Facilitator Guide with Protocol Flowchart Facilitator Guide
Notice Name Navigate: Peer Crisis Support
Lesson Plan
11th Grade • 45 Minutes
Why This Matters
Equips 11th graders with the skills and confidence to support peers in crisis, ensures timely referrals to trusted adults or 988, and promotes self-care and proper boundaries for helpers.
Learning Objectives
Identify key warning signs and risk factors.
Practice the Notice–Name–Navigate framework.
Outline steps to involve trusted adults and school protocols.
Create backup plans and helper self-care strategies.
Preparation Checklist
Preview Slide Deck and cue up warning signs slide.
Print Signal Scan Cards (1 set/pair).
Print Pathway Maps and Scripts (1/student).
Print Rubrics (1/observer).
Prepare chart paper for circle discussion.
Instructional Flow
5
Signal Scan Warm-Up
Pairs sort scenario cards into "Warning Sign" vs "Not a Concern."
Quickly debrief: Ask why pattern recognition matters in noticing needs.
10
Mini-Lesson: Notice–Name–Navigate
Present the framework using the slide deck. Model a brief conversation using the script.
Focus: Safety over secrecy. Define the difference between confidentiality and privacy.
20
Role-Play & Referral Mapping
Triads (Helper, Friend, Observer) rotate roles. Friends use role-play cards; helpers use script; observers use rubric.
Important: After each role-play, helper and friend jointly map the "Who, Where, How" on the Referral Pathway Map.
10
Post-Check & Self-Care
Administer Pre/Post check. Lead a brief "Confidentiality vs. Secrecy" discussion circle.
Wrap up: Students complete the Helper Self-Care Micro-Plan.
Support Protocol Flowchart
A visual guide for the Notice–Name–Navigate framework
Step 1
NOTICE
Spot changes in behavior, mood, or appearance. Trust your gut.
Step 2
NAME
Use "I" statements to share concerns privately and calmly.
Path A: High Risk
Immediate safety concern or mentions self-harm.
Contact 988 or find the nearest School Counselor/Nurse immediately. Do not leave them alone.
Path B: Supportive
Struggling but no immediate danger present.
Navigate together to a trusted adult. Create a plan and follow up within 24-48 hours.
Post-Support Step
Debrief & Self-Care Micro-Plan
Being a Helper While Getting Help Slides Being a Helper While Getting Help
Notice–Name–Navigate Framework
Learning Objectives
1
Identify at least five warning signs or risk factors.
2
Use the Notice–Name–Navigate framework in conversation.
3
Map exact steps to involve a trusted adult or 988.
4
Outline a personal self-care step after helping.
Why Peer Support Matters
First Responders
Teens often turn to friends before adults or professionals.
Early Intervention
Spotting signs early can prevent a crisis from escalating.
Empowering yourself keeps you and others safe.
Warning Signs & Risk Factors
Sudden mood swings or irritability
Social withdrawal or isolation
Talk of hopelessness or self-harm
Changes in sleep or appetite
Drop in grades or loss of interest
"Trust your gut if something feels off"
The Notice–Name–Navigate Framework
NOTICE
Spot changes in behavior, mood, or appearance.
NAME
Speak your concern clearly using "I" statements.
NAVIGATE
Connect them to a trusted adult or support pathway.
1
Step 1: Notice
Pay attention to changes in behavior, mood, or appearance .
Trust your gut if something feels off.
Approach privately and respectfully .
"I've noticed you've been quiet lately..."
2
Step 2: Name
Use "I" Statements
"I'm worried about you because..."
Describe specific behaviors you noticed.
Speak in a calm, caring tone .
3
Step 3: Navigate
Actionable Support:
• Offer to walk with them to an adult
• Provide 988 contact info
• Plan next steps together
Navigate means connecting them to real support pathways.
Signal Scan Warm-up Cards Signal Scan Warm-Up
Teacher Instructions
1
Print and cut apart the scenario cards on the following pages.
2
Organize students into pairs and distribute one full set of 10 cards per pair.
3
Ask pairs to sort cards into two piles: Warning Sign/Risk Factor or Not a Concern .
4
Debrief as a class. Ask: "Why does pattern recognition matter when noticing needs?"
Warning Sign /
Risk Factor
Not a
Concern
SCENARIO #01
Alex has stopped attending group chats and spends most of their lunch breaks alone.
SCENARIO #02
Jordan got a new haircut last weekend and can’t stop talking about it.
SCENARIO #03
Casey’s recent sketches include drawings of self-harm.
SCENARIO #04
Taylor forgot their lunch money one day this week.
SCENARIO #05
Jamie says they feel like a burden and that no one cares about them anymore.
SCENARIO #06
Morgan was late to class twice because of traffic on the way to school.
SCENARIO #07
Riley has lost interest in their favorite sports team and stopped going to games.
SCENARIO #08
Sam buys a new video game every Saturday afternoon.
SCENARIO #09
Leslie seems irritable lately and snaps at friends over small things.
SCENARIO #10
Pat tried on a brand-new outfit and was excited to show it off.
