Stress Signals Instructor Manual Stress Signals
Instructor Manual | Session 1
45 Minutes
Learning Objectives
Understand what stress is and its impact on body and mind.
Identify personal stressors (school, housing, relationships).
Recognize physical and emotional signs of stress.
Required Materials
"What Stress Feels Like" Body Map Worksheet
"My Stress Triggers" Chart
Chart paper and markers
Stress Signal Visual Cards (for ND support)
Session Agenda
00:00 - 05:00
Welcome & Grounding
Establish a safe space and introduce the "Inner Strength" series.
05:05 - 15:00
Defining Stress (The Science)
Discuss the Fight/Flight/Freeze response using relatable housing/school examples.
15:05 - 25:00
Body Mapping Activity
Students color in areas of their body where they feel stress physically.
25:05 - 40:00
Trigger Identification
Collaborative discussion on common triggers vs. personal triggers.
40:05 - 45:00
Wrap Up & Deliverable
Complete Personal Stress Awareness Sheet.
Instructor Scripts
"Stress isn't a bad thing—it's like our body's internal smoke alarm. It's trying to protect us, but sometimes the alarm goes off when there isn't actually a fire. Today, we're going to learn what your alarm sounds like."
Explaining Fight/Flight/Freeze
"Think about an animal in the wild. If it sees a predator, it might fight back (Fight), run away (Flight), or stay very still so it isn't seen (Freeze). Our bodies do the same thing when we have a big test or if things at home feel unstable. Does anyone feel their heart race? That's your body getting ready to run or fight."
Neurodiverse Adaptations
Visual Mapping: Use a pre-drawn body outline for mapping stress sensations.Plain Language: Avoid abstract metaphors; use concrete examples like "stomach butterflies" or "clenched fists."Movement Breaks: Allow students to stand or stretch during the trigger discussion.
Troubleshooting
Sensitive Topics: If housing instability triggers high emotion, redirect to "general community stressors" to maintain safety.Lack of Participation: Use "Head, Heart, Hands" prompts—where do you feel it in your head? Heart? Hands?
Fidelity Checklist
Defined stress using relatable examples
Discussed Fight/Flight/Freeze
Completed "Body Map" activity
Students identified at least 3 triggers
Stress Signals Instructor Manual Stress Signals
Instructor Manual | Session 1
45 Minutes
Learning Objectives
Understand what stress is and its impact on body and mind.
Identify personal stressors (school, housing, relationships).
Recognize physical and emotional signs of stress.
Required Materials
"What Stress Feels Like" Body Map Worksheet
"My Stress Triggers" Chart
Chart paper and markers
Stress Signal Visual Cards (for ND support)
Session Agenda
00:00 - 05:00
Welcome & Grounding
Establish a safe space and introduce the "Inner Strength" series.
05:05 - 15:00
Defining Stress (The Science)
Discuss the Fight/Flight/Freeze response using relatable housing/school examples.
15:05 - 25:00
Body Mapping Activity
Students color in areas of their body where they feel stress physically.
25:05 - 40:00
Trigger Identification
Collaborative discussion on common triggers vs. personal triggers.
40:05 - 45:00
Wrap Up & Deliverable
Complete Personal Stress Awareness Sheet.
Instructor Scripts
"Stress isn't a bad thing—it's like our body's internal smoke alarm. It's trying to protect us, but sometimes the alarm goes off when there isn't actually a fire. Today, we're going to learn what your alarm sounds like."
Explaining Fight/Flight/Freeze
"Think about an animal in the wild. If it sees a predator, it might fight back (Fight), run away (Flight), or stay very still so it isn't seen (Freeze). Our bodies do the same thing when we have a big test or if things at home feel unstable. Does anyone feel their heart race? That's your body getting ready to run or fight."
Neurodiverse Adaptations
Visual Mapping: Use a pre-drawn body outline for mapping stress sensations.Plain Language: Avoid abstract metaphors; use concrete examples like "stomach butterflies" or "clenched fists."Movement Breaks: Allow students to stand or stretch during the trigger discussion.
Troubleshooting
Sensitive Topics: If housing instability triggers high emotion, redirect to "general community stressors" to maintain safety.Lack of Participation: Use "Head, Heart, Hands" prompts—where do you feel it in your head? Heart? Hands?
Stress Signals Worksheet Stress Signals
Session 1: Personal Awareness Sheet
Name:
Date:
My Body Map
Where do you feel stress? Color or mark the areas below (e.g., tight chest, shaky hands, heavy shoulders).
Fast Heartbeat
Sweaty Palms
Tight Muscles
Headache
My Stress Triggers
What "pushes your buttons"? List things at school, at home, or in your community.
School Triggers
Home & Family Triggers
Other (Housing, Money, Friends)
The "Big" One
If you could change ONE stressful thing right now, what would it be?
Stress Signals Worksheet Slice Stress Signals
Session 1: Personal Awareness Sheet
Name:
Date:
My Body Map
Where do you feel stress? Color or mark the areas below (e.g., tight chest, shaky hands).
Fast Heart
Sweaty Palms
Tight Muscles
Headache
My Stress Triggers
What "pushes your buttons"? List things in each area.
School (Grades, Tests, Friends)
Family & Home Life
Housing, Work, or Community
The "Big" Goal
If you could lower your stress in ONE area, where would it be?
Stress Signals Worksheet Stress Signals
Session 1: Personal Awareness Sheet
Name:
Date:
My Body Map
Where do you feel stress? Mark the areas below (e.g., tight chest, shaky hands).
Fast Heart
Sweaty Hands
Tight Muscles
Headache
My Stress Triggers
What causes stress for you? List things in each box.
School (Grades, Friends, Tests)
Home & Family Life
Housing, Work, or Money
The Focus
If you could lower your stress in ONE area, what would it be?
