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Students read 'How Would You Feel?' scenario cards (e.g. a new babysitter, a dentist visit, losing a favorite toy, not being able to play tag as well as classmates), say how they would feel and why, and discuss whether others might feel differently. On the editable slide pages, students type or draw their own responses/pictures into…
In slideshow mode, students click one square at a time to reveal parts of a hidden picture, try to guess the coping skill it depicts before the whole image is revealed, and discuss whether they have tried the skill and when it might be useful.
Nine prompts ask students to connect music with feelings. Some focus on songs that bring out an emotion; others ask what students listen to when they already feel a certain way. The 3-by-3 prompt layout draws on students’ own music choices and can support individual reflection or a class discussion.
Read the poster's reasons positive self-talk is helpful (reduces negative emotions, builds confidence, improves motivation/attitude, aids problem-solving, works as a coping skill, develops resilience), then write positive things they can say to themselves in speech bubbles on the worksheet, optionally using example phrases shown (e.g.…
Students read an explanatory passage on stress, explore at least 2 of several linked external resources (articles/videos on coping strategies), answer reflection questions, and apply what they learned by interviewing someone about coping with stress and/or tracking their own stress and coping strategies for 3 days.
Students play bingo using boards populated with coping-skill terms; teacher calls out/explains each skill from call-out cards; students can take a bingo sheet home as a reference.
Color By Code: Good and Bad Coping Skills School Counseling Activity The Color By Code: Good and Bad Coping Skills School Counseling Activity is a powerful, hand-on educational tool that facilitates children's understanding and management of their emotions. It merges visually invoking activities with fundamental life skills teaching,…
Identify personal stress symptoms by coloring circles next to listed physical/mental/behavioral symptoms; work through named coping-strategy and practice pages (e.g. SMART goal practice, conflict-resolution activity, analysis-of-a-stressful-action practice).
Use discussion prompts to distinguish stressors students can influence from those outside their control. The lesson proposes a book-weight activity as a metaphor for accumulated stress, followed by an index-card reflection on possible strategies. Allow imagined examples and adapt the demonstration with books on a table when needed; the separately linked things I can and cannot control worksheet offers a related independent sorting task.
Discuss with a partner why unwanted tasks may be necessary, learn three coping strategies, role-play following-directions scenarios using a chosen strategy, and complete a reflection/example worksheet.
Free download Respond in writing or discussion to anxiety-related journal prompts (e.g., triggers, coping strategies, what anxiety feels like); cut out and assemble interactive-notebook heading inserts to build a personal anxiety journal.
Read/be read the illustrated narrative describing what makes children feel sad (breaking a toy, being treated unkindly, losing a game, being left out, missing someone) and coping strategies (talking about feelings, writing/drawing, playing with friends, a hug).
Students read (or are read) the narrative about following school rules and not spitting at others, learn to compare the size of an emotion/reaction to the size of the problem, review a list of alternative coping strategies (frown, put head down, walk away, take a break, take deep breaths, talk to the person who upset them, or ask a…
Students act as judge and players: read a 'dilemma' situation card and choose a 'strategy' card they think best fits; the judge picks a winning strategy each round. Two optional mindful-coloring pages follow the game.
Read repeated simple sentences listing coping strategies for feeling mad (take a deep breath, take a break, take a walk, get a drink, count to 10, talk to a friend); practice the sight word 'you'.
Read/follow an illustrated story about a character's worries starting school, identify the character's feelings from choices given (e.g., 'worried' vs 'excited'), and (per worksheets, not fully confirmed) practice related SEL activities.
Read/view the story of Freddy the frog getting frustrated during a play date and using a 5-step 'Stay Calm Plan'; then answer reflection questions about their own Stay Calm Plan and coping strategies, and complete a chart recording which games Freddy did/didn't like, how he felt, and what he did.
Help students make a personal set of coping reminders through a guided lesson and paper toolbox. Four illustrated strategy cards go inside the assembled template, followed by a writing-and-drawing response about using one tool. The directions include an optional breathing-video step to support introducing that strategy.
Identify how they are feeling on a color or black-and-white scale; slide a paperclip or arrow marker to show intensity; label emotions and role-play or demonstrate them; fill in 'what I might think' and 'what I might say' thought/speech bubbles; and complete a cut-and-paste bonus activity matching emotion words.
Learn and practice 5 strategies (count to 10, cover mouth with hand/finger, stop and think, take a deep breath, raise hand and wait turn) via strategy cards and posters; complete a coloring worksheet selecting which strategy they would try, and a fill-in worksheet describing what they can do instead of interrupting.
A social-skills story (with an animated slideshow version) teaching young children how to recognize and cope with frustration, using the character Dudley Dog's experiences with friends.
In groups, students take turns being the judge, matching a 'strategy' card to a 'situation' card read aloud; after the game, students can complete a coloring page as a stress-management strategy.
A first-person social story that explains what depression is, how it can affect feelings/behavior, and coping strategies, aimed at helping a child (particularly one who is autistic or otherwise struggles with interpreting emotions) understand depression.
Select and follow one card at a time to either practice a breathing exercise alone, move through a calming yoga pose alone, or, for partner poses, perform a two-person yoga pose with a peer.