Pre/Post Scenario-Based Check Scenario Check
Notice–Name–Navigate Skills Assessment
Name:
Date:
Select the best answer for each scenario based on the Notice–Name–Navigate framework and crisis support protocols.
1
Which of the following scenarios indicates a warning sign or risk factor?
Alex has stopped attending group chats and spends most of their lunch breaks alone.
Jordan got a new haircut and can’t stop talking about it.
Taylor forgot their lunch money one day this week.
Pat tried on a brand-new outfit and was excited to show it off.
2
Which statement best exemplifies the Name step of the framework?
“I noticed you’ve been quieter than usual, and I’m worried about you.”
“Let’s talk to the counselor right now.”
“Don’t worry, everything will be fine.”
“Please don’t tell anyone about this.”
3
After noticing and naming concerns, what is the most appropriate Navigate action?
Promise to keep everything secret.
Offer to walk them to the school counselor or another trusted adult.
Tell them to search for help online by themselves.
End the conversation without next steps.
4
In a Confidentiality vs. Secrecy discussion, which scenario correctly respects confidentiality while ensuring safety?
Keeping a friend’s self-harm plan secret because they asked you not to tell anyone.
Sharing concerns with the school counselor after promising your friend you would keep it between you.
Telling all your classmates about your friend’s personal struggles.
Posting your friend’s diary entries online for advice.
5
If the school counselor is unavailable when you try to connect your friend to help, what is your best backup plan?
Wait until the counselor is free later that week.
Approach an alternative trusted adult or call 988 for immediate support.
Keep your friend’s concerns to yourself to avoid bothering others.
Ask your friend to handle their issues alone to respect their privacy.
Scenario Check Key with Rationales Answer Key & Rationales
Notice–Name–Navigate Skills Assessment
Teacher Resource
1
Which scenario indicates a warning sign or risk factor?
Correct: Alex has stopped attending group chats and spends most of their lunch breaks alone.
Rationale Alex’s behavior matches known risk factors for social withdrawal and isolation. Pattern recognition is key—the other options describe one-off or neutral events (e.g., new haircut, forgot lunch money).
2
Which statement best exemplifies the Name step?
Correct: “I noticed you’ve been quieter than usual, and I’m worried about you.”
Rationale The Name step uses “I” statements to express concern and identify specific observations. This invites dialogue without judgment. Other options either skip to Navigate or minimize the concern.
3
What is the most appropriate Navigate action?
Correct: Offer to walk them to the school counselor or another trusted adult.
Rationale Navigate means helping a friend connect to real-world support. Accompanying them provides direct support. Promising secrecy or ending the conversation does not provide safe, concrete help.
4
Which scenario correctly respects confidentiality while ensuring safety?
Correct: Sharing concerns with the school counselor after promising your friend you would keep it between you.
Rationale Confidentiality means sharing necessary information with a trusted adult to keep someone safe. This balances trust with the obligation to escalate safety concerns (avoiding dangerous secrecy).
5
If the school counselor is unavailable, what is the best backup plan?
Correct: Approach an alternative trusted adult or call 988 for immediate support.
Rationale A backup plan must connect the friend to professional help without delay. Reaching out to another adult or using 988 meets the need for timely intervention when the primary contact is missing.
Role-Play Cards: Friend in Need Role-Play Scenario Cards
Friend in Need Roles
Instructions for Triads
• Friend in Need: Reads their card silently and stays "in character."
• Helper: Uses the Notice–Name–Navigate Script to guide the conversation.
• Observer: Uses the Skills Rubric to take notes on the conversation.
Role-Play Card #1 SOCIAL WITHDRAWAL
Background Info
You used to chat daily with a core group of friends, but lately you’ve stopped attending group chats. At lunch you sit by yourself and avoid eye contact.
In-Role Cues
• Speak softly and shrug if asked directly about why you’ve been distant.
• If the helper names your withdrawal, admit “Yeah… I just don’t feel like I fit in right now.”
Role-Play Card #2 Overwhelmed & Hopeless
Background Info
You’ve been stressed about college applications and family expectations. You’ve told a close friend “I feel like a burden and no one really cares about me.”
In-Role Cues
• When the helper uses “I” statements, pause and look down.
• If asked about next steps, respond “I don’t know who I can talk to.”
Role-Play Card #3 Self-Harm Indicators
Background Info
You’ve been sketching in your notebook; some drawings show cuts on arms. You’ve felt overwhelmed and sometimes think about hurting yourself.
In-Role Cues
• If the helper notices something specific, admit “I… I’ve been having bad thoughts.”
• You’re willing to talk but feel scared and unsure how to get help.
Referral Pathway Map (Who, Where, How) Referral Pathway Map
Who, Where, How: Connecting to Support
Student Copy
Use this worksheet to plan exactly how you will connect a friend in need with support. Identify your primary trusted adult, a backup adult, and crisis alternatives.
