeling, situation, and request.
What’s the difference between reporting a problem and trying to get someone in trouble?
Reporting seeks help with safety or harm; getting someone in trouble is the goal of the other.
Can two people feel differently about the same situation? Give an example.
Yes. One student might love presenting while another feels nervous.
Your usual coping skill isn’t helping. What can you try next?
Try another strategy or ask a trusted adult for help.
A new student is standing alone at recess. What could you say?
“Would you like to play with us?” or another welcoming invitation.
Someone bumps into you in line. What could you do before assuming it was on purpose?
Pause, check what happened, and ask calmly.
Someone says, “It’s just a joke,” but the other student is upset. What should happen next?
Stop, listen, and respect the person’s feelings and boundaries.
You say “I’m fine,” but your stomach hurts before a test. What could you do?
Notice the feeling, use a coping skill, or ask for support.
You’re frustrated during group work. Make a three-step plan to calm down and return to the task.
Example: notice body clues, take a brief break, return and ask for a specific job.
Your friend wants to play something different from you. How can you handle it?
Compromise, take turns, or respectfully choose different activities.
Two classmates both want the same classroom job. Give two fair solutions.
Take turns, split the job, or use an agreed selection method.
You see a student repeatedly being excluded or called names. Name two safe ways to help.
Tell an adult, offer support, include them, or speak up if safe.
Your friend wasn’t invited to a party and feels sad and angry. Can both feelings happen at once? How could you support them?
Yes. Listen, acknowledge their feelings, and ask what would help.
Before a presentation, you think, “I’m going to mess everything up.” How could you change that thought to something helpful, and what coping skill could you use?
“I can be nervous and still do my best.” Take slow breaths, practice, or ask for encouragement.
Your friends say you can only join their group if you leave someone else out. What could you do?
Decline, include the other student, suggest a different plan, or seek adult support.
You hurt someone’s feelings. What makes an apology helpful beyond saying “sorry”?
Name what you did, take responsibility, offer to repair it, and change the behavior.
You told an adult about hurtful behavior, but it keeps happening. What should you do next?
Tell that adult again or another trusted adult, explain that it continued, and keep asking for help.