Session 1 Plan Teacher Guide Session 1 Plan
Trigger Investigation
Duration 20 MIN
Why This Matters
Understanding personal anxiety triggers builds self-awareness and confidence, helping students manage stress and improve social interactions.
Audience
6th Grade Students (Tier 2 Group)
Objective
Students will learn what anxiety triggers are, discuss examples, and identify two personal triggers through group discussion and a mapping activity.
Prep (10 min)
Print copies of the Trigger Mapping Worksheet .
Shuffle and organize the Anxiety Triggers Card Set .
Gather blank paper, pens, and sticky notes.
Review the definitions and examples of anxiety triggers.
Materials
Blank Paper and Pens
Sticky Notes
Trigger Mapping Worksheet
Anxiety Triggers Card Set
Delivery Instructions
3 MIN
Introduction
Greet students and explain the session’s goal: identify what makes us feel anxious.
Briefly define "anxiety trigger" in simple terms (something that "sparks" a feeling of worry).
Outline the agenda: discussion, mapping activity, share-out.
5 MIN
Warm-Up Discussion
Ask: “When do you feel nervous or worried?”
Encourage each student to share one situation.
Note common themes on the board (e.g., tests, presentations, meeting new people).
8 MIN
Main Activity: Trigger Mapping
Distribute the Trigger Mapping Worksheet and pens.
Lay out the Anxiety Triggers Card Set on the table.
Instruct students to pick cards that resonate and add any personal triggers on sticky notes.
On the worksheet, have them map out their top two triggers and why these cause anxiety.
4 MIN
Cool-Down and Reflection
Invite each student to share one trigger from their map.
Reinforce that identifying triggers is the first step to managing anxiety.
Preview next session’s focus: coping strategies.
Trigger Mapping Worksheet Trigger Mapping Worksheet
Investigation Report: Identifying Your Anxiety Sparks
Name:
Date:
Instructions
Use the space below to write, draw, and map out your personal anxiety triggers. Take your time and be as honest as you can. Triggers are the "sparks" that lead to feeling nervous or worried.
1. List Situations That Make You Feel Anxious
Write at least four experiences or events that often make you feel nervous or worried.
2. Choose Your Top Two Triggers
Trigger 1:
Why does this situation make you feel anxious?
Trigger 2:
Why does this situation make you feel anxious?
3. Visual Mind Map
Draw a simple mind map for each trigger. In each bubble, note thoughts, feelings, and physical sensations (like butterflies or sweaty palms) you experience.
Trigger
Trigger
4. Reflection
How might understanding these triggers help you manage anxiety in the future?
Anxiety Triggers Card Set Anxiety Triggers Card Set
Print and cut these cards for the Session 1 mapping activity. Use them to help students identify common situations that cause stress.
Clue 01
Taking a major test or quiz
Clue 02
Giving a presentation to the class
Clue 03
Finding a place to sit at lunch
Clue 04
Being called on by the teacher
Clue 05
Talking to someone new
Clue 06
A sudden change in the schedule
Clue 07
Walking through crowded hallways
Clue 08
Realizing you forgot homework
Your Clue
Write your own trigger
Your Clue
Write your own trigger
How to Use These Cards
Spread these cards out on the table during the "Trigger Mapping" activity.
Ask students to browse the cards and select 2-3 that represent situations where they feel anxious.
Use the blank cards for students to write unique triggers not covered by the set.
These cards help normalize anxiety by showing that many students share similar triggers.
Session 1 Discussion Teacher Resource Session 1 Discussion
Facilitation Guide
Teacher Resource
Objectives
Help students understand what an anxiety trigger is in their own words.
Encourage sharing of personal experiences to normalize feelings of anxiety.
Identify common themes that make students feel nervous or worried.
Group Guidelines
Respectful Listening
Speak from Your Experience (“I”)
Be Supportive & Kind
Confidentiality Reminder
1. Defining Anxiety Triggers
3 MINUTES
Question: “In your own words, what do you think an anxiety trigger is?”
Follow-up: “Why do you think it’s important to know what triggers your anxiety?”Expected Response: “A trigger is something that makes me really nervous.”Facilitator Tip: Acknowledge all definitions. Build a bridge: “Exactly—it’s like the spark that starts the flame of worry.”
2. Sharing Personal Experiences
5 MINUTES
Question: “Can each of you share one situation that makes you feel nervous or worried?”