Stress Signals Slides Stress Signals
Inner Strength | Session 1
Checking In
Stress is something everyone feels. It is your body's way of protecting you.
Discussion:
When you hear the word "stress," what's the first thing that comes to mind?
The Smoke Alarm Metaphor
Stress is like an internal smoke alarm. Its job is to warn you of danger.
"Sometimes the alarm goes off for a fire, but sometimes it goes off just for burnt toast."
Fight, Flight, or Freeze?
Fight
Angry, yelling, clenching fists, or arguing.
Flight
Running away, avoiding work, or hiding.
Freeze
Going numb, zoning out, or feeling "stuck."
Activity: Body Mapping
Grab your "Stress Signals" Worksheet.
Where does stress "live" in your body?
Headaches? Racing heart?
Tummy ache? Shaky hands?
Identify Your Triggers
1
School Stress (Grades, Tests)
2
Social Stress (Drama, Bullying)
3
Home Stress (Family, Money, Housing)
Triggers are the events or situations that set off your "smoke alarm." Understanding them is the first step to staying in control.
Power Check
By knowing your signals and triggers, you are already stronger than you were 45 minutes ago.
Next Time: Building the Toolkit
Stress Signals Slides Stress Signals
Inner Strength | Session 1
Checking In
Stress is something everyone feels. It is your body's way of trying to protect you.
Discussion:
When you hear the word "stress," what is the first thing that comes to mind?
The Smoke Alarm
Stress is like an internal smoke alarm. Its job is to warn you of danger.
"Sometimes the alarm goes off for a fire, but sometimes it goes off just for burnt toast."
Fight, Flight, or Freeze?
Fight
Angry, yelling, clenching fists, or arguing.
Flight
Running away, avoiding work, or hiding.
Freeze
Going numb, zoning out, or feeling "stuck."
Body Mapping
Grab your "Stress Signals" Worksheet.
Where does stress "live" in your body?
Headaches or tight jaw?
Racing heart or tight chest?
Tummy ache or shaky hands?
Identify Your Triggers
1
School Stress (Grades, Tests)
2
Social Stress (Drama, Friends)
3
Home Stress (Stability, Money)
"Triggers are the buttons that set off your alarm. Understanding them is how we stay in control."
Power Check
By knowing your signals and triggers, you are already stronger than you were this morning.
Session 2 Preview: The Toolkit
Coping Toolkit Instructor Manual Coping Toolkit
Instructor Manual | Session 2
45 Minutes
Learning Objectives
Differentiate between healthy and unhealthy coping strategies.
Practice at least 3 specific coping skills (Breathing, Movement, Music).
Understand how to self-calm in moments of acute stress.
Required Materials
"Coping Skills Menu" Worksheet
Deep Breathing Visual Aids (Box Breathing/5-5-5)
Music player or sensory items
"Healthy vs. Unhealthy" sorting cards
Session Agenda
00:00 - 05:00
Review Stress Signals
Brief recap: How do we know when we need a coping skill?
05:05 - 15:00
Healthy vs. Unhealthy Coping
Define coping and discuss why "fast fixes" (unhealthy) don't work long-term.
15:05 - 35:00
Coping Skills Lab
Guided practice of Box Breathing, Mindful Movement, and Power Music.
35:05 - 45:00
Build the Menu
Students select their top 3 skills to add to their Personalized Coping Skills List.
Instructor Scripts
"A coping skill is like a tool in a backpack. We don't need a hammer for every job, and we don't need the same skill for every stressor. Today, we're building your toolkit so you're ready for anything."
Modeling Box Breathing
"Imagine tracing a square in front of you. Breathe in as I draw the top line... hold as I draw the side... breathe out for the bottom... and hold as I finish the square. Let's do it together."
Neurodiverse Adaptations
Step-by-Step Visuals: Provide a numbered comic-strip style guide for each breathing technique.Tactile Options: Allow students to use a fidget toy while practicing breathing to help focus.Choice: If deep breathing feels "wrong" or uncomfortable, offer a sensory skill (like cold water on wrists) instead.
Troubleshooting
Resistance to Breathing: Some students feel vulnerable closing eyes. Normalize keeping eyes open and focusing on a single spot."This is Boring": Pivot to movement-based coping—fast pace walking or wall pushes—to meet their energy level.
Fidelity Checklist
Explained the difference between healthy/unhealthy
Modeled Box Breathing (or similar)
Allowed students to practice at least 3 skills
Coping Toolkit Worksheet Coping Toolkit
Session 2: My Coping Menu
Name:
Date:
Healthy coping skills help us manage big feelings without causing more problems later. Check the ones you've tried or want to try!
Quiet & Calm
Deep Breathing
Drawing/Doodling
Reading a book
Listening to Music
Active & Moving
Fast Walking
Squeezing a ball
Pushing against a wall
Dance/Movement
Connecting
Talking to a friend
Writing in a journal
Helping someone else
Hugging a pet/toy
My "Power Plays"
When I feel stress signal in my body, I will try one of these first:
01
02
03
The "Stop & Think" Question:
Why is it important to have more than one coping skill in your toolkit?
Coping Toolkit Worksheet Slice Coping Toolkit
Session 2: My Coping Menu
Name:
Date:
Healthy coping skills help us manage big feelings. Check the ones you've tried or want to try!
Quiet & Calm
Deep Breathing
Doodling
Reading
Listening to Music
Active & Moving
Fast Walking
Squeezing a ball
Wall Pushes
Dance/Movement
Connecting
Talking to a friend
Journaling
Helping someone
Hugging a pet/toy
My "Power Plays"
When I notice my Stress Signal, I will try these first:
01
02
03
Stop & Think
Why is it better to have a toolkit of many skills rather than just one?
