Identifies mental health crises and suicide warning signs while developing personal safety plans and grounding techniques. Equips users with peer gatekeeper skills and direct pathways to professional crisis resources and hotlines.
Students synthesize the sequence's concepts by creating a personal advocacy card. This tool lists their trusted adults, preferred boundary statements, and a checklist for when to seek the nurse or counselor. The lesson concludes with students presenting one part of their plan to a partner to reinforce confidence.
This lesson shifts focus to physical health advocacy, teaching students how to describe symptoms accurately to a school nurse or parent. Students role-play explaining pain or illness clearly to ensure they receive appropriate care.
Students learn standardized phrases to enforce boundaries, such as 'I don't like that, please stop' or 'I need space.' The lesson focuses on the power of the word 'No' and differentiates between polite refusal and safety refusal.
This lesson connects physical sensations (butterflies in stomach, racing heart) with the need for self-advocacy. Students learn to interpret their 'gut feelings' as alarm systems telling them a boundary is being crossed.
Students explore the concept of a 'personal bubble' to understand physical boundaries and practice defining their comfort levels. The lesson establishes that everyone has the right to decide who enters their personal space.
Students identify specific adults in their home, school, and community who can help keep them safe and learn the characteristics of a trusted adult.
Students synthesize their skills in a structured community circle, using a talking piece to practice respectful sharing and listening.
Students practice responding to peers without judging or interrupting, using supportive sentence starters to build kindness.
Students distinguish between topics safe for group sharing and those that should be kept private or shared only with a trusted adult.
Students learn to identify feelings through facial expressions and tone of voice, practicing simple phrases to validate others.
Students explore the concept of 'whole-body listening' involving eyes, ears, mouth, and hands to show respect and attention.
This lesson introduces Kindergarten students to the concept of safe and unsafe touch, emphasizing body autonomy and the importance of speaking up to a trusted adult. Students will learn to identify boundaries and the 'No, Run, Tell' strategy to ensure their safety and well-being.
Students review all five problem sizes and demonstrate their understanding through scenario practice and a final assessment.
Students learn about medium, big, and huge/emergency problems, emphasizing when and how to seek help from trusted adults.
Students explore 'small' problems, learning to distinguish them from tiny ones and identifying quick-fix strategies or seeking minimal peer help.
Students are introduced to the concept that problems come in different sizes, focusing on 'tiny' problems that are easily solved independently.
Students create a simple flowchart or storyboard showing what they look like when they are stressed, and drawing the specific action they promise to take next time it happens.
Students practice how to help a friend who is struggling by modeling a strategy (e.g., saying 'Breathe with me'). They learn that staying calm themselves is the best way to help.
Students engage in a matching game where they pair low-intensity feelings with simple strategies (deep breath) and high-intensity feelings with strong grounding actions (wall push, ice pack).
The class creates a 'thermometer' or 'volcano' visual. They sort different behaviors and feelings into zones (Green/Okay, Yellow/Wobbly, Red/Crisis) to understand intensity levels.
Students read a story about a character whose frustration builds slowly. They act as detectives, identifying the physical clues (clenched fists, hot face) that showed the character needed to ground themselves.
A 30-minute Tier 1 lesson for 2nd graders to distinguish between tattling and reporting, focusing on safety versus getting others in trouble.
A supportive lesson focused on easing school-re-entry anxiety and providing concrete strategies for students transitioning back after a break.
A collection of bilingual resources designed to help a shy Spanish-speaking student identify personal strengths, manage social anxiety, and practice self-advocacy through structured scripts and visual goals.
A final review of all 5 levels and strategies, where students solve complex scenarios to earn their 'Expert Investigator' certification.
Practicing specific strategies and 'lab tools' to solve problems of different sizes effectively.
Students learn to match the size of their emotional reaction to the size of the problem, understanding that overreacting or underreacting can complicate situations.
Focus on Big and Huge problems (Levels 4 and 5), identifying emergencies and serious situations that require immediate adult intervention.
Focus on Medium problems (Level 3) that require help from an adult or a friend and may take more time to resolve.
Focus on Tiny and Small problems (Levels 1 and 2), teaching students that these are 'glitches' they can often solve themselves or ignore.
Introduction of the 5-level problem scale: Tiny, Small, Medium, Big, and Huge. Students learn to categorize different situations based on intensity and impact.
Students are introduced to the concept of a 'problem' and begin to identify everyday challenges in the classroom and at home.
A lesson designed for 7th graders to identify the 'size' of their problems, match their emotional reactions accordingly, and build a toolkit of coping strategies for anxiety and stress.
A lesson for grades 3-5 to teach the DEAR MAN skill for effective communication, called 'Clear Requests,' helping students learn how to ask for things or say no while maintaining relationships.
A lesson for grades 3-5 on the 'ABC' and 'PLEASE' skills, called 'Healthy Habits,' focusing on building a life that reduces emotional vulnerability through accumulation of positive events and physical health.
A lesson for grades 3-5 focused on Problem Solving, using the 'Solution Lab' metaphor to teach a step-by-step approach to resolving situations that can be changed.
A lesson for grades 3-5 focused on the concept of Radical Acceptance, called the 'Acceptance Lab,' where students learn to accept reality as it is to reduce suffering and move toward problem-solving.
A lesson for grades 3-5 to teach the 'Check the Facts' skill. Students learn to use a 'Facts Filter' to determine if their emotional reaction matches the reality of a situation.
The final Interpersonal Effectiveness lesson for grades 3-5, teaching the GIVE and FAST skills for maintaining relationships and self-respect.
A Distress Tolerance lesson for grades 3-5 focusing on strategic distraction using the IMPROVE and Distraction skills (renamed Stress Shield).
A lesson for grades 3-5 students to teach the 'Opposite Action' skill. Students learn to identify action urges and perform behaviors that are opposite to an emotion that doesn't fit the facts.
A Distress Tolerance lesson for grades 3-5 focusing on using strategic distraction (SEA: Sensations, Emotions, Activities) to manage high emotional arousal without acting impulsively.