Encourage Specifics: “What do you see, hear, or think about in that moment?”Body Awareness: “How does your body feel when that happens?”Action: Write keywords on the board (e.g., tests, lunch, presentations).
3. Exploring Common Themes
4 MINUTES
Prompt: “Look at the themes we listed. Do any of those surprise you? Do you notice things you both share?”
Follow-up: “Why do you think some triggers are more common than others?”Extension: “Have you ever tried to face a trigger? What happened?”
4. Connecting to Mapping
3 MINUTES
Transition: “Now we’re going to explore these more deeply on our Trigger Mapping Worksheet.”
Explain that they will pick their top two triggers and map out thoughts and feelings.
Closing the Discussion
Quick Check-In
“On a scale of 1–5, how ready do you feel to map your triggers? (1 = not ready, 5 = totally ready)”
Final Affirmation
“Identifying triggers is the first step toward managing anxiety. You’re doing great work today!”
Session 2 Plan Teacher Guide Session 2 Plan
Coping Strategies & Tools
Duration 20 MIN
Why This Matters
Equipping students with concrete coping tools empowers them to manage anxiety, build resilience, and reduce negative self-talk in challenging situations.
Audience
6th Grade Students
Objective
Students will learn various coping strategies to address their identified anxiety triggers and practice using at least two techniques.
Prep (10 min)
Print copies of the Coping Strategies Chart .
Shuffle and organize the Relaxation Techniques Card Set .
Gather stress balls or other fidget tools.
Review strategies and their links to common triggers.
Materials
Coping Strategies Chart
Relaxation Techniques Card Set
Stress Balls or Fidget Tools
Pens and Paper
Delivery Instructions
3 MIN
Introduction
Welcome students and briefly recap the triggers identified in Session 1.
Explain today’s goal: learn and practice ways to cope when those triggers appear.
Show the Coping Strategies Chart and describe its purpose.
5 MIN
Warm-Up Discussion
Ask: “What strategies have you tried before when you felt anxious?”
Encourage sharing (e.g., deep breathing, counting, stepping aside).
Link their mentions back to the chart and ask: “Which strategy sounds most interesting to you?”
8 MIN
Main Activity: Strategy Mapping
Distribute Coping Strategies Chart and pens.
Lay out Relaxation Techniques Card Set .
Instruct students to:
Pick two triggers from their previous maps.
Identify two coping strategies on the chart for each.
Practice strategies by drawing a card and following instructions.
4 MIN
Cool-Down and Reflection
Students share which two strategies they will use this week.
Ask for a confidence rating (1–5) for using these strategies.
Set a simple goal: try one strategy at least once.
Coping Strategies Chart Coping Strategies Chart
Armor for Anxiety: Your Personalized Action Plan
Name:
Instructions
For each anxiety trigger you identified, choose a coping strategy to try. Use this chart to plan when and how you’ll use the strategy, rate your confidence, and add notes on what happened.
Situation / Trigger Coping Strategy When to Use It Conf. (1-5) Notes / Reflection
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Reflection Questions
1. Which strategy do you think will help you the most and why?
2. How will you remind yourself to use this strategy when you feel anxious?
3. After trying the strategy, how did it affect your anxiety level?
Relaxation Techniques Card Set Relaxation Techniques Card Set
Carry these cards in your backpack, desk, or pocket for quick access to calm.
Deep Belly Breathing
Sit comfortably and place one hand on your belly.
Inhale slowly through your nose for a count of 4, feeling your belly rise.
Exhale gently through your mouth for a count of 6, feeling your belly fall.
Repeat 5 times.
Box Breathing
Inhale quietly through your nose for 4 seconds.
Hold your breath for 4 seconds.
Exhale slowly through your mouth for 4 seconds.
Pause and hold for 4 seconds.
Repeat the cycle 4 times.
5-4-3-2-1 Grounding
5 things you can see around you.
4 things you can touch.
3 things you can hear.
2 things you can smell.
1 thing you can taste or one positive thought.
Muscle Relaxation
Tense your toes for 5 seconds, then release.
Tense calves for 5s, release.
Continue up through thighs, stomach, hands, arms, shoulders, and face.
Notice the release of tension.
Visualization
Close your eyes and imagine a peaceful place (beach, forest).
Picture the colors, sounds, and smells.
Stay for 1–2 minutes, breathing slowly.
Open eyes when calmer.
Positive Affirmations
Choose a phrase like “I am calm and capable.”