Coping Toolkit Worksheet Coping Toolkit
Session 2: My Coping Menu
Name:
Date:
Healthy coping skills help us manage big feelings. Check the ones you've tried or want to try!
Quiet & Calm
Deep Breathing
Doodling/Drawing
Reading a Book
Listening to Music
Active & Moving
Fast Walking
Squeezing a ball
Wall Pushes
Dance/Movement
Connecting
Talking to a friend
Writing in Journal
Helping someone
Hugging a pet/toy
My "Power Plays"
When I notice my Stress Signal, I will try these first:
01
02
03
Stop & Think
Why is it better to have a toolkit of many skills rather than just one?
Coping Toolkit Slides Coping Toolkit
Inner Strength | Session 2
Our Mission
Today, we aren't just talking about stress—we are building the Skills to handle it.
01
Healthy vs. Unhealthy
02
Skills Practice
The "Fast Fix" Trap
Unhealthy
Hurting yourself or others
Zoning out (screen time for hours)
Blowing up/Yelling
Feels good for 1 min, hurts later.
Healthy
Deep Breathing
Movement/Sports
Talking to a friend
Helps you feel better long-term.
The Box Breath
Breathe
In for 4
Hold for 4
Out for 4
Hold for 4
Build Your Menu
Look at the Coping Menu Worksheet. We are going to explore:
Quiet/Calm
Active/Moving
Connecting
My "Power Plays"
Pick your TOP 3 skills. These are the ones that work for YOU.
"Why is it better to have 10 skills in your toolkit instead of just 1?"
Toolkit Level Up
You now have a plan. The next time your "smoke alarm" goes off, you have 3 tools ready to go.
Next Time: Steady Steps & Routines
Coping Toolkit Slides Coping Toolkit
Inner Strength | Session 2
Our Mission
Today, we aren't just talking about stress—we are building the Skills to handle it.
Step 01
Sort Healthy vs. Unhealthy
Step 02
Practice Your Skills
The "Fast Fix" Trap
Unhealthy
Hurting yourself or others
Zoning out for hours
Blowing up at people
Feels good now, hurts later.
Healthy
Deep Breathing
Moving your body
Talking it out
Helps you heal long-term.
Skill Lab: Box Breath
Breathe
IN
4 Secs
HOLD
4 Secs
OUT
4 Secs
HOLD
4 Secs
Your Coping Menu
Look at your worksheet. We are picking tools from three categories:
Quiet/Calm
Active/Moving
Connecting
Power Play
Pick your TOP 3 skills. These are the ones that work for YOU.
"Why is it better to have 10 skills in your toolkit instead of just one?"
Toolkit Level Up
"You now have a plan. The next time your smoke alarm goes off, you have 3 tools ready to go."
Session 3: Steady Steps & Routines
Steady Steps Instructor Manual Steady Steps
Instructor Manual | Session 3
45 Minutes
Learning Objectives
Identify the importance of flexible routines for mental health.
Select 3 small, low-cost self-care habits for daily use.
Create a realistic, resource-conscious daily routine plan.
Required Materials
"Build-a-Routine" Worksheet
"Low-Cost Self-Care" Checklist
Visual Schedule Icons (for ND support)
Calendar or Weekly Planner templates
Session Agenda
00:00 - 05:00
Check-In & Connection
Quick share: What was one "Stress Signal" you noticed this week?
05:05 - 15:00
The Power of Predictability
Discussion on how routines lower stress. Acknowledge barriers (housing, resources).
15:05 - 30:00
Self-Care Menu Selection
Reviewing the "Free/Low-Cost" checklist and picking "Micro-Habits."
30:05 - 45:00
Build-a-Routine Workshop
Mapping out a flexible morning and night routine. Complete Daily Routine Plan.
Instructor Scripts
"When things around us feel chaotic or out of our control, a routine is like an anchor. It doesn't have to be perfect, and it doesn't have to be fancy. It's just a way to tell your brain, 'I've got this.'"
Addressing Barriers
"We know that sometimes your schedule isn't up to you—maybe your housing situation changes or you have to help with siblings. That's why we build 'Flexible Routines.' What are three small things you can do no matter where you are sleeping tonight?"
Neurodiverse Adaptations
Visual Schedules: Use pictograms/icons for morning and night tasks (e.g., a toothbrush, a glass of water).Task Chunking: Break "Morning Routine" into 3 distinct, simple steps.Sensory Considerations: Include self-care options like "wearing comfortable socks" or "using a weighted blanket."
Troubleshooting
Apathy Toward Self-Care: Students might think it's "childish." Reframe as "Operational Maintenance" or "Gaining an Edge."Overwhelming Options: If a student can't pick, assign two universal ones: drinking water and 1 minute of deep breathing.
Fidelity Checklist
Discussed routine as an "anchor" for stress
Acknowledged barriers with empathy
Steady Steps Instructor Manual Steady Steps
Instructor Manual | Session 3
45 Minutes
Learning Objectives
Identify the importance of flexible routines for mental health.
Select 3 small, low-cost self-care habits for daily use.
Create a realistic, resource-conscious daily routine plan.
Required Materials
"Build-a-Routine" Worksheet (with icon sets)
"Low-Cost Self-Care" Checklist
Visual Schedule Icons (for ND support)
Calendar or Weekly Planner templates
Session Agenda
00:00 - 05:00
Check-In & Connection
Quick share: What was one "Stress Signal" you noticed this week?
05:05 - 15:00
The Power of Predictability
Discussion on how routines lower stress. Acknowledge barriers (housing, resources).
15:05 - 30:00
Self-Care Menu Selection
Reviewing the "Free/Low-Cost" checklist and picking "Micro-Habits."
30:05 - 45:00
Build-a-Routine Workshop
Mapping out a flexible morning and night routine. Complete Daily Routine Plan.
