Spot the Signs
What feeling can show up when something is difficult, slow, unfair, or not going as planned?
Frustration.
Is it okay to feel angry or frustrated? What still needs to stay safe?
Yes. Feelings are allowed; your hands, feet, words, and use of objects still need to stay safe.
What does being flexible mean when a plan changes?
Adjusting your thinking or actions and considering another safe way forward.
Name one safe thing you can do while waiting for your turn.
Take slow breaths, count, use an allowed quiet activity, or watch and encourage others.
When work feels hard, name one thing you can ask for instead of giving up.
Help, an example, clearer directions, a smaller step, or a planned short break.
Name two body signals that can tell you frustration is building.
Examples: tight fists, tense muscles, a faster heartbeat, feeling hot, or a clenched jaw. Accept any two reasonable signals.
You want to throw your pencil after making a mistake. Name one safe first action.
Set the pencil down, pause, take a slow breath, or ask for support. Accept another safe action.
Your favorite activity is canceled. Give one flexible statement you could say.
Example: "I am disappointed. What can we do instead?"
A game takes longer to load than expected. What can you control, and what can you not control?
You can control your response and what you do while waiting. You cannot make the loading finish just by getting upset.
You miss a basketball shot or lose a round in a game. Give one helpful thing to tell yourself.
Example: "One mistake is not the whole game. I can reset and try the next play."
You think, "I cannot do anything right!" Is that a fact or a frustrated thought? Replace it with a more helpful thought.
It is a frustrated thought. Example: "This part is hard, but I can learn it one step at a time."
Demonstrate a calm way to ask staff for a break before frustration gets bigger.
Example: "I am getting frustrated. Can I take a short break and make a plan to come back?"
Your group chooses a game you did not want. Name two respectful choices.
Join and try it; suggest taking turns choosing; ask calmly about an alternative. Accept any two reasonable choices.
Staff are helping another student. Give a respectful way to ask when you can get help.
Example: "When you have a chance, can you help me? What should I work on while I wait?"
A worksheet looks overwhelming. How can you make the first step smaller?
Start with one problem, cover the rest of the page, or ask staff to help break the task into parts.
Why is noticing frustration at a 3 out of 10 helpful before it reaches a 9?
You can use a coping strategy or ask for help earlier, while it is easier to make a safe choice.
A peer bumps your project and it falls apart. Give a safe response that also communicates your concern.
Step back, keep hands safe, and say, "I am upset that my project fell. Please give me space." Ask staff for help if needed.
You say, "If I cannot do it my way, I will not do it." Change that into a flexible thought and a next step.
Example: "I can try another way." Ask for a demonstration or try one step of the suggested method.
You have waited longer than expected and feel ignored. Give a two-step plan.
Use a calming strategy, then check in respectfully for an update or ask what you can do while waiting. If the need is urgent, clearly tell an adult.
How is a planned break different from avoiding a task indefinitely?
A planned break helps you reset and includes a check-in or plan to return with support or adjustments. Avoiding indefinitely has no return plan.
A student erases the same answer repeatedly, sighs, and stops working. Name two possible explanations and one respectful way to check in.
They may be confused, frustrated, tired, or worried about mistakes. Ask: "Would you like help, a short break, or another way to try?" Do not assume you know how they feel.
You yelled and pushed materials onto the floor. What are three steps to repair the situation after everyone is safe?
Regulate with support; acknowledge what happened and its impact; help clean up or repair and plan a safer response. Accept equivalent repair steps.
You believe a rule was applied unfairly. How can you speak up while keeping yourself and others safe?
Pause, explain what you noticed using a calm voice, ask for clarification or a fair review, and get trusted adult support. Staying safe does not mean pretending unfairness is okay.
A peer cuts in line, and someone dares you to shove them back. Explain a response that handles both problems safely.
Do not shove. Set a calm boundary, ask the peer to return to their spot, and get adult help if needed. Tell the other person, "I am handling it safely."
You tried twice, asked for help, and are still stuck. Build a three-part plan to stay safe and engaged.
Example: pause and regulate; ask for a different explanation or adjustment; agree on one manageable next step and check in afterward. Persistence can include changing the strategy.