Resources

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5 Things is a Mindfulness strategy that can connect students to their senses, centering the body and mind.

These cards promote conversations about being mindful throughout life.

For use with the breathing board resources

Butterfly Breathing encourages students to feel relaxed and free. Use this strategy to encourage students to self-regulate when they feel stressed, anxious, or upset.

This icon-focused plan encourages students of all abilities to identify emotions and the tools to return to a regulated state. This plan provides a template for adults to engage students in discussions about different feelings and ways to regulate unwanted or uncomfortable emotions.

This resource can help facilitate morning meeting conversations, enhance social-emotional learning, or practice peer social skills.

Coloring can help engage the brain without a lot of effort. When a student cannot focus,
coloring is a re-connection strategy.

The Cup of Calm helps students engage different senses to promote self-regulation.

Distract Your Mind Trace A Line is a strategy to actively refocus student attention from current stressors toward a busy activity requiring active motor skill coordination.

Learning how to connect emotional events to what’s going on in the body gives students a personal resource to turn to when they are not sure what they're feeling. Feelings Bookmarks provide students with visual prompts to clearly identify the emotions they experience and example strategies for regulation.

Figure 8 is a breathing strategy that can help students relax when they feel anxious or dysregulated.

'Getting it Together!' is a student-focused tool to guide thoughts following a problem with staff or a peer that may require a restorative conversation to resolve the issue and repair the school community.

Hand Breathing allows students to visually follow how their body is engaged when using relaxing breathing strategies.

Students may not be able to identify what they need to regulate when upset. This resource provides students with ideas of ways to regulate before becoming dysregulated. Staff then keep this resource available as a future reference for intervention.

Mindfulness is being fully aware of the moment-by-moment thoughts/feelings/actions in oneself. Teaching students mindfulness, a relaxation technique, enables them to have a positive mindset.

Children may be unable to identify what they need to regulate when upset. This resource asks parents/guardians to supply ideas for interventions to assist staff in supporting their child's regulation. Staff then keep this completed resource for future reference.

This tool allows students to review what will happen in their restorative circle before it begins. Providing advanced notice of what to expect and coaching socially appropriate responses helps reduce anxiety for some students.

My Circle Rules offers three different versions, allowing staff to choose a tool that fits the needs of their students for learning restorative circle rules.

The Sensation poster is a visual for helping students grow their sensation vocabulary list.

This handout will give staff a snapshot of what students may be experiencing and feeling based on observed behaviors.

This regulation strategy involves a sequence of physical movements paired with controlled breathing to help calm the body and mind. Focusing on the superhero imagery and mindful breathing promotes relaxation and stress relief.

The Feelings Packet is a set of resources for students functioning at the 3-9 year old range. Included are a feelings compass, feelings scale, student dictionary, teacher definitions, drawing prompts, writing prompts, and cards differentiated at three different levels. Use this packet to help build an emotional vocabulary with your students.

Thinks Sheets are reflective activities designed to help students focus on their body sensations that occurred during a time of dysregulation. The activity helps a student to identify sensations and feelings they may have experienced and helps to identify strategies for self-regulation when experiencing similar sensations in the future.