Instructor Scripts
"When things around us feel chaotic or out of our control, a routine is like an anchor. It doesn't have to be perfect, and it doesn't have to be fancy. It's just a way to tell your brain, 'I've got this.'"
Addressing Barriers
"We know that sometimes your schedule isn't up to you—maybe your housing situation changes or you have to help with siblings. That's why we build 'Flexible Routines.' What are three small things you can do no matter where you are sleeping tonight?"
Neurodiverse Adaptations
Visual Schedules: Use pictograms/icons for morning and night tasks (e.g., a toothbrush, a glass of water).Task Chunking: Break "Morning Routine" into 3 distinct, simple steps.Sensory Considerations: Include self-care options like "wearing comfortable socks" or "using a weighted blanket."
Troubleshooting
Apathy Toward Self-Care: Students might think it's "childish." Reframe as "Operational Maintenance" or "Gaining an Edge."Overwhelming Options: If a student can't pick, assign two universal ones: drinking water and 1 minute of deep breathing.
Fidelity Checklist
Discussed routine as an "anchor" for stress
Acknowledged barriers with empathy
Steady Steps Worksheet Steady Steps
Session 3: My Daily Routine Plan
Name:
Date:
Micro Self-Care
Small habits that cost $0 but give back energy. Circle 3 you like:
💧 Drink a full glass of water
☀️ Stand in the sun for 2 mins
🧘 1 minute of slow breathing
🎵 Hum or whistle a favorite tune
🧦 Put on clean/comfy socks
🍎 Eat a healthy snack slowly
My Own Idea:
Flexible Routine Builder
Morning (The Setup)
1
2
Evening (The Wind-Down)
1
2
Staying Flexible
"If my day gets interrupted or my location changes, I can still do my routine because it is small and simple."
I promise to try this!
Steady Steps Slides Steady Steps
Inner Strength | Session 3
The Power of Predictability
When life feels chaotic, a routine is like an anchor.
It tells your brain exactly what is coming next. This lowers stress and saves your energy.
When Life Happens...
Sometimes we don't control where we sleep, how we get to school, or what's in the fridge.
That is why we build Flexible Routines.
"Small steps you can take NO MATTER WHERE YOU ARE."
Micro Self-Care ($0 Edition)
💧
Drink Water
Hydrate
🧘
1-Min Breath
Center
☀️
Seek Sun
Energize
"Maintenance for your human engine."
Workshop: Build-a-Routine
Grab your Daily Routine Worksheet.
Morning
Pick 2 small things to start your day strong.
Evening
Pick 2 small things to tell your brain "It's safe to rest."
Anchor Set
Routines aren't about being perfect. They are about having one thing you control in a world that can feel out of control.
Next Time: Mindfulness & Grounding
Steady Steps Slides Steady Steps
Inner Strength | Session 3
The Brain Anchor
When life feels chaotic, a routine is like an Anchor.
It tells your brain exactly what is coming next. This lowers stress and saves your energy for the hard stuff.
Life Happens...
"Sometimes we don't control where we sleep, how we get to school, or what's in the kitchen."
We build Flexible Routines.
"Small steps you can take NO MATTER WHERE YOU ARE."
Micro Self-Care ($0)
💧
Water
Hydrate
🧘
1-Min
Breathe
☀️
Light
Energize
"Maintenance for your human engine."
The Routine Workshop
Grab your Daily Routine Worksheet.
Morning
Pick 2 tiny things to start your day with power.
Evening
Pick 2 tiny things to tell your brain "It's safe to rest."
Anchor Set
"Routines aren't about being perfect. They are about having ONE thing you control in a world that can feel out of control."
Session 4: Mindfulness & Grounding
Grounded Growth Instructor Manual Grounded Growth
Instructor Manual | Session 4
45 Minutes
Learning Objectives
Understand the concept of "staying present" during high stress.
Practice the 5-4-3-2-1 grounding method and sensory focus.
Identify specific scenarios (overwhelm, anger) for grounding use.
Required Materials
5-4-3-2-1 Grounding Graphic Organizer
Sensory Toolkit (Fidgets, textured cards, scented items)
Laminated "Grounding Techniques" Wallet Cards
Quiet space markers
Session Agenda
00:00 - 05:00
Intro to Mindfulness
Definition: Paying attention to the "Right Now" without judgment.
05:05 - 20:00
5-4-3-2-1 Practice
Guided group activity: 5 things you see, 4 feel, 3 hear, 2 smell, 1 taste.
20:05 - 35:00
Sensory Lab
Exploration of tactile, auditory, and visual grounding tools.
35:05 - 45:00
Creating Grounding Cards
Personalizing the "wallet card" with favorite sensory reminders.
Instructor Scripts
"Have you ever been so stressed that your brain feels like it's in the future, worrying about what might happen? Grounding is like putting your 'mental brakes' on. It pulls you out of the future and back into this room, where you are safe."
The 5-4-3-2-1 Guide
"Notice five things you can see right now. They can be small, like a crack in the floor or a color on my shirt. Now, four things you can feel—the chair under you, the fabric of your jeans... don't rush. This is for you."
Neurodiverse Adaptations
Sensory Tool Access: Provide fidgets or "calm strips" (textured stickers) as a primary grounding method for those who find visualization difficult.Modified 5-4-3-2-1: If sensory input is overwhelming, focus only on one sense (e.g., "Find 5 blue things").Quiet Space: Allow a student to sit in a designated "Low Stim" corner during the practice.
Troubleshooting
Dissociation/Flashbacks: If a student becomes unresponsive or highly distressed, use "Strong Grounding" (e.g., holding an ice cube or naming the day/date/time) and follow site safety protocols.Silliness: Laughing can be a stress response. Gently redirect by saying, "It feels a bit weird at first, let's just try 3 things together."
