This is ELSA Support’s Twinkle with respect intervention. It is written for children from approximately KS2 to KS3. The Respect intervention is for a group of 6 children and is led by an ELSA or a teaching assistant. It covers emotions, relaxation, calming down techniques and learning objectives around respect. It runs for approximately 30-40 minutes, weekly for six weeks. There are lots of visuals, circle times and group activities along with lots of expression through drawing and writing. Pupils will learn about emotions along with relaxation and coping skills each session. This knowledge and these skills will help them to become more emotionally literate. The coming together of a group fosters a sense of belonging and contributes towards higher self-esteem. Every opportunity should be taken to promote belonging and friendship. This ‘Twinkle with respect intervention’ follows this structure Welcome and emotional register– welcome the pupils to the group, go over the group rules and talk about how they feel today. Warm up – This is an unrelated activity to warm the pupils up and break the ice. Activity – this is where the pupils work on the learning objective. Relaxation/Mindfulness – Teaches valuable relaxation and mindfulness skills. Review of the session – pupils talk about their learning experience. Resources – ready to print and go! Group rules Planning for 6 sessions Certificate on completion Feelings wheels 5 things you can see visual I showed respect comic strip Reach the sky visual I showed disrespect comic strip Fill your mind with colour visual Respect and disrespect cards Respect and disrespect examples worksheet Scenario sort List of characteristics Passing through visual Personal characteristic comic strip Count those breaths visual Design a poster task Scenario consequences Stand like a mountain visual What I did or said All the printable resources are included. You will also need a few other things such as colouring pens, pencils, a set of dominoes, and whiteboards and pens. The lessons cover the following: Learning objectives Lesson 1 What is respect? Lesson 2 What is disrespect? Lesson 3 I can tell the difference between respect and disrespect Lesson 4 What is self respect Lesson 5 What is respect for our environment? Lesson 6 What is respect for others?

This is ELSA Support’s Twinkle and shine self esteem intervention for young children. It is written for children from approx. 4 to 6 but could be used with 7 year olds too. The Self-esteem intervention is for a group of 4 children and is led by an ELSA or a teaching assistant. It covers emotions, relaxation, calming down techniques and learning objectives around self-esteem. It runs for approximately 30-40 minutes, weekly for six weeks. There are also tips for areas of provision to continue or reinforce the learning done in the intervention group. There are lots of visuals, circle times and group activities along with lots of expression through drawing. Children will learn about emotions during each session and will also learn relaxation and calming techniques through the ‘relaxation time’. This knowledge and these skills will help them to become more emotionally literate. The coming together of a group fosters a sense of belonging and contributes towards higher self-esteem. Every opportunity should be taken to promote belonging and friendship. This Twinkle and shine self esteem intervention follows this structure Welcome and emotional register– welcome the pupils to the group, go over the circle time rules and talk about how they feel today. Warm up – This is a song they will sing right through every session to help them Twinkle and shine! Activity – this is where the pupils work on the learning objective. Relaxation/Mindfulness – pupils are more ready to go back to class if they are relaxed and calm. This also teaches them valuable coping/relaxation skills. Areas of provision – these are suggestions to continue learning in class Review of the session – pupils talk about their learning experience and fill in their star on the building block. The pack contains the following: Twinkle and shine planning – six sessions of fully resources planning with suggestions on what to say Building blocks to self esteem – children will colour one star in at a time until they build their self esteem Circle time song – Twinkle and shine sung to the tune of ‘Frere Jacque’ Certificate for the end of the sessions I am special because I am different worksheet Butterfly visual My house Paintpot visual Family and friends game Family and friends tree Turtle shell visual Things I am good at Snowman visual Proud cloud Superhero pose visual Grow happy feelings Floating on a cloud visual Circle time rules Feelings wheel Shout outs Resources This pack contains all the printable resources you will need for each lesson. There are other easy to find items needed and each lesson plan has a list of items you will need. These things are simple such as a mirror, and colouring pencils/pens.

