SEL Support for Young Learners

Play-Based Independence Skills | 10 Sessions + Data Tracking (Pre-K, K,SPED)Support young learners in building essential independence skills through engaging, play-based sessions! This resource is designed to help children develop confidence and self-help abilities in a fun, structured, and developmentally appropriate way. With 10 ready-to-use sessions, students practice important daily living skills such as putting on and taking off jackets, managing backpacks, and independently handling socks

This Impulse Control Group is designed to help young students strengthen their ability to pause, think, and make positive choices before acting. In these lessons, children learn how to: Stop before reacting. Think about different choices. Act on the best, positive choice.Through fun games, role-play, and guided activities, students practice using strategies to manage their impulses in a safe and playful way. The group gives children many opportunities to rehearse these skills, helping them build

This small group will focus on helping young students build voice control skills. Students will practice pausing before speaking, taking turns in conversation, and adjusting their voice levels (quiet, inside, and outside voices) based on the situation. Through games, role play, and interactive activities, children will strengthen their communication skills while also supporting self-regulation and social interaction. What's included: 7 Lessons aligned to Missouri Early Learning StandardsParent L

This Flexibility Group helps young students build important self-regulation skills in a fun and engaging way. Children learn how to: Recognize when they are having a “big feeling” and notice where they feel it in their body.Pause to Stop, Think, and Act on a calming strategy.Practice using calming tools to feel more in control and ready to learn. Through playful games, role-play, and hands-on activities, students get to try out strategies, practice problem-solving, and strengthen their ability t

Stop, Think, Act Cards help students practice the Stop, Think, Act skills. These cards have multiple scenarios that happen at school or when playing with peers. Students get to walk through the actions of stopping to take a breath, thinking of possible kind safe choices they could make in each situation, and then acting out the choice. These cards could be used as discussion or as role playing with a group of students. The Stop, Think, Act Cards are included in the Impulse Control Small Grou

This Stop, Think, Act Poster helps students learn to regulate their big feelings. It gives visual reminders to STOP: take a deep breath, THINK: think of possible solutions, and ACT: follow through with the choice that is both safe and kind. You can use this poster to help walk them through the steps and think of possible choices they can make in different situations. This poster is included in the Impulse Control Small Group lessons on my page.

This social story is designed to help preschool students learn positive ways to manage everyday challenges that may cause frustration or upset. The story presents common scenarios—such as lining up after recess, following teacher directions, cleaning up toys, or taking turns with peers—and models appropriate responses. Each page guides students through calming strategies, including taking deep breaths and using the phrase “I can handle it.” The story then shows the child successfully completing

This I felt disappointed page helps students process when they have felt disappointed and what they can do to help them calm their body when they have the feeling of disappointment. The student is able to draw what caused the feeling of disappointment and the way they like to calm. The teacher is able to write what the student says on the lines if the student is unable to write themselves. I felt disappointed is included in the Flexibility Small Group on my page.

Feeling Body Calming Strategy is used to help students realize where they feel big feelings at in their body. Do they feel a big feeling in their mouth when their jaw tightens? Do they feel a big feeling in their chest when their heart beats fast? Do they feel it in their hands when they make fists? There are many options of where students feel big feelings in their body. The student colors where they feel the big feeling in their body on the body on this page. The student then reflects on

Play with Friends: Use this visual to help peer interactions in the classroom and/or playground. Students can use the visual cues to help them remember the steps to asking peers to play with them. There are multiple visual options of possible things they can ask a peer to ask them to play with them.

Use this one page visual tool to support the common problem of what to do when one student takes a toy from another student. This tool shows three possible solutions students can choose from and what they may not do to solve the problem.

Calming Strategies Poster is used to help students choose a calming strategy that works best for them. Each choice is represented with a visual pictures so students can see the options along with hearing the teacher say the options out loud. This tool can eventually be used independently by the student once they learn what each option looks/feels like. There are multiple options that include sensory input, deep breathing, and art. This resource is included in the Flexibility Small Group on m