Mindfulness

An introductory lesson for K-5 students on how slow stretches, yoga poses, and intentional movement help regulate emotions and tune up their inner engine.

Celebrating the group's progress. Students review their ninja strategies, complete a post-assessment, and receive their graduation badges.

Mastering goal setting and action planning. Students learn to break big, overwhelming tasks into small, manageable 'ninja-steps'.

Enhancing sustained attention and concentration. Students practice blocking out distractions using the Focused Ninja's techniques.

Developing emotional self-regulation. Students learn to scan their bodies for early warning signs of distraction, restlessness, or frustration.

Teaching impulse control through the 'Stop and Think' method. Students learn to pause before reacting, using the concept of an invisible defensive shield.

Introducing the group, establishing norms, and meeting Impulsive Ninja and Focused Ninja. Students complete a baseline self-assessment of their focus and impulse control.

A clean, modern therapeutic lesson designed to teach students aged 5-8 how to identify physical and emotional cues, map their current coping strategies, and choose practical new skills to try.

A daily 5-10 minute SEL routine incorporating visual arts, movement, music, and drama to build self-awareness and emotional regulation during summer school.

A collaborative mental health workshop designed to help students navigate summer transition anxiety by identifying stressors, mapping coping strategies, and co-creating a personalized proactive emotional regulation plan.

A playful social-emotional learning lesson focusing on identifying emotions, somatic regulation, cognitive reframing, and assertive communication through engaging social stories.

Students in grades 2-3 will use the "Heart Weather" metaphor to analyze emotional triggers, understand the science of self-regulation (the brain's weather station), and develop personalized resilience plans.

A set of resources designed to help students identify anger triggers, recognize physical body signals, and practice using coping strategies through a theme inspired by the 'Inside Out' Control Room.

A comprehensive suite of calming, nature-inspired office decor for a school social worker, featuring posters, interactive tools, and affirmation cards.

A comprehensive 3rd-grade counseling lesson focusing on anxiety management through symptom identification, thought challenging, breathing, and grounding.

A comprehensive update to the summer coping skills packet, featuring interactive movement activities, new grounding techniques, and a video vault for digital support.

A practical lesson designed to equip students with immediate grounding techniques to navigate test anxiety and academic stress using the metaphor of a lighthouse and anchor. Students will learn and practice box breathing, the 5-4-3-2-1 method, and progressive muscle relaxation.

A comprehensive lesson teaching elementary students how to use the 'Stop and Think' strategy to manage anger and impulsive behaviors using a 'Remote Control' theme.

A regulation lesson for older students focused on using cognitive distraction techniques to manage high-intensity emotions.

A social-emotional learning lesson for younger students focused on using distraction strategies like mazes and puzzles to regulate emotions.

Week 4 of the Wellbeing program. Launches the daily desk-mate tracker routine in the live classroom, establishing goal-setting and long-term reinforcement of coping saves.

Week 3 of the Wellbeing program. Normalizes error-making by comparing student struggles to professional soccer players fumbling, failing, and practicing daily to train their brains.

Week 2 of the Wellbeing program. The student learns to formulate a personal action plan by designing specific, physicalized tactical 'plays' to run when academic frustration hits.

Week 1 of the Wellbeing program. The student takes on the role of the Head Coach to analyze soccer players who want to quit, building externalized positive self-talk and perspective.

A comprehensive lesson plan designed for 3rd-4th graders to build their own emotional and physical self-care plan for the summer. It includes a teacher lesson plan, presentation slides, an interactive coping strategies activity, and a personal toolbox worksheet.

An interactive mental engineering toolkit that teaches children deep breathing exercises using concrete shapes. Students use the visual anchor chart and movable feeling/strategy blueprints to regulate their emotions.

Lesson 4 of the SEL sequence. A complete, ready-to-go 15-minute lesson for 3rd-5th Grade students on focusing attention, managing digital/mental distractions, and anchoring executive attention.

Lesson 3 of the SEL sequence. A complete, ready-to-go 15-minute lesson for 3rd-5th Grade students on emotional self-regulation, recognizing trigger storms, and physical calming strategies.

Lesson 2 of the SEL sequence. A complete, ready-to-go 15-minute lesson for 3rd-5th Grade students on cooperative peer relations, active inclusion, and launching kindness anchors.

Lesson 1 of the SEL sequence. A complete, ready-to-go 15-minute lesson for 3rd-5th Grade students on building an emotionally safe classroom harbor and establishing mutual support anchors.

A specialized individual social-emotional learning lesson designed for 1-on-1 telehealth or therapy sessions. Helps individual students recognize the Red Zone, regulate big reactions to "no" using the Size of the Problem scale, practice at-home coping strategies, and use "I" statements constructively over screen-share.