This is a body sensations resource pack containing lots of ways to explore body sensations linked to emotion. Included in this resource pack: 4 different skin coloured body shapes (A3 size) and 1 in black and white, each showing a blank box for writing a feeling word and a scale to scale how big the feeling is. 48 image cards 96 sensation describing word cards 48 parts of the body cards 36 colour cards for describing what colour your emotions are Condensed A4 mat for discussion about feelings, sensations , sensation words and colours. A blank sheet for adding any other sensations, body parts, colours that might be needed. Visual representation of sizes for younger children. Purpose of the resource To identify body feelings and sensations. How do we feel in our bodies when we are anxious, angry, worried, happy, scared etc? Do we feel tingly, numb, wobbly, trembly, hot, empty and so on? This resource is a way for children to tell you how they are feeling in their bodies. The image cards can be used for children to place on the body shape where they are feeling this sensation. The words could be used instead of the images in the same way. They could also be used together. This resource is set up for A3 printing. Laminate all of the pieces so you can use it over and over for different children. This is suitable for children of all ages. If laminated the child could also use a dry wipe pen to draw facial expressions associated with the feeling they have. They can mark off on the scale how big their feeling is. There are some cards at the end of this pack with some visual representations of big, medium and small for very young children. If the child is unsure of body parts spend a little time going through the cards and placing them where they go on the body. You could make this a bit of a game. ‘Where is the scalp?’ The child can put the word where they think the scalp should be. What feelings do you get in your scalp if you are angry? They might pick the fire or pick hot. They might pick prickly or a picture of a brush. There are so many ways to use this resource with children to talk about their feelings. You could even use it as an interactive display. It is A3 size so you could have the body on the wall with the cards around the body so pupils could pick one of the picture or word cards and place it with a bit of bluetak onto the body where they feel that emotion. This is such a versatile resource and I think you will use it a lot.

This includes 2 stories, a male version and a female version. The children are worried about going to school and don’t want to separate from their mum. This will help children suffering from School separation anxiety. Included in the pack: George doesn’t want to go to school Story PowerPoint (36 slides) George doesn’t want to go to school Story PDF (36 pages) Isla doesn’t want to go to school Story PowerPoint (36 slides) Isla doesn’t want to go to school Story PDF (36 pages) 11 worksheets including – My morning routine, Weird things that happen to my body, A time I felt upset and cried, A time I felt angry, A time I felt scared, Delaying tactics, What if monsters, What if bubbles, A special memory, Fun times at school, My separation plan. Booklet of questions to ask about the stories. A pre and post anxiety scale

Strength cards for older pupils. This is a huge set of cards displaying over 100 different strengths and talents. Perfect for work on self esteem. There is also a list of 30 ways on how to use them along with some useful questions on the cards and on the back of the cards. Choose one or two questions to ask the pupil. Strength cards are an amazing tool for self esteem. You don’t have to use all of the cards but I would suggest you get them all printed, laminated and use a handful you think are relevant to the pupil(s) you are working with.

This is an ELSA Secondary Anger pack of worksheets to help you support pupils who have anger issues. These are all in black and white for easy and cost effective printing. This is suitable for upper KS2, secondary pupils and adults. We also have another useful worksheet pack for secondary pupils Included in the elsa secondary anger pack Anger firework activity (11 sheets) This will help explain what happens when an anger episode is triggered The fight or flight response information Body response to anger information Useful coping strategies information Thoughts information Self talk information Anger iceberg information and worksheet Anger triggers weekly diary Anger triggers daily diary Weekly thought diary for reframing thoughts Daily thought diary for reframing thoughts CBT cycle info CBT cycle worksheet Challenging negative thinking worksheet Reflection time Anger synonyms You could put these into a pack for your pupils and make workbooks according to their needs. 26 sheets in the pack

This is a worry train express, a way for younger pupils or pupils with an interest in trains to manage their worries. It consists of a train with two carriages. The train has a window and some emojis that the pupil can stick into the window to represent how worried they are. One carriage is for the pupil’s worries. They can write or draw on the tickets. The other carriage has calming strategies. There are six to try and there are tickets for pupils to come up with their own. There are two stations to visit. The first station is where worries are talked about and decisions made on whether this worry is in their control or not in their control. They can make a plan if it is in their control(there is a sheet available for writing or drawing). If the worry is not in their control they continue to the next station where they can leave their worry at the station. The emoji can be changed at this point to perhaps a ‘happy face’. Benefits of the worry train express It is fun and engaging Pupils can offload their worries They can learn some calming strategies They can learn about control and planning They can learn to let go of their worries Pupils will learn facial expressions and some vocabulary around worries Other uses for this resource Print the PDF larger and make it up as a wall display, all the pupils in your group could add their worries to the carriage.