Fidelity Checklist
Grounded Growth Instructor Manual Grounded Growth
Instructor Manual | Session 4
45 Minutes
Learning Objectives
Understand the concept of "staying present" during high stress.
Practice the 5-4-3-2-1 grounding method and sensory focus.
Identify specific scenarios (overwhelm, anger) for grounding use.
Required Materials
5-4-3-2-1 Grounding Graphic Organizer
Sensory Toolkit (Fidgets, textured cards, scented items)
Laminated "Grounding Techniques" Wallet Cards
Quiet space markers
Session Agenda
00:00 - 05:00
Intro to Mindfulness
Definition: Paying attention to the "Right Now" without judgment.
05:05 - 20:00
5-4-3-2-1 Practice
Guided group activity: 5 things you see, 4 feel, 3 hear, 2 smell, 1 taste.
20:05 - 35:00
Sensory Lab
Exploration of tactile, auditory, and visual grounding tools.
35:05 - 45:00
Creating Grounding Cards
Personalizing the "wallet card" with favorite sensory reminders.
Instructor Scripts
"Have you ever been so stressed that your brain feels like it's in the future, worrying about what might happen? Grounding is like putting your 'mental brakes' on. It pulls you out of the future and back into this room, where you are safe."
The 5-4-3-2-1 Guide
"Notice five things you can see right now. They can be small, like a crack in the floor or a color on my shirt. Now, four things you can feel—the chair under you, the fabric of your jeans... don't rush. This is for you."
Note: If physical scents or tastes aren't available, ask students to imagine 2 things they love to smell and 1 thing they love to taste.
Neurodiverse Adaptations
Sensory Tool Access: Provide fidgets or "calm strips" (textured stickers) as a primary grounding method for those who find visualization difficult.Modified 5-4-3-2-1: If sensory input is overwhelming, focus only on one sense (e.g., "Find 5 blue things").Quiet Space: Allow a student to sit in a designated "Low Stim" corner during the practice.
Troubleshooting
Dissociation/Flashbacks: If a student becomes unresponsive or highly distressed, use "Strong Grounding" (e.g., holding an ice cube or naming the day/date/time) and follow site safety protocols.Silliness: Laughing can be a stress response. Gently redirect by saying, "It feels a bit weird at first, let's just try 3 things together."
Grounded Growth Worksheet Grounded Growth
Session 4: Grounding Exercise
Name:
Date:
The 5-4-3-2-1 Technique
Pause. Take a breath. Look around the room right now.
5
Things I See
4
Things I Can Feel
3
Things I Hear
2
Things I Smell (or love to smell)
1
Thing I Taste (or love to taste)
GROUNDING CARD
5 See. 4 Feel. 3 Hear.
2 Smell. 1 Taste.
Use this whenever you feel overwhelmed, angry, or anxious.
✂️ Cut out and keep in your pocket or phone case
Grounded Growth Worksheet Slice Grounded Growth
Session 4: Grounding Exercise
Name:
Date:
The 5-4-3-2-1 Technique
Look around the room right now. Notice your surroundings.
5
Things I See
4
Things I Can Feel (Cloth, Chair, Temperature)
3
Things I Hear (Voices, Hum, Distant Noise)
2
Things I Smell (or Love to Smell)
1
Thing I Taste (or Love to Taste)
My Grounding Anchor
5SEE
4FEEL
3HEAR
2SMELL
1TASTE
Pocket reminder: Pull this out when things feel too fast.
✂️ Cut out and keep in your wallet or phone case
Grounded Growth Worksheet Slice Grounded Growth
Session 4: Grounding Exercise
Name:
Date:
The 5-4-3-2-1 Technique
Notice your surroundings right now. Take your time.
5
Things I See
4
Things I Can Feel (Cloth, Chair, Temperature)
3
Things I Hear (Voices, Hum, Distance)
2
Things I Smell (or Imagine)
1
Thing I Taste (or Imagine)
My Grounding Card
5SEE
4FEEL
3HEAR
2SMELL
1TASTE
Keep in your pocket. Use when stressed.
✂️ Cut out and keep with you
Grounded Growth Worksheet Slice Grounded Growth
Session 4: Grounding Exercise
Name:
Date:
The 5-4-3-2-1 Technique
Find a quiet focus. Notice your surroundings right now.
5
Things I See
4
Things I Can Feel
3
Things I Hear
2
Things I Smell (or Imagine)
1
Thing I Taste (or Imagine)
MY GROUNDING CARD
5See
4Feel
3Hear
2Smell
1Taste
Pocket reminder: Pause. Breathe. Ground yourself.
✂️ Cut along the line and keep with you
Grounded Growth Slides Grounded Growth
Inner Strength | Session 4
What is Mindfulness?
"Paying attention to the Right Now on purpose, without judging it."
Most stress happens in the Future (worry) or the Past (regret). Mindfulness brings you back to center.
Putting on the Brakes
Grounding is like putting your "mental brakes" on. It pulls you out of a panic or emotional storm and back into this room.
"You are safe. You are present. You are here."
The 5-4-3-2-1 Technique
5
See
4
Feel
3
Hear
2
Smell
1
Taste
"Slow down. Notice the small details in the room."
Grounding Cards
Grab your Grounding Exercise Worksheet.
Complete the 5-4-3-2-1 practice.
Cut out your Grounding Card.
Keep it in your pocket or phone case.
WALLET ANCHOR
5 4 3 2 1
Mindful Mastery
You now have a tool to pull you back when things get too fast. Remember: the present moment is the only place where you have power.
Next Time: Your Safety Net
Grounded Growth Slides Grounded Growth
Inner Strength | Session 4
Mindfulness
"Paying attention to the Right Now on purpose, without judging it."