Say it aloud or whisper it 3–5 times.
Take a deep breath between repetitions.
Notice how your body feels.
How to Use These Cards
When to Draw
At the first sign of anxiety (racing heart, sweaty palms, worried thoughts).
Where to Keep
Keep them in your backpack, pencil case, or taped to your desk for quick reminders.
Top Tip
Try different cards to find what works best. Write notes on the back about how you felt.
Session 2 Discussion Teacher Resource Session 2 Discussion
Facilitation Guide: Mastering the Calm Kit
Teacher Resource
Objectives
Reinforce understanding of selected coping strategies.
Share experiences and normalize challenges when using new techniques.
Anticipate obstacles and brainstorm solutions for consistency.
Facilitator Reminders
Validate all attempts at using strategies, even if they didn't "work" perfectly.
Model a "growth mindset"—skills take practice.
1. Strategy Review
4 MINUTES
Question: “Which two coping strategies did you pick from the chart, and why did you choose them?”
Follow-up: “What about each strategy seemed like it could help you?”Expected Response: “I chose deep breathing because it’s quick and I can do it anywhere.”Teacher Prompt: “That’s a great choice—let’s talk through how and when you might use it.”
2. Sharing Experiences
5 MINUTES
Question: “Have you had a chance to try either strategy since last session? What happened?”
Encourage Details: “Where were you? What did you notice in your body or thoughts?”Body Awareness: “How did it feel afterward?”Note success & surprises: Focus on the feeling of being in control.
3. Identifying Challenges
4 MINUTES
Prompt: “What might make it hard to use your strategy when you’re anxious?”
“I might forget.”
“I might feel self-conscious.”
“I might be too upset.”
“I don't have enough time.”
4. Brainstorming Solutions
4 MINUTES
Question: “How could you overcome those challenges?”
Encourage ideas: setting reminders, practicing in calm times, pairing with a friend.
5. Looking Ahead
3 MINUTES
Prompt: “Which card from the set are you curious to try next? When and where will you practice it?”
Closing Affirmation
“Every time you try a strategy, you’re building your confidence. You’ve got this!”
Confidence Check
1 2 3 4 5
Session 3 Plan Teacher Guide Session 3 Plan
Courage Practice: Role-Play
Duration 20 MIN
Why This Matters
Rehearsing coping tools in safe, structured situations helps students generalize strategies, reduces anxiety in real-life contexts, and reinforces positive self-talk.
Audience
6th Grade Students
Objective
Students will practice coping strategies in simulated social-anxiety scenarios through role-play and reflection to build confidence and problem-solving skills.
Prep (10 min)
Print and cut the Scenario Role-Play Cards .
Make copies of Role-Play Reflection Form .
Arrange chairs for role-play activities.
Review previous strategies from Sessions 1 & 2.
Materials
Scenario Role-Play Cards
Role-Play Reflection Form
Coping Strategies Chart (from S2)
Relaxation Techniques Card Set (from S2)
Stress Balls or Fidget Tools
Delivery Instructions
3 MIN
Introduction
Welcome students and recap learning so far.
Explain goal: use role-play to practice strategies in realistic scenarios.
Review guidelines: respectful listening and supportive feedback.
5 MIN
Warm-Up Brainstorm
Ask: “What situations make you feel anxious, and which strategy might help?”
Note ideas on board; link to the Coping Strategies Chart .
8 MIN
Main Activity: Role-Play
Distribute Scenario Role-Play Cards .
Pair students; take turns as "anxious student" and "supportive friend."
Practice at least one coping strategy per scenario.
Switch roles and draw new cards.
4 MIN
Cool-Down and Reflection
Hand out Role-Play Reflection Form .
Students write one strength and one improvement area.
Affirm effort and preview next session's focus: tracking growth.
Scenario Role-Play Cards Scenario Role-Play Cards
Rehearse your coping strategies in these common middle school situations.
Speaking in Class
Scenario 01
Situation:
The teacher asks you to come to the front and explain your answer to a math problem.
Role-Play Prompts
Student: Show how you feel when all eyes are on you. Practice a coping strategy.
Friend: Offer a strategy (e.g., positive self-talk) and reassure them.
New Classmate
Scenario 02
Situation:
A new student joins your class. You’re asked to introduce yourself and help them feel welcome.
Role-Play Prompts
Student: Practice introducing yourself and sharing one fun fact while managing nerves.
Friend: Model how to ask a question to keep the conversation going.