Resource from ELSA SUPPORT Print out the skin tone that you require. This resource has five different skin tones to suit all children. There are also 15 different sets of eyes and mouths and a set of emotions vocabulary flash cards. Laminate all the pieces and keep in a zipped bag for convenience. The aim of this resource is for children to begin to recognise facial expressions and talk about their feelings. It is excellent for children on the autistic spectrum. This resource is also very good for early years settings and can be put into an area of provision, allowing children to experiment and make different faces. Can they match the eyes to the mouth? Can they tell you what the expression is that they have made? Parents would also find this resource helpful for their preschool children. Questions you could ask – can you make me a ‘angry face’? What would ‘angry’ eyes look like? What would ‘sad’ eyes look like? Can you make me a ‘sad face’? Also use other vocabulary such as ‘miserable, frustrated, terrified, proud’. There are so many possibilities for working with this resource. The cards could be used as a matching pairs game. Lay out all the cards and ask a child to choose a mouth and eyes that match – name the emotion. Use the face (laminated) for drawing emotion faces. Put it alongside a mirror so children can make faces themselves. Use the angry eyes and mouth to discuss anger and how to recognise when they are becoming angry. What makes them angry? What could they do when they are angry? Pick an emotions flashcard(included with the pack) and make the appropriate face.

The intervention Who is if for? This Anxiety and Worries Group intervention is for a group of up to six children and is led by a teaching assistant. The focus age range would be 7 to 11, although older pupils would probably benefit from this intervention. Children who worry a lot would be a good focus group for this intervention. It runs for approximately 40-60 minutes, weekly for six weeks. What does it cover? This Anxiety and Worries Group intervention covers emotions, relaxation, calming down techniques and learning objectives around anxiety and worries. Children will learn about emotions during each session and will also learn relaxation and calming techniques through the ‘relaxation time’. This knowledge and these skills will help them to become more emotionally literate. The warm-up games teach a variety of skills such as co-operation, team work, taking turns, communication skills, friendship, self-esteem and confidence. The coming together of a group fosters a sense of belonging and therefore raises self-esteem. Every opportunity should be taken to promote belonging and friendship. Relaxation exercises will help children to manage their anxiety and these are visited each session. Information on Anxieties and worries It is important to mention that anxiety is such a big problem and affects people in different ways and at different things. Sometimes there appears to be no reason for the anxiety. This intervention is about giving children the knowledge to help themselves and to gain a little understanding about what anxiety is. It is NOT about fixing children’s problems but about supporting them through their problems. Anxiety work needs to be done by professionals who have training in counselling or psychology. An ELSA or TA can offer knowledge and support and it is important that this line is not crossed and boundaries are clear. By giving children the self-awareness, knowledge and some relaxation skills you are empowering them to help themselves cope. If you are ever worried about a child then please do refer them on to professional services so they can get the help they need. What’s included in the pack? A planning booklet with 6 session plans. Circle time rules Warm up games for circle-time Assessments Emotion wheels Emotion wordmat Certificates Five Star Breathing poster NEEDS to know Poster Emotion cards NEEDS to know cards Anxiety physical symptoms cards Where in your body worksheet Anxiety cards Coping strategies poster Worry tree Thought bubbles (ants) Changing those thoughts worksheet Zap anxiety poster My Five a day plan ELSA/Teaching Assistant notes

We are excited to introduce our ADHD Positive Character and Strengths Cards, designed to celebrate and nurture the unique qualities of pupils with ADHD. These cards highlight the positive traits and strengths that make each pupil special, helping to build self-esteem, confidence, and a positive self-image. Please note that these cards could be used with any child. Lots of children are undiagnosed ADHD so these cards may help to give you evidence towards diagnosis. Included in the ADHD Positive character and strengths cards: 56 cards (ideas for traits given by practitioners with ADHD or with personal experience of ADHD). 10 ideas on how to use the cards These cards serve as daily reminders of their strengths, such as creativity, problem solving, and resilience, shifting the focus from challenges to capabilities. By regularly acknowledging and celebrating these qualities, pupils begin to see themselves in a more positive light, fostering a sense of pride and self-worth. The consistent reinforcement of their strengths helps to build confidence, encouraging them to embrace their individuality and approach new situations with a positive mindset. This shift in perception not only enhances their self-esteem but also empowers them to use their strengths in overcoming obstacles and achieving their goals. The cards are 8 to an A4 sheet of paper. If you want bigger cards use your print settings to print onto A3. This might depend on the age you are working with. Suitable for all children. Children love to learn BIG words and with this pack they can certainly do that. One of the ideas in the pack: Create a Personal Strengths Book Help the pupil create a scrapbook of their trait cards, combining them with pictures and stories that highlight their strengths.