Most stress happens in the Future (worry) or the Past (regret). Mindfulness brings you back to center.
The Brakes
Grounding is like putting your "Mental Brakes" on.
It pulls you out of a panic or emotional storm and back into this room, where you are safe.
Safe. Present. Here.
The 5-4-3-2-1 Guide
5
See
4
Feel
3
Hear
2
Smell
1
Taste
"Slow down. Notice the small details in the room."
Wallet Anchors
Grab your Grounding Exercise Worksheet.
Complete 5-4-3-2-1 practice.
Cut out your Grounding Card.
Keep it in your phone case.
POCKET ANCHOR
5 4 3 2 1
See Feel Hear Smell Taste
Mindful Mastery
"You now have a tool to pull you back when things get too fast. Remember: the present moment is the only place where you have power."
Session 5: Your Safety Net
Safety Net Instructor Manual Safety Net
Instructor Manual | Session 5
45 Minutes
Learning Objectives
Identify safe and supportive people in various life domains.
Practice "Help-Seeking Scripts" for school and community settings.
Internalize that asking for help is a sign of resilience and strength.
Required Materials
"Support Network Map" (Target graphic)
"Sentence Starters" Reference Sheet
Community Resource List (Hotlines, food banks, shelters)
Scenario cards for role-play
Session Agenda
00:00 - 10:00
Defining Support
What makes a person "safe"? Normalize that everyone needs help sometimes.
10:05 - 25:00
Mapping the Safety Net
Students fill in their map: Inner Circle (trusted), Outer Circle (professional help).
25:05 - 40:00
The Script (How to Ask)
Role-play using sentence starters. Practice asking for help in low vs. high-stakes situations.
40:05 - 45:00
Resource Roundup
Hand out local resource cards. Wrap up with a "Strength in Asking" affirmation.
Instructor Scripts
"Sometimes we think being 'strong' means doing everything alone. But the strongest people are the ones who know when they need a teammate. Asking for help isn't giving up—it's getting what you need to keep going."
Modeling Sentence Starters
"It can be scary to start the conversation. Try saying: 'I’m having a hard time right now and I’m not sure what to do.' or 'Can I talk to you about something that’s stressing me out?' Let's practice saying those out loud."
Neurodiverse Adaptations
Social Scripts: Provide printed cards with exact phrases to use for different situations (e.g., talking to a teacher vs. a friend).Visual Support Map: Use photos or logos for community resources (e.g., school mascot for counselor, local library logo).Alternative Communication: Discuss how to ask for help via text or writing a note if speaking is too difficult.
Troubleshooting
"I have no one": This is a critical moment. Help the student identify professional "Inner Strength" staff or a reliable local hotline as their first "Anchor."Trust Issues: Acknowledge that some people aren't safe. Focus on how to "vet" a support person (consistency, listening, non-judgment).
Safety Net Instructor Manual Safety Net
Instructor Manual | Session 5
45 Minutes
Learning Objectives
Identify safe and supportive people in various life domains.
Practice "Help-Seeking Scripts" for school and community settings.
Internalize that asking for help is a sign of resilience and strength.
Required Materials
"Support Network Map" (Target graphic)
"Sentence Starters" Reference Sheet
Community Resource List (Hotlines, food banks, shelters)
Scenario cards for role-play
Session Agenda
00:00 - 10:00
Defining Support
What makes a person "safe"? Normalize that everyone needs help sometimes.
10:05 - 25:00
Mapping the Safety Net
Students fill in their map: Inner Circle (trusted), Outer Circle (professional help).
25:05 - 40:00
The Script (How to Ask)
Role-play using sentence starters. Practice asking for help.
40:05 - 45:00
Resource Roundup
Hand out local resource cards. Wrap up with affirmation.
Instructor Scripts
"Sometimes we think being 'strong' means doing everything alone. But the strongest people are the ones who know when they need a teammate. Asking for help isn't giving up—it's getting what you need to keep going."
Modeling Sentence Starters
"It can be scary to start the conversation. Try saying: 'I’m having a hard time right now and I’m not sure what to do.' Let's practice saying those out loud."
ND Adaptations
Social Scripts: Provide printed phrases for talking to teachers vs. friends.Visual Support Map: Use photos or logos for community resources.Alt Comm: Discuss asking via text or writing a note.
Troubleshooting
"I have no one": Identify staff or a hotline as their first "Anchor."Trust Issues: Acknowledge that some people aren't safe. Focus on how to "vet" a support person.
Fidelity Checklist
Normalized help-seeking as a strength
Students completed Support Map
Practiced one "Help-Seeking Script"
Distributed resource list
Safety Net Worksheet Safety Net
Session 5: My Support Map
Name:
Date:
My Support Circles
Write names or titles (e.g., Mom, Coach, Counselor) in the circles.
Community Resources
School & Work
Family & Friends
Emergency Numbers
Crisis Text Line: Text HOME to 741741
Suicide & Crisis Lifeline: Call/Text 988
Asking for Help
Asking for help is a skill. Try filling in these scripts to make it easier.
To a Teacher or Staff Member:
"I’m having a hard time with ________ right now and I’m not sure what to do. Can we talk?"
To a Friend or Family Member:
"I've been feeling really ________ lately. I don't need you to fix it, I just need someone to listen."
When I need a physical resource:
"I'm worried about ________ (housing/food/supplies). Is there someone in the community who can help me with this?"
"Asking for help is a strength, not a weakness."
Safety Net Worksheet Slice Safety Net
Session 5: My Support Map
Name:
Date:
My Support Map
Who is in your corner? List names in each circle.
1. Inner Circle (Family & Close Friends)
2. School & Professionals (Teachers, Staff)
3. Community Resources (Hotlines, Shelters)
Quick Help Numbers
Crisis Text: Text HOME to 741741
988 Suicide & Crisis Lifeline
Asking for Help
Asking for help is a skill. Try filling in these scripts.
