Resources

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

This icon-focused plan encourages students of all abilities to identify emotions and tools to return to a regulated state.

The Iceberg worksheet helps give students a visual on what may be happening under the surface when they feel angry.

Bear Breathing outlines breathing strategy for students.

Behavior & the Brain highlights parts of the brain and their respective function.

Belly Breathing allows students to feel how their body is engaged when using relaxing breathing strategies.

These cards promote conversations about being mindful throughout life.

The Breathing Board handout provides an activity for youth to de-escalate. Print each board or all of the boards to support the student.

Candle Breathing is a strategy that gives students a visual to focus on while attempting to regulate through deep breaths.

This poster can be used as a regulation strategy to teach students to reduce stress and reminds them to slow down and use their imagination to calm their bodies when anxious or dysregulated.

This resource provides adults with observable signs of dysregulation and strategies to regain student focus.

Color Breathing is a visual strategy that can be quickly learned. This poster can help remind students to use their breathing as a simple, stress-reducing activity.

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.

These are strategies to help when attempting to de-escalate dangerous behaviors.

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.

The Growing Your…provides tips on what to say or do to facilitate growth in these areas.

The Growing Your…provides tips on what to say or do to facilitate growth in these areas.

The Growing Your…provides tips on what to say or do to facilitate growth in these areas.

The Growing Your…provides tips on what to say or do to facilitate growth in these areas.

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.

This regulation visual is a reminder that children often need help with regulation before they will ever be able to reason.

Helping students recognize what they are thankful for will assist them in slowing down and focusing on the positive aspects of their life.

This visual will help students learn the structure of I Statements, assisting them with how to phrase and share what they are feeling.

This worksheet helps students express what fears they may have. Allowing students to name what is scary opens the door to healing.

This visual will give educators a quick set of intervention tips for supporting a struggling student.

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.

This packet is a social-emotional learning journal. Journal prompts are based on the Social Emotional Learning Standards for the State of Illinois.

Helping students identify the size of their worry can aid in expressing to others what is happening in their world.

Students struggling with anxiety are often anxious about events in life that are out of their control. This activity allows students to articulate what's within their power and what's not so they understand their locus of control.

This tool will assist a student in identifying sensations within their memories, emotions, and body. As a
student begins to recognize what is happening within their body, they can act on regulating those sensations or emotions. It gives students the visual opportunity to write in a sensation and connect it to experiences.

This activity has been created for students to write a note to someone who makes them feel safe.

This resource is a strategy to help students practice positive self-talk.

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.

The Signs of Distress handout provides school staff with examples of physical signs that may indicate a student is in distress.

Supporting Your Family is specifically written to help know what to do when a family has a child
experiencing trauma and grief.

This document has six apps that teens can download that will help with coping and emotional regulation.

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.

This resource outlines strategies to support a child who has experienced trauma.

The When I Feel... I Can Try... strategy offers images for students to focus on to help re-frame negative thoughts into positive feelings.

The Window of Tolerance visual will remind educators how a student that has experienced trauma may have less tolerance than a student who has not experienced trauma.