Week 4 of Wellness Wednesdays, celebrating student growth, reflecting on coping strategies, and completing the school-wide post-assessment.

Week 3 of Wellness Wednesdays, exploring empathy, kindness, filling buckets, and building strong, supportive school relationships.

Week 2 of Wellness Wednesdays, teaching students to identify big emotions, understand physical responses, and apply calming strategies.

Week 1 of Wellness Wednesdays, introducing the growth mindset, the power of 'yet', and administering the school-wide student pre-assessment.

Week 3 prepares students for the upcoming school year, addressing transition anxiety directly and helping them map out coping strategies and future goals.

Week 2 focuses on celebrating personal progress, identifying new skills mastered, and tracking how each student has grown emotionally, socially, and academically.

Week 1 focuses on looking back at favorite moments, triumphs, and highlights from the past school year, while acknowledging the complex emotions that come with endings.

A comprehensive classroom management and family partnership kit designed to cultivate a warm, high-expectation, relationship-first classroom environment. It contains a warm family handbook introduction, positive outreach templates, student goal-tracking charts, curiosity-driven transition routines, and visual reflection/repair sheets for self-regulation.

A comprehensive social-emotional toolkit for a classroom 'Think Tank' reflection corner. Includes a visual reflection sheet, a calming strategies poster, and portable visual choice cards to guide students in emotional self-regulation and positive conflict resolution.

Week 4 of the Wellbeing program. Launches the daily desk-mate tracker routine in the live classroom, establishing goal-setting and long-term reinforcement of coping saves.

Week 3 of the Wellbeing program. Normalizes error-making by comparing student struggles to professional soccer players fumbling, failing, and practicing daily to train their brains.

Week 2 of the Wellbeing program. The student learns to formulate a personal action plan by designing specific, physicalized tactical 'plays' to run when academic frustration hits.

Week 1 of the Wellbeing program. The student takes on the role of the Head Coach to analyze soccer players who want to quit, building externalized positive self-talk and perspective.

A comprehensive lesson plan designed for 3rd-4th graders to build their own emotional and physical self-care plan for the summer. It includes a teacher lesson plan, presentation slides, an interactive coping strategies activity, and a personal toolbox worksheet.

A specialized individual social-emotional learning lesson designed for 1-on-1 telehealth or therapy sessions. Helps individual students recognize the Red Zone, regulate big reactions to "no" using the Size of the Problem scale, practice at-home coping strategies, and use "I" statements constructively over screen-share.

A lesson package focused on preparing elementary students for the unique social, emotional, and sensory challenges of Field Day, featuring a projectable social story slide deck.

A comprehensive social-emotional toolkit for a classroom 'Think Tank' reflection corner. Includes a visual reflection sheet, a calming strategies poster, and portable visual choice cards to guide students in emotional self-regulation and positive conflict resolution.

A 25-minute therapeutic team-building session designed for K-3 students in sub-separate classrooms to build cognitive flexibility and frustration tolerance using the concept of 'bendy' vs. 'rigid' thinking.

A lesson package focused on teaching middle elementary students (grades 2-3) the SUPER self-advocacy strategy: Stay Calm, Understand, Problem Solve, Express, and Reflect. It includes a student-facing comic-themed graphic organizer, a printable desktop anchor chart, and a take-home parent flyer.

Week 6 of the Basecamp Emotion Regulation curriculum. Students review their 6-week adventure, synthesize their personalized coping skills, and construct their final "Peak Coping Kit" to use in future emotional climbs.

Week 5 of the Basecamp Emotion Regulation curriculum. Students focus on co-regulation, climbing together, establishing trust, and understanding when and how to seek help from trusted "safety lines."

Week 4 of the Basecamp Emotion Regulation curriculum. Students discover cognitive-behavioral strategies, learning how to use positive self-talk and perspective shifts to reframe negative thoughts.

Week 3 of the Basecamp Emotion Regulation curriculum. Students practice hands-on physical calming strategies, including tactical breathing, grounding, and sensory reset exercises.

Week 2 of the Basecamp Emotion Regulation curriculum. Students explore the concept of emotional "storms" (triggers) and learn to notice early warning signs before a storm hits.

Week 1 of the Basecamp Emotion Regulation curriculum. Students are introduced to the mountain-climbing theme, learn to identify and name different emotions, and map how these feelings physically manifest as bodily signals.

Focuses on identifying anxiety, feeling sick, or other barriers to attending, and teaches children helpful solutions and comforting self-talk.