This game consists of: A game board Star cards Bingo boards Social skills questions (3 questions on 18 cards, 54 questions altogether) Friendship questions (3 questions on 18 cards, 54 questions altogether) Self-esteem questions (3 questions on 18 cards, 54 questions altogether) Emotions questions (3 questions on 18 cards, 54 questions altogether) Instructions You will need a die and a counter for each child. The game can be played with a group of children or you can just use the cards for working one to one with a child. You could also use the cards during whole class circle time activities. The game will promote the following skills: Turn taking Sharing Speaking Listening Friendship skills Social Skills Emotional awareness Self-esteem Resilience Fairness Co-operation Peer learning

This growth mindset intervention can be run as a whole class, or group. The lessons will take 40 mins to an hour and are suitable for children from about 7 years old. Learning Objectives: M – I understand how making MISTAKES can help me learn. I – I understand how seeing success can INSPIRE me. N – I understand the importance of the words ‘NOT YET‘. D – I understand what it means to be DETERMINED. S – I can celebrate SUCCESS and understand how that makes me feel. E – I understand that EVERYONE is different but that EVERYONE has the potential to succeed. T – I know how important it is to THINK positively and have a ‘can do’ attitude to learning. Included in the pack: 7 lessons, each corresponding to a letter from ‘MINDSET’. ‘A mistake that made my brain sparkle and grow’ worksheet. ‘Who inspires you? Who is your hero?’ worksheet. ‘My Goal’ worksheet ‘Questionnaire’ and ‘Bookmarks’. ‘What have you been successful at?’ worksheet. 2 different puzzle pieces Everyone is different poster Display heading Rubbish bin/Treasure chest Positive/negative cards for sorting Mindset certificate 7 Posters 'Mindset'

These are our unwind the mind activity mats. These mats are a combination of working on the particular topic – e.g. be brave and mighty and relaxation activities through refocusing attention. There are puzzles, mindful colouring, drawing, creating patterns and a little writing. You can print them A4 but also if you want them bigger, use your printer settings and print them on A3 paper. These are suitable for KS2 and most of them for secondary too. These unwind the mind activity mats are perfect for Before or after SATs or tests Ending your session Beginning your session Morning routine whole class activity When things are winding down at the end of term Calming corners Homework Transition times Any stressful situations We have the following 10 mats along with answer sheets where needed Be joyful Be mindful Be calm Be positive Be brave and mighty Be kind Be caring to yourself Be determined Be friendly Be proud Benefits of unwind the mind mats Both puzzles and mindful colouring are calming activities that can help children relax and unwind after a busy day or during stressful times. Engaging in these activities encourages deep breathing and fosters a sense of peace and tranquillity. Solving puzzles and colouring mindfully can act as effective stress-relief techniques for children. By focusing their attention on the task at hand, children can temporarily shift their focus away from worries and anxieties, promoting a sense of calmness and emotional well-being. Puzzles and mindful colouring require children to concentrate and pay attention to details, which can help improve their concentration and focus over time. These activities encourage children to stay engaged in the present moment, enhancing their ability to sustain attention and ignore distractions. Puzzles can provide children with opportunities to exercise their problem-solving skills and critical thinking abilities. By deciphering clues, finding patterns, and making logical deductions, children can develop important cognitive skills that are essential for academic success. Mindful colouring allows children to express themselves creatively and explore their imagination through colours and designs. It provides a non-verbal outlet for self-expression, allowing children to convey their emotions and feelings in a safe and therapeutic manner. Successfully completing puzzles and creating beautiful artwork through mindful colouring can boost children’s self-esteem and confidence. Accomplishing challenging tasks and seeing tangible results can instil a sense of pride and accomplishment in children, reinforcing their belief in their abilities. There are lots more benefits to these activity mats.

In this booklet, pupils will embark on a journey of self-discovery and connection as they learn about finding common ground, showing respect, practising inclusion, cultivating empathy, understanding the importance of friendships, recognising their own qualities that make them deserving of friends, and the power of apologising when mistakes are made. Our goal is to provide a safe and engaging space for pupils to explore these themes through activities, and discussions. By fostering a deeper understanding of friendship and the values that underpin it, we aim to empower children to build strong, supportive, and inclusive friendships that enrich their lives. There are 30 pages to the workbook. You can of course use the workbook as it is or if you just want to address certain areas then just print out those areas to work with.