Lunch Conversation
Scenario 03
Situation:
You see a group of classmates laughing. You’d like to join but feel shy.
Role-Play Prompts
Student: Approach the group, take a breath, and try to say hi.
Friend: Welcome them in and ask something simple like, “What game are you talking about?”
Forgotten Homework
Scenario 04
Situation:
The teacher notices you didn’t turn in your assignment and asks why.
Role-Play Prompts
Student: Practice calmly explaining what happened and your plan to fix it.
Friend: Encourage using a coping strategy (e.g., box breathing) before responding.
Asking for Help
Scenario 05
Situation:
You’re stuck on a science worksheet and don’t want to look “dumb” asking for help.
Role-Play Prompts
Student: Show how you gather courage to raise your hand and ask for help.
Friend: Offer kind words and remind them that everyone needs help sometimes.
Responding to Teasing
Scenario 06
Situation:
A classmate makes a teasing comment about your project in front of others.
Role-Play Prompts
Student: Practice a calm response, like “I’m proud of my work, thanks for the feedback.”
Friend: Suggest a coping technique and help them stand tall.
Group Work Ideas
Scenario 07
Situation:
Your group asks for ideas. You have one but feel classmates won’t like it.
Role-Play Prompts
Student: Demonstrate how you take a deep breath and share your idea anyway.
Role-Play Reflection Form Role-Play Reflection
Practice Makes Progress: Action Report
Name:
Use this form right after each role-play scenario. Think about what you did well, what you found challenging, and how you can keep improving your coping strategies.
1. Scenario Practiced
What situation did you role-play? (e.g., "Speaking up in class")
2. Coping Strategy Used
Which strategy did you try during this role-play?
3. Strengths
List two things you did well (skills, words, or breathing):
4. Areas to Improve
One thing you could do differently to feel more confident:
5. Feelings Reflection
How did you feel BEFORE the strategy?
How did you feel AFTER the strategy?
6. Next Steps
What is one goal you will set for using this strategy in a real situation this week?
I will...
Session 4 Plan Teacher Guide Session 4 Plan
Growth Tracking & Goal Setting
Duration 20 MIN
Why This Matters
Reflecting on successes and challenges reinforces skills, builds self-efficacy, and promotes sustained practice of healthy anxiety-management techniques.
Audience
6th Grade Students
Objective
Students will review their progress in identifying and managing anxiety triggers, reflect on personal growth, and set concrete goals for continued use of coping strategies.
Prep (10 min)
Print the Progress Reflection Worksheet .
Gather students' previous work (Triggers, Charts, Reflections).
Review previous work to tailor discussion prompts.
Materials
Session 4 Progress Reflection Worksheet
Trigger Mapping Worksheet (from S1)
Coping Strategies Chart (from S2)
Role-Play Reflection Form (from S3)
Pens and Paper
Delivery Instructions
3 MIN
Introduction
Welcome students and recap the journey: triggers, strategies, and practice.
Explain goal: reflect on progress and plan future use of techniques.
8 MIN
Progress Reflection
Distribute Progress Reflection Worksheet .
Guide students through rating changes in anxiety levels for their top triggers.
Help them list successes and identify one ongoing challenge.
6 MIN
Sharing Discussion
Invite students to share one success they're proud of.
Discuss one challenge they want to work on further.
Peers offer positive feedback and suggestions.
3 MIN
Goal-Setting and Closure
Set two specific goals for using strategies this week.
Celebrate hard work with a group affirmation.
Remind them growth is ongoing and they have the tools!
Session 4 Progress Reflection Worksheet Progress Reflection
Case Closed: Your Growth Journey Tracking
Name:
1. Reviewing Your Triggers
Think about your top two triggers from Session 1. Rate how anxious you felt then and how you feel now after practicing your strategies.
Trigger 1:
Anxiety Then
/ 5
Anxiety Now
/ 5
What changed? How do you know?
Trigger 2:
Anxiety Then
/ 5
Anxiety Now
/ 5
What changed? How do you know?
2. Celebrating Successes
3. Reflecting on Challenges
Ongoing Challenge:
What I Learned:
4. Setting Future Goals
Goal 1:
"I will..."
Goal 2:
"I will..."
5. Final Thoughts
How will you remind yourself to use these strategies when you notice your anxiety trigger?
Investigation Complete!
Keep this worksheet in your folder or on your desk as a reminder of your growth and your plan to keep practicing these tools!
