Classroom resources
Practice elementary social-emotional skills through games, stories, reflection, role-play and hands-on activities. Help children understand feelings, build friendships, communicate and choose useful coping strategies.
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A complete 36-week, scripted Social-Emotional Learning curriculum for Grades K-2, organized into 4 units of 9 weekly lessons each, covering feelings, friendship, sharing, kindness, respect, listening, self-control, asking for help, problem solving, gratitude, growth mindset, and safety.
A complete 36-week, scripted Social-Emotional Learning curriculum for Grades 3-5, organized into 4 units of 9 weekly lessons each, covering self-awareness, self-management, empathy, respect, bullying prevention, digital citizenship, goal setting, stress management, growth mindset, communication, teamwork, responsibility, and decision-making.
Help elementary students (grades 1-4) identify and name feelings, practice empathy, and learn healthy coping skills, using a dinosaur-character storybook and follow-up worksheets.
A social-emotional learning (SEL) activity book for children ages 6-9, pairing an adult-facing facilitation guide (psychological safety, co-regulation, open-ended questioning, recognizing when a topic needs professional support) with child-facing activities for identifying and processing emotions.
A multi-activity pack teaching elementary students about friendship qualities, social skills, and how to navigate friend relationships
A social-emotional learning unit teaching students to identify, label, and cope with feelings and emotions ('easy' vs 'hard' feelings), including calming strategies, combined with sorting/matching worksheets and two emergent readers.
Do you find that there are many complicated (and sometimes unseen) conflicts in your 4th, 5th, and 6th grade classroom? From conflicts on the playground to having miscommunication on group chat, pre-adolescents have a much more difficult time managing their social world than they ever did before. This curriculum on Conflict Resolution and Peer Mediation…
Lesson teaching students that emotions vary in intensity/size and giving them tools to identify and manage escalating ('big') emotions.
A social-emotional learning unit teaching impulse control and self-regulation using an 'engine speed' metaphor (too fast/too slow/just right) and calming or energizing strategies, combined with self-control games, worksheets, and an emergent reader.
A social-emotional-learning curriculum for grades 3-6 using role-play scenarios and empathy-mapping worksheets to build empathy and social skills.
A 57-page self-regulation activity pack for K-5 students providing posters, visuals, a spinner game, and craft activities to teach and practice calming and coping strategies for use in whole-group, small-group, or individual settings.
A social-emotional learning unit teaching cooperation: what it means, how to practice it, and how to reflect on it, combined with an emergent reader and reflection worksheets built around the sight word 'can'.
A spinner-style wheel craft that gives students a set of strategies to choose from when they feel angry.
SEL craft and coping-strategies activity: students create a turtle-shell craft representing personal coping strategies for managing difficult emotions.
An interactive, personalized social story workbook ('My Big Feelings') that helps students (ages 7-12) identify emotions, especially anger, understand what triggers them, and learn/practice coping tools to self-regulate.
Teach students that it is okay and brave to ask for help when struggling with big feelings, using a superhero theme and a read-aloud mentor text as a launch point for a discussion and craft activity
No Prep Anger Management Bingo Game is a fun and engaging way to help students learn self-control, emotional awareness, and healthy coping skills. Since bingo is a familiar game, it's easy to set up and encourages participation while reinforcing important social-emotional learning concepts. I like using this activity during SEL lessons, counseling…
A set of writing/journaling activity pages helping young students identify, name, and express strategies for managing a range of emotions (grumpy, sad, mad, frustrated, excited, happy, tired, embarrassed, surprised, jealous, and an open blank emotion).
Help young students identify and communicate their emotional state and choose coping strategies to self-regulate (SEL feelings check-in board).
Teaches young children a social-emotional coping strategy (a 'Stay Calm Plan') for managing frustration and flexibility in social situations, through a story about a frog and follow-up activities.
Give children several ways to name and express feelings through a heart puzzle, mini foldable book, mood-meter page and drawing-and-writing flip book. The instructions allow use alongside Jo Witek’s In My Heart or independently. Select one feeling page at a time for the longer project, then connect the discussion with the existing linked feelings choice board for optional coping-strategy practice.
A two-sided SEL handout that helps students identify their personal anger triggers and practice calm-down strategies.
A social-emotional learning packet for children with ADHD, combining an illustrated read-aloud story ('My Busy Brain') with matching worksheets on identifying emotions, executive functioning, and healthy coping skills, plus optional hands-on sensory/coping game instructions.
Four shape-outline coloring pages — a teddy bear, a butterfly, an umbrella, and a beach ball — each spell out four coping strategies in words that trace the outline of the shape, and students color each section using the color assigned to that strategy (for example, the teddy bear's stress-ball section is colored dark brown, its breathing section pink). A fifth page, titled ‘16 Coping Skills Strategies,’ lists all sixteen strategies used across the four shapes as a single grid, functioning as a stand-alone reference chart independent of the coloring pages. Strategies range from physical actions like taking a walk or squeezing a stress ball to social ones like talking to an adult or asking for a hug, giving students a visual menu of self-regulation options rather than a single fixed routine. Each page opens with a blank name line, suggesting the set is meant to be completed and kept by an individual student.