A comprehensive social-emotional learning toolkit designed to help students identify their emotions, read body language, select personalized coping strategies, and navigate social relationships with empathy.
Scenario: Leo drops his lunch tray. His milk spills everywhere, and classmates laugh. Leo's face turns bright red, and his hands freeze at his sides.
Empathy Prompts:
1. What primary and secondary feelings is Leo experiencing?
2. How can you help him clean up or make him feel safe?
The Test Tears SCENARIO 3
Scenario: After the teacher hands back graded math papers, Sam lays his head flat on his desk and puts his arms over his head. You hear a soft sniffling noise.
Empathy Prompts:
1. Where is Sam's compass pointing? Sad or frustrated?
2. What could you whisper or write on a sticky note for him?
Game Over SCENARIO 4
Scenario: During a board game, Chloe loses. She suddenly knocks over her player piece, crosses her arms tightly, and growls: "This game is stupid!"
Empathy Prompts:
1. What is the trigger and the immediate body signal here?
2. How can you respond without starting a fight?
The Last Pick SCENARIO 5
Scenario: Gym class teams are being chosen. Jordan is the very last person picked. He slumps his shoulders, rolls his eyes, and walks slowly to his team.
Empathy Prompts:
1. What is the hidden feeling behind Jordan's rolled eyes?
2. What high-five or greeting could you give him right away?
Sound Storm SCENARIO 6
Scenario: During a pep rally, the gym gets very loud with cheering. Emma starts squirming, presses her hands tightly over her ears, and squeezes her eyes shut.
Empathy Prompts:
1. What sensory trigger is affecting Emma? Is she scared?
2. How can you quietly show her she is supported?
The Pencil Tap SCENARIO 7
Scenario: During silent reading, Lucas keeps tapping his pencil against his desk repeatedly. He is looking at his book, but his foot is shaking quickly up and down.
Empathy Prompts:
1. What do you think Lucas is feeling? Anxious, hyper, bored?
2. What is a polite way to help him become aware of his tapping?
The Heavy Sigh SCENARIO 8
Scenario: Mia says, "I didn't want to play anyway, it's fine," but she is crossing her arms tightly, looking down at her shoes, and let out a giant sigh.
Empathy Prompts:
1. Why does Mia's body language conflict with her words?
2. What gentle response can show her you care?
Feelings Navigator Toolkit • Printable Deck 2 Empathetic communication is key to navigating together.
3. Calming Corner Anchor
Mount both posters inside a designated "Sensory Corner." Ensure that sensory tools (fidgets, paper for tearing, breathing cards) match the options detailed in the toolkit.
Tiered Support Model
Tier 1 • School-Wide UNIVERSAL
Standard classroom delivery of the lessons. Shared language used by specialist teachers, administrators, and recess monitors to reference body clues and coping card strategies.
Tier 2 • Small Groups SELECTED
Counseling group sessions utilizing the Empathy Connection Cards. Students take turns acting out the card scenarios, recognizing body language signs, and role-playing supportive friend strategies.
Tier 3 • De-Escalation INDIVIDUAL
During peak escalation, verbal communication fails. Silently slide the Emotion Compass and point to the quadrants. Allow the student to point to their feeling level and choose a strategy without speaking.
Educator Reflection Question:
How am I modeling emotional boundaries in my classroom? When I get frustrated with technology or transitions, do I state my own feelings and model my chosen coping strategies aloud?
Feelings Navigator Toolkit • Teacher Guide Page 2 Integrating daily emotional fluency one step at a time.