ANTS Automatic Negative Thoughts game. ANTs are the spontaneous, habitual, and often irrational thoughts that creep into our minds in response to various situations and triggers. These thoughts can significantly impact our emotional well-being and overall mental health. This game will help pupils to recognise those ANTs and will help them to reframe their thinking so they are more positive. Included in the ANTS automatic negative thoughts game: Game board (print A3) Change it cards – 8 of each type of ANT – 64 in total ANTs cards – 2 sets of 8 – one with their names and one without Positive affirmation cards – 16 cards Editable ‘Change it and Positive affirmation cards’) for you to add your own if needed. This is especially relevant for secondary pupils. This is editable in POWERPOINT so please ensure you have that installed if you want to edit the cards. ANTS covered in this pack: Emotional Edna – thinks with her feelings. eg. I FEEL hopeless, I FEEL like a failure. Fortune Teller Felicity – predicts the worst outcome e.g. I can’t win the race!, I will come last! Guilty Gertrude – Uses the word should and then feels guilty – eg. I should have done my homework, I should have done some exercise. All or nothing Audrey – uses words like always, never, every. Eg. I always lose, I never have anyone to play with. Blaming Barry – blames everyone else – eg. It’s your fault I slept in, It’s your fault I feel angry! Mind Reader Mavis – thinks he can read other people’s minds – eg. He must be laughing at me, I know she hates me! Labelling Lawrence – calls himself and others names – eg I am such a loser, She is such an idiot! Negative Nancy – ignores the positives and only sees the negative – I only came second in the race, I only got one sticker today.

Included in the pack: Assessment sheets Emotion fans Circle-time rules Relaxation booklet Planning Booklet Sentence stems Heart worksheet Kindness checklist activity Growing happy feelings activity Rainbow of Strengths Strength cards Wishing wall Puzzle piece

This intervention is written for a group of four pupils and is led by an ELSA or teaching assistant. It covers emotions, relaxation and lessons around worries. It runs for approximately 40 minutes. This intervention is aimed at 5 to 7 year olds. This intervention follows this structure Welcome and emotional register– welcome the pupils to the group, go over the circle time rules and talk about how they feel today. Activity – this is where the pupils work on the learning objective. Relaxation/Mindfulness – pupils are more ready to go back to class if they are relaxed and calm. This also teaches them valuable coping/relaxation skills. Review of the session – pupils talk about their learning experience. There are lots of resources in this pack and LOTS of visuals to help children to understand. Lesson objectives Lesson 1 – I can tell you what a worried face looks like Lesson 2 – I can understand how worries can make my body feel uncomfortable Lesson 3 – I can tell you if my worry is a BIG or a SMALL worry Lesson 4 – I can understand how my thoughts can make me feel uncomfortable Lesson 5 – I know some ways to calm myself down Lesson 6 – I can park my worries and make a plan

This is our Coping skills toolkit for emotional regulation. Perfect for ELSA Support. There is a handy little pouch and lots of resources that will help pupils with their emotional regulation. Each pupil could be given one of these. Go through the cards and decide which emojis to put in and which calming cards to put in. Each pupil could have their own bespoke toolkit. Included in the coping skills toolkit 24 Emoji face cards 33 Coping, calming and mindfulness cards Worry tree card Circle of control card Affirmations card Anger feeling words and physical sensations card Sadness feeling words and physical sensations card Anxiety feeling words and physical sensations card Scared feeling words and physical sensations words Self care for wellbeing card All these resources are in one handy file so you can print what you need.

This intervention is written for a group of six children and is led by an ELSA or teaching assistant. It covers recognising, labelling and expressing the six basic emotions. It is written for children from 4-7 but could also be useful for children with autism or special needs. The sessions last for approximately 40 to 60 minutes. The intervention covers the six basic emotions of happy, sad, angry, scared, surprised and disgusted. A pre and post assessment is filled in by the class teacher at the beginning and end of the intervention. The assessments we use are enclosed with this pack. These assessments cover other areas of emotional literacy and social skills but are a good indicator of any other problems that the child may have. Please choose which ones you want to use. You may have other generic assessments that you use but it is important to try and track progress however you choose to do it. Often when a child takes part in this type of intervention other skills are developed too. For example social skills, sharing, co-operating, teamwork and self-esteem to name a few. It is a good idea to keep a book, like a learning journey to stick the children’s work in. This is a brilliant way of sharing with parents and teachers things that the children are doing with you. All the paper resources are included in this pack. You will need a large sheet of paper for week 6 and a cuddly teddy and hoops for week 2. Learning objectives are as follows: I can recognise and name the six basic emotions I can understand the reasons why I might feel different emotions I can give examples of when I felt happy and sad I can give examples of when I felt angry and scared I can give examples of when I felt surprised and disgusted I can tell you about some of the physical sensations I get when I feel an emotion

This is a Primary School Memory Book for Year 6 children to work on independently. This year children probably won’t get the chance to do transition work like they normally do so this booklet may help to remember the good times at Primary before moving onto Secondary School. There are 69 pages in the book which is in colour and in black and white. So many areas covered. You might want to choose the pages to print off or you might want to print them all out.