Script A: To Staff
"I’m having a hard time with ________ right now and I’m not sure what to do. Can we talk?"
Script B: To Friends
"I've been feeling ________ . I don't need you to fix it, I just need someone to listen."
Script C: Resources
"I'm worried about ________ . Who in the community can help me with this?"
"Asking for help is getting what you need to keep going."
Safety Net Worksheet Slice Safety Net
Session 5: My Support Map
Name:
Date:
My Support Map
Who can you turn to? Write names in the boxes.
1. Inner Circle (Family & Close Friends)
2. School & Pros (Teachers, Coaches)
3. Community (Hotlines, Mentors)
Crisis Resources
Text HOME to 741741 (Crisis Text Line)988 (Suicide & Crisis Lifeline)
Asking for Help
It’s a skill. Practice using these starters.
Talking to Staff
"I’m having a hard time with ________ and I need some help. Can we talk?"
Talking to a Friend
"I’ve been feeling really ________ . I just need someone to listen."
Asking for Resources
"I'm worried about ________ . Do you know where I can get help for this?"
"Strong people know when they need a team."
Safety Net Worksheet Slice Safety Net
Session 5: My Support Map
Name:
Date:
My Support Map
Who can you turn to? Write names in the boxes below.
1. Inner Circle (Family & Friends)
2. School & Pros (Teachers, Coaches)
3. Community (Hotlines, Mentors)
Crisis Resources
Text HOME to 741741 (Crisis Text Line)
Call or Text 988 (Suicide & Crisis Lifeline)
Asking for Help
Practice using these scripts. It gets easier!
Talking to Staff
"I’m having a hard time with ________ and I need help. Can we talk?"
Talking to a Friend
"I’ve been feeling really ________ . I just need someone to listen."
Asking for Resources
"I'm worried about ________ . Who can help me with this?"
"You don't have to carry it all by yourself."
Safety Net Slides Safety Net
Inner Strength | Session 5
Strength in Asking
Sometimes we think being "strong" means doing everything alone.
"The strongest people are the ones who know when they need a teammate."
What is a "Safe" Person?
They Listen
They don't interrupt or judge you immediately.
They are Consistent
They show up when they say they will.
They Respect Boundaries
They care about your safety and your comfort.
Your Support Map
Grab your Support Map Worksheet.
Fill in the boxes for:
Inner Circle (Family/Friends)
School & Work
Community (Hotlines/Resources)
How to Start
Fill in the blanks on your worksheet:
"I'm having a hard time with _________ and I need help. Can we talk?"
"I've been feeling _________. I just need someone to listen."
Net Secured
You don't have to carry your stress signals by yourself. You now have a map of people ready to help you carry the load.
Next Time: Graduation & Resilience
Safety Net Slides Safety Net
Inner Strength | Session 5
Strength in Asking
Sometimes we think being "strong" means doing everything alone.
"The strongest people are the ones who know when they need a teammate."
What is a "Safe" Person?
They Listen
They don't interrupt or judge you immediately.
Consistent
They show up when they say they will.
Respect Boundaries
They care about your safety and your comfort above all else.
Your Support Map
Grab your Support Map Worksheet.
Identify your corner:
Inner Circle (Family/Friends)
School (Teachers/Coaches)
Community (Hotlines/Resources)
Fill in the blanks on your worksheet:
How to Start
"I'm having a hard time with _________ and I need some help. Can we talk?"
"I've been feeling _________ lately. I just need someone to listen."
Net Secured
"You don't have to carry your stress by yourself. You now have a map of people ready to help you carry the load."
Next: Graduation & Your Roadmap
Safety Net Slides Safety Net
Inner Strength | Session 5
Strength in Asking
Sometimes we think being "strong" means doing everything alone.
"The strongest people are the ones who know when they need a teammate."
What is a "Safe" Person?
They Listen
They don't interrupt or judge you immediately.
Consistent
They show up when they say they will.
Respect Boundaries
They care about your safety and comfort above all else.
Your Support Map
Grab your Support Map Worksheet.
Identify your corner:
Inner Circle (Family/Friends)
School (Teachers/Coaches)
Community (Resources)
Fill in the blanks on your worksheet:
How to Start
"I'm having a hard time with _________ and I need help. Can we talk?"
"I've been feeling _________ lately. I just need someone to listen."
Net Secured
"You don't have to carry your stress by yourself. You now have a map of people ready to help you carry the load."
Next Session: Resilience Roadmap
Safety Net Slides Safety Net
Inner Strength | Session 5
Strength In Asking
Sometimes we think being "strong" means doing everything alone.
"The strongest people are the ones who know when they need a teammate."
What is a "Safe" Person?
They Listen
They don't interrupt or judge you immediately.
Consistent
They show up when they say they will.
Respect Boundaries
They care about your safety and comfort above all else.
Your Support Map
Grab your Support Map Worksheet.
Identify your corner:
Inner Circle (Family/Friends)
School (Teachers/Coaches)
Community (Resources)
Fill in the blanks on your worksheet:
How to Start
"I'm having a hard time with _________ and I need help. Can we talk?"
"I've been feeling _________ lately. I just need someone to listen."
Net Secured
"You don't have to carry your stress by yourself. You now have a map of people ready to help you carry the load."
Next: Resilience Roadmap
Safety Net Slides Safety Net
Inner Strength | Session 5
Strength In Asking
Sometimes we think being "strong" means doing everything alone.
"The strongest people are the ones who know when they need a teammate."
What is a "Safe" Person?
They Listen
They don't interrupt or judge you immediately.
Consistent
They show up when they say they will.
Respect Boundaries
They care about your safety and comfort above all else.
Your Support Map
Grab your Support Map Worksheet.