Frames school as a thrilling daily journey of learning, discovery, and friendship to build anticipation and excitement for attendance.

Teaches concrete morning routines and helps students outline practical, visual steps to prepare for school and arrive on time.

Focuses on the classroom community, demonstrating that every student is a unique and important puzzle piece who is noticed and missed when they are absent.

Students reflect on their routine changes and practice 'flexible thinking' for when plans go awry, building resilience and adaptability.

Students create personal trackers to monitor their consistency in engaging with positive habits, learning the power of 'streaks' and self-monitoring.

Students design a balanced afternoon routine using 'Grandma's Rule' to sequence chores and rewards, creating a sustainable and motivating schedule.

Students explore the concept of 'micro-moments' of joy and learn that frequency of positive experiences is more important than intensity for building long-term happiness.

Students audit their current daily schedules to distinguish between 'must-do' tasks and 'choose-to-do' activities, identifying gaps where positive experiences can be added.

Students create a personal storyboard or checklist that combines a visual icon with a verbal prompt for task initiation.

Students learn to identify the first three words of a task to lower the barrier to entry and engage the brain's language center.

Students learn to estimate time and use verbal reassurance to reduce overwhelm.

Students talk backward through the steps of a completed sample to make the first step obvious and approachable.

Students practice closing their eyes and creating a detailed mental image of what 'finished' looks like before describing it aloud.

A mastery-based finale where students apply all their learned tools (shields, breaks, timers) to complete a multi-part challenge.

Students practice using timers to chunk complex tasks into manageable pieces, racing against the clock to complete single steps.

Students learn and practice three specific 1-minute brain breaks to reset their working memory and maintain focus during long tasks.

Students engage in incremental endurance training, working for increasing bursts of time and tracking their personal stamina growth on a graph.

Students identify internal and external distractions (The Distraction Dragon) and create a physical 'Shield' to block visual distractions.

Students compile their triggers, visualizations, tools, and phrases into a cohesive Personal Safety Plan and rehearse it with a partner.

Students create 'Mantra Cards'—short, memorable statements they can say to themselves during a crisis to build cognitive resilience.

Students explore physical objects like fidgets and calming jars to determine which aids help them ground themselves. They analyze the sensory input of various tools.

Students learn visualization as a portable safe space. They construct a detailed mental sanctuary, focusing on sensory details, and draw this space to solidify the memory.

Students synthesize their learning into a personalized 'Reset Menu' of grounding techniques and practice transitioning from high energy to calm.

Students reflect on their routine changes and practice 'flexible thinking' for when plans go awry, building resilience and adaptability.

Students create personal trackers to monitor their consistency in engaging with positive habits, learning the power of 'streaks' and self-monitoring.

Students design a balanced afternoon routine using 'Grandma's Rule' to sequence chores and rewards, creating a sustainable and motivating schedule.

Students explore the concept of 'micro-moments' of joy and learn that frequency of positive experiences is more important than intensity for building long-term happiness.

Students audit their current daily schedules to distinguish between 'must-do' tasks and 'choose-to-do' activities, identifying gaps where positive experiences can be added.

Students create a personal storyboard or checklist that combines a visual icon with a verbal prompt for task initiation.

Students learn to identify the first three words of a task to lower the barrier to entry and engage the brain's language center.

Students learn to estimate time and use verbal reassurance to reduce overwhelm.

Students talk backward through the steps of a completed sample to make the first step obvious and approachable.

Students practice closing their eyes and creating a detailed mental image of what 'finished' looks like before describing it aloud.

A mastery-based finale where students apply all their learned tools (shields, breaks, timers) to complete a multi-part challenge.

Students practice using timers to chunk complex tasks into manageable pieces, racing against the clock to complete single steps.

Students learn and practice three specific 1-minute brain breaks to reset their working memory and maintain focus during long tasks.

Students engage in incremental endurance training, working for increasing bursts of time and tracking their personal stamina growth on a graph.

Students identify internal and external distractions (The Distraction Dragon) and create a physical 'Shield' to block visual distractions.

Students compile their triggers, visualizations, tools, and phrases into a cohesive Personal Safety Plan and rehearse it with a partner.

Students create 'Mantra Cards'—short, memorable statements they can say to themselves during a crisis to build cognitive resilience.

Students explore physical objects like fidgets and calming jars to determine which aids help them ground themselves. They analyze the sensory input of various tools.

Students learn visualization as a portable safe space. They construct a detailed mental sanctuary, focusing on sensory details, and draw this space to solidify the memory.

Students engage in a reflective activity to identify specific situations or environments that make them feel unsafe or panicked. They categorize these triggers to understand when they might need extra support.