Emotion Detective
Is feeling excited usually a comfortable or uncomfortable feeling?
Usually comfortable, but excitement can feel overwhelming too.
Someone says, "Hi!" What are TWO ways you could respond?
Say "Hi," wave, nod, or use another comfortable greeting.
True or false: Talking is the only way to communicate with someone.
False! People also communicate through writing, pointing, gestures, pictures, and communication devices.
Can someone feel happy at home and sad at school?
Yes. Feelings can change in different places and situations.
True or false: Everyone feels comfortable in exactly the same situations.
False. People have different preferences, strengths, and needs.
Someone was really looking forward to a field trip, but it got canceled. Which feeling might fit: excited, disappointed, or proud?
Disappointed. They might also feel sad or frustrated.
A classmate asks, "What did you do this weekend?" You don't know what to say. Which could help: taking a moment to think, making up an answer, or running away?
Taking a moment to think. A short answer or "I'm not sure what to say" can also work.
A student doesn't understand what the teacher said. What's ONE way they could ask for help?
Write a question, use an agreed-upon signal, or verbally ask for clarification.
A student notices they feel sad at school but doesn't know why. What is ONE helpful thing they could do?
Notice when the feeling happens, ask for support, or use a feelings chart.
A classroom feels too noisy for a student. What's ONE thing that might help?
Use approved headphones, request a quieter space, or ask for a break.
Name TWO different feelings that someone might have when something doesn't go the way they expected.
Disappointed, frustrated, sad, confused, or worried.
Someone asks, "Do you want to play with us?" but you would rather do something alone. What's a respectful way to respond?
"No thanks," shake your head, or otherwise communicate that you prefer a different activity.
Someone asks you a question, but you need more time to think. What are TWO ways you could communicate that?
Say or show "One moment," use a wait card, or signal that you need time.
A student feels okay in the morning but uncomfortable after lunch. What are TWO things they could investigate to understand the change?
What happened around lunchtime, whether they felt included or excluded, whether they were tired, or whether the environment was overwhelming.
Someone needs extra time to answer questions. What are TWO things that could make communication easier?
Give them processing time, offer choices, or provide a written response option.
A student's stomach feels tight, their thoughts are racing, and they're about to give a presentation. What emotion MIGHT they be feeling? What other information would help you figure it out?
Possibly nervous or excited. Ask what they're thinking or how they feel about the presentation.
You're working quietly and another student starts talking to you. Name THREE different ways you could respond depending on what you want or need.
Join the conversation, give a brief response, or communicate that you need quiet.
A student wants to answer a question but feels very nervous about speaking in front of the class. Name THREE possible ways the teacher could support the student.
Offer an agreed-upon written response, allow a private response, provide preparation time, or use another individualized support.
A student feels sad during group activities but doesn't know why. Name THREE possible explanations they could explore.
Feeling left out, feeling confused about the task, feeling nervous about participating, experiencing sensory overload, or something else entirely.
A student feels overwhelmed during group work. Name THREE changes that might make participating more comfortable.
Clear instructions, an assigned role, a smaller group, individual work, or permission to take breaks.
A student says, "I feel bad, but I don't know what kind of bad." What THREE clues could help them become an emotion detective?
Notice what happened, what their body feels like, and what thoughts or needs they notice.
A classmate invites someone to join a game. The student feels unsure, doesn't know the rules, and is worried about making a mistake. What are THREE possible choices the student could make?
Ask about the rules, watch first, join with support, or politely decline. Any three reasonable options count.
A student wants to ask for help but feels frozen when an adult approaches. Create a communication plan with THREE steps that could help them get support.
For example: identify a trusted adult, agree on a signal or note, and practice using it in a comfortable setting.
A student keeps saying, "School makes me feel bad, but I don't know why." Create a detective plan with THREE steps to help them understand their experience and identify what might help.
Track when the feeling occurs, notice what was happening, and explore possible supports with a trusted adult.
Create a personal support plan for a fictional student who feels overwhelmed at school. Include ONE difficult situation, TWO possible supports, and ONE way to communicate a need.
Example: Noise is difficult; use headphones and a quiet workspace; show the teacher a break card when needed.