Identify your corner:
Inner Circle (Family/Friends)
School (Teachers/Coaches)
Community (Resources)
Fill in the blanks on your worksheet:
How to Start
"I'm having a hard time with _________ and I need help. Can we talk?"
"I've been feeling _________ lately. I just need someone to listen."
Net Secured
"You don't have to carry your stress by yourself. You now have a map of people ready to help you carry the load."
Next Session: Resilience Roadmap
Resilience Roadmap Instructor Manual Resilience Roadmap
Instructor Manual | Session 6
45 Minutes
Learning Objectives
Identify internal strengths and past moments of resilience.
Reframe past challenges as evidence of survival and growth.
Build confidence in using the "Inner Strength" toolkit independently.
Required Materials
"Personal Strengths Inventory" Worksheet
"What I've Overcome" Reflection Guide
Ceremony items (Small certificates, snacks, or stickers)
Toolkit Folders (for all session deliverables)
Session Agenda
00:00 - 10:00
What is Resilience?
Definition: "Bouncing back" or "Grit." Discussion on resilience already shown.
10:05 - 25:00
Strengths Inventory
Focus on traits like: persistence, empathy, problem-solving, and adaptability.
25:05 - 40:00
Growth Reframing
Activity: Turning "I had to handle [difficult situation]" into "I am a person who can [strength]."
40:05 - 45:00
Closing Celebration
Handing out Toolkit Folders. Graduation "cheer" or affirmation circle.
Instructor Scripts
"You didn't start this course with an empty toolkit. You've been surviving and handling hard things for a long time. Today is about honoring that strength and deciding how you'll use it to build the future you want."
Growth Reframing Model
"If you had to move schools three times, that’s hard. But it also means you are highly adaptable. You know how to walk into a room of strangers and find your way. That is a superpower."
Neurodiverse Adaptations
Sentence Starters: Provide "I am..." prompts to help students who struggle with self-reflection.Drawing Options: Allow students to draw their strengths or a symbol of their resilience instead of writing.Small Group Celebration: If a large group "cheer" is sensory-overloading, offer high-fives or a "quiet thumbs up" circle.
Troubleshooting
Self-Criticism: If a student can't find a strength, ask the group to name one they see in that student (if group safety is high).Ending Anxiety: Some students may feel anxious about the course ending. Reiterate that their toolkit and the people on their Support Map are still there.
Fidelity Checklist
Discussed resilience as an existing trait
Resilience Roadmap Worksheet Resilience Roadmap
Session 6: My Strengths Profile
Name:
Date:
My Internal Strengths
Check the traits that you ALREADY have. These are your tools for handling stress.
Persistence
Sense of Humor
Adaptability
Empathy
Problem Solving
Loyalty
Creativity
Patience
Grit
Growth Reframing
Think about a hard situation you survived. How did it help you grow?
The Challenge
"One hard thing I went through was..."
The Strength
"It showed that I am a person who can..."
COMPLETED: INNER STRENGTH
I have identified my stress signals, built a coping toolkit, created a routine, practiced grounding, and mapped my support network. I am resilient.
Resilience Roadmap Worksheet Slice Resilience Roadmap
Session 6: My Strengths Profile
Name:
Date:
My Internal Tools
Check the traits you already have.
Persistence
Humor
Adaptability
Empathy
Fixer/Solver
Loyalty
Growth Reframing
Turn a challenge into a strength.
The Hard Thing
"One thing I survived was..."
The Strength Gained
"It showed that I can..."
INNER STRENGTH COMPLETED
I have my signals, my toolkit, my routine, and my map. I am ready.
Resilience Roadmap Worksheet Slice Resilience Roadmap
Session 6: My Strengths Profile
Name:
Date:
My Internal Tools
Check the traits you already have. These are your superpowers.
Persistence
Sense of Humor
Adaptability
Empathy
Problem Solving
Loyalty
Growth Reframing
Turn a challenge you survived into a strength you gained.
The Hard Thing
"One thing I went through was..."
The Strength Gained
"It showed that I am a person who can..."
INNER STRENGTH COMPLETE
I have my signals, my toolkit, my routine, and my map. I am ready to grow.
Resilience Roadmap Slides Resilience Roadmap
Inner Strength | Session 6
The Bounce Back
Resilience is Growth under pressure.
It's not about never falling—it's about how you adapt and find your way back up.
You've been handling hard things for a long time.
Internal Tools
Persistence
You don't give up.
Adaptability
You find new ways.
Humor
You find the light.
Empathy
You understand others.
Grit
You are tough.
Loyalty
You stand by people.
Growth Reframing
Challenge
"I had to move schools three times."
Strength
"I am highly adaptable. I can handle new situations."
Your Full Roadmap
My Stress Signals
My Coping Menu
My Anchor Routines
My Grounding Anchor
My Support Map
My Resilience
INNER STRENGTH COMPLETE
"You are not the same person you were in Session 1. You are equipped. You are prepared. You are resilient."
Resilience Roadmap Slides Resilience Roadmap
Inner Strength | Session 6
The Bounce Back
Resilience is Growth under pressure.
It's not about never falling—it's about how you adapt and find your way back up.
You have been surviving and handling hard things for a long time.
Your Internal Tools
Persistence
You don't give up.
Adaptability
You find new ways.
Humor
You find the light.
Empathy
You feel for others.
Grit
You are tough.
Loyalty
You stay true.
Growth Reframing
The Challenge
"I had to move three different times in one year."
The Strength
"I am highly adaptable. I can find my way anywhere."
The Full Roadmap
Everything we've built:
Stress Signals
Grounding Tools
Coping Toolkit
Support Network
Anchor Routines
Growth Map
COMPLETE
"You are not the same person you were in Session 1. You are equipped. You are prepared. You are resilient."