1. Primary Trusted Adult
Who (Name & Role)
Where (Location or Office)
How to Contact (Phone, Email, In-Person)
2. Backup Trusted Adult
Who (Name & Role)
Where (Location or Office)
How to Contact (Phone, Email, In-Person)
3. Crisis Hotline & Alternative Supports
988
Suicide & Crisis Lifeline
Other Community Resource or Hotline
4. Next Steps & Follow-Up Plan
What you will say when you reach out:
When you will check back in (date/time):
Secondary safety check contact:
Keep this map with you when you talk to your friend, and follow through on each step.
Confidentiality vs. Secrecy Circle Discussion Discussion Guide
Confidentiality vs. Secrecy Circle
10 Minutes
Purpose
To help students explore the difference between confidentiality (sharing to protect) and secrecy (hiding information that can endanger someone).
Setup
• Arrange chairs in a circle.
• Establish ground rules (No interrupting, "I" statements).
1
Defining Terms (2 mins)
"What does confidentiality mean in the context of helping a friend? How is that different from keeping a secret ?"
Confidentiality: Sharing only with people who can help keep someone safe.
Secrecy: Keeping information hidden in a way that might cause harm.
2
Scenario Analysis (6 mins)
Scenario A: The Ultimatums
Your friend says, “If you tell anyone I’ll never forgive you,” after admitting they’ve thought about self-harm.
• Should you keep this secret or share it? Why? • Who would you tell first?
Scenario B: Safety Over Trust
A peer confides in you about a plan to skip school and go somewhere unsafe.
• What’s the risk in keeping this confidential? • How do you balance trust with safety?
3
Reflection & Exit Ticket (2 mins)
Prompt (Choose one for exit ticket):
“One reason I would break a friend’s secrecy to keep them safe is...”
“One person I would feel comfortable telling when my friend is in danger is...”
Notice–Name–Navigate Helper Script Helper Script
Notice–Name–Navigate Framework
Student Resource
Step 1: Notice
The approach:
“Hey [Name], do you have a minute? I just wanted to check in because I’ve noticed you’ve been [describe specific change you saw—for example, quieter than usual or skipping lunch].”
If they seem surprised or unsure:
“Sometimes I worry when someone I care about starts acting differently. How are you feeling?”
Step 2: Name
Naming your concern:
“I’m worried about you because [briefly describe behavior]—for instance, you haven’t been joining our group chats and you seem distant. I care about you and want to make sure you’re okay.”
Follow-up A:
“What’s been on your mind lately?”
Follow-up B:
“Can you tell me more about how you’ve been feeling?”
Step 3: Navigate
Connecting to help:
“I want to help you get some support. Would you be open to walking with me to talk to our school counselor? If you ever need immediate help or just someone to talk to right away, you can also text or call 988.”
If they are hesitant:
• “Is there another trusted adult you’d prefer? I can come with you.”
• “If you’d rather not go right now, how about we set up a time tomorrow?”
Tone
Speak calmly and respectfully.
Language
Use “I” statements to show care.
Safety
Privacy is good, safety is vital.
Action
Follow through on your offers.
Conversation Skills and Referral Accuracy Rubric Observer Rubric
Conversation Skills & Referral Accuracy
Helper:
Observer:
Criteria 4 (Exemplary) 3 (Proficient) 2 (Developing) 1 (Beginning) Notice Step Accurately spots specific warning signs/risk factors and states them clearly. Identifies risk signs but omits minor details. Mentions a general concern but lacks clear examples. Fails to recognize or articulate warning signs. Name Step Uses precise “I” statements, clearly names observed behaviors, and invites reflection. Uses “I” statements and identifies concern, though language is slightly vague. Attempts to name the issue but is indirect or unclear. Does not name the concern or uses blaming/accusatory language. Navigate Step Offers concrete next steps (e.g., walk to counselor, 988), checks understanding, and confirms plan. Suggests an appropriate help source but omits accompaniment or follow-up details. Mentions seeking help but gives unclear or incomplete referral instructions. No referral plan offered or suggests inappropriate/inaccurate steps. Empathy & Tone Maintains calm, supportive tone; practices active listening; validates friend’s feelings. Generally empathetic with minor lapses in tone or listening cues. Shows some empathy but may interrupt or rush the friend. Tone is dismissive or judgmental; shows little or no empathy. Pathway Accuracy Accurately maps primary & backup adults, contact methods, and follow-up timeline. Correctly lists primary contacts; backup or timeline details are partially complete. Lists contacts but lacks clear backup plans, methods, or timeline. Referral pathway is missing, incomplete, or inaccurate.
Total Score
/ 20
18–20: Exemplary
14–17: Proficient
10–13: Developing
5–9: Beginning
Strengths:
Areas for Improvement:
Helper Self-Care Micro-Plan Helper Self-Care Plan
Maintaining Well-Being & Boundaries
Cool-Down Activity
After supporting a friend, it’s important to check in with yourself. Plan one concrete self-care step to maintain your boundaries and well-being.
1 How do I feel right now after helping my friend?
2 One self-care activity I will do today or this week:
Example: Journal, go for a walk, talk with an adult, or listen to music.
3 When will I do this activity? (Specify day/time/place)
4 Who can I reach out to if I need extra support?
5 One personal boundary I will set for future helping:
"Being a good helper means knowing when to hand the weight to a professional. You are not alone in this effort."
