Identifying Situations
Look at a picture of a crowded hallway between classes. Name the four parts of a situation you would describe (where, when, what, who).
Where: School/Hallway
When: Passing period/Going to another class
What: Students walking, conversating
Who: Students/Kids
Define a trigger in your own words.
A trigger is something that causes a strong uncomfortable feeling or reaction.
Which Zone would a person likely be in if they feel calm and ready to learn?
Green Zone
Name one regulation strategy you might use when you notice you’re in the Blue Zone.
Take a short movement break or talk to a trusted adult.
What does “Same Situation, Different Perspectives” mean in one sentence?
It means people can feel different ways about the same situation.
A student is at home during the evening and hears thunder outside while trying to do homework. Describe the situation using where, when, what, and who.
Where: At home
When: In the evening
What: Doing homework and hearing thunder
Who: The student
Define a spark in your own words.
A spark is something that creates a strong feeling, usually excitement or silliness.
If someone is nervous and restless, which Zone might they be in?
Yellow Zone
Name a quick strategy to use when you notice a spark making you too silly in class.
Take a deep breath and put hands on your desk to refocus.
Give an example of one situation and two different perspectives someone in the class might have about it.
A group project: One student feels excited to work with others
Another feels nervous about speaking up
You see a drawing of a birthday party with candles, balloons, and a guest who looks upset. Identify three clues in the scene that help you notice what’s "off" or different.
One guest looks upset instead of happy
Everyone else looks like they’re celebrating
Candles and balloons suggest it should be a fun moment
List two examples of triggers and two examples of sparks that might happen at school.
Triggers: Loud noises, being rushed
Sparks: A funny joke, surprise free time
Give one feeling word for the Red Zone and one for the Blue Zone
Red Zone: Angry
Blue Zone: Sad
You notice a classmate becomes anxious during tests (Yellow Zone). Write a two-step plan that student could try to help them regulate.
Take slow breaths before the test
Use positive self-talk like “I can try my best”
Describe one way classmates can support each other after noticing a trigger for a friend.
Give them space, check in, or get an adult for support.
Given a short vignette: “Sam walks into gym class and the balls are everywhere; Sam loves PE but is not ready.” Describe how the situation (where, when, what, who) might affect Sam’s Zone and why.
Where: Gym class
When: At the start of class
What: Balls are everywhere and class feels chaotic
Who: Sam
This situation might put Sam in the Yellow Zone because Sam likes PE but feels unprepared, which can cause stress or nervous energy.
Read this short example: “The bus is late, and your project is due.” Decide: trigger or spark? Explain your choice in one sentence.
This is a trigger because the stress of being late and having work due can cause worry or frustration.
“A student is bouncing in their seat and can’t focus during math.” Name the most likely Zone and one body signal you might notice.
Zone: Yellow Zone
Body signal: Bouncing legs or wiggling body
Create a short plan (3 steps) a student could use when they’re triggered by loud noises in the cafeteria. Be specific about actions.
Cover ears or move to a quieter spot
Take deep breaths
Ask for a break or use noise-reducing headphones
Explain why sharing your own triggers and sparks with trusted adults can help you get ready and be safer or more successful.
Sharing triggers helps adults plan ahead and provide supports so students feel safe and successful.
You are shown two images of the same snowy day: one person is smiling and building a snowman, another is upset because they missed the bus. Explain how the same situation can be interpreted differently by describing at least two elements (where/when/what/who) that influence perspective.
The situation is the same (snowy day), but perspective changes:
What: One person is playing in the snow, another missed the bus
Who: Their goals and needs are different, so one feels happy and the other feels upset
For each of these brief situations say whether it’s usually a trigger, spark, or could be either depending on perspective: (a) surprise party, (b) loud fire alarm, (c) getting called on to read aloud.
a) Surprise party — Could be either
(b) Loud fire alarm — Trigger
(c) Getting called on to read aloud — Could be either
Explain how a spark (like excitement at a surprise) could move someone into the Red Zone instead of the Yellow Zone — give a short example.
Excitement from a surprise could turn into shouting or running, which moves someone from Yellow to Red because the excitement becomes too intense to control.
Explain how knowing someone else’s triggers and sparks can help your classroom community. Give one practical example of a classroom routine that could support everyone.
Knowing triggers and sparks helps classmates avoid problems and support each other.
Example: Having a quiet corner available for anyone who needs a break.
Design a short class activity (3–4 steps) that helps students practice noticing triggers and sparks in their environment and planning a strategy together.
Class Activity:
Look at pictures of school situations
Identify possible triggers and sparks
Choose a strategy for each
Share ideas as a group