This is a self assessment for children about their social skills. It may help you to see where they think they are at in terms of their own social skills. Good to do before and after work on social skills or friendships.

Simple activity book for children to fill out information all about themselves. Why do you need this? A teacher might need a very simple activity book for children to help them become familiar with basic personal information, such as their name, address, school, and teacher’s name. This activity promotes literacy skills, reinforces memory of personal details, and encourages fine motor skills through writing and cutting and sticking pictures. How and when might you use this? Teachers might use a simple activity book like this at the beginning of the school year, especially with younger children or those who need extra practice with basic personal information. It can be done individually or in small groups, providing an opportunity for teachers to interact with students one-on-one and assess their understanding of personal details. The activity can also be integrated into literacy lessons, promoting handwriting skills and reinforcing memory of personal information. What is included? 14 page booklet. Pages included are: · Title page to draw a self-portrait · Name writing practice · My address · My school · My teacher · My birthday · Eye and hair color · My family · My favourite things · My achievements

Worksheet for children to think what they imagine their anger to look like. Young students may sketch angry monsters or dark storm clouds. Older children may draw more abstract manifestations with flames or jagged lines. Why do you need this? Drawing their anger allows children to visually represent their emotions, providing a concrete and tangible way to express their feelings. Creating their own visual interpretation of anger allows children to express themselves in a nonverbal manner. This can be especially beneficial for students who may struggle to articulate their emotions verbally. How and when might you use this? These worksheets could be used in a variety of ways: · At the beginning of the school day or during transitions, teachers can have students complete the worksheet to check in with their emotions. · During PSHE lessons students can draw what their anger would look like as they learn about different emotions and strategies for managing them. · After conflicts or disagreements among students, teachers can use the worksheet to facilitate discussions about anger and its expression. · Small group work where the children discuss and reflect on their anger and coping strategies they use. · During counselling sessions with children who are struggling with anger or emotional regulation. · Teachers can integrate the worksheets into art activities to combine creative expression with emotional exploration.

Poster to support children in grounding themselves when they are suffering with severe anxiety. Why do you need this? If your anxiety reaches a debilitating level, it can be helpful to ground yourself in the present moment. You can do this by thinking about your surroundings using the 5 senses. This poster encourages just this by reminding children to name 5 things they can see, 4 things they can touch, 3 things they can hear, 2 things they can smell and 1 thing they can taste. How and when might you use this? This might be used in a variety of ways: · During relaxation and mindfulness exercises. · To support children who struggle with transitions to new activities. Before transitioning to a new task children can be reminded of this calming strategy. · In the moment when a child is suffering with heightened anxiety or stress. · During counselling sessions to support students in exploring their anxiety and developing coping strategies. · During class circle time as a discussion about the importance of self-regulation and managing emotions. What’s included? 1 PDF poster

In this worksheet children can write their worries down in the jar to try and help alleviate some of the associated stress and anxiety. Why do you need this? By externalising their worries onto paper, children may feel a sense of relief and reduced anxiety, as they no longer carry the burden of their worries alone. It encourages children to identify and articulate their worries, which is the first step towards finding solutions and coping strategies to address them. How and when might you use this? This worksheet can be used in a variety of ways: · During counselling sessions this worksheet can be used to facilitate discussions with students who may be experiencing anxiety or stress. · Small group activities to promote peer interaction and mutual support for those suffering with anxiety or worries. · PSHE lessons focused on emotional expression, stress management, or coping strategies. · As part of a mental health curriculum the worksheet can be used to teach children about the nature of worries and fears, as well as strategies for managing them effectively.

Worksheet for children to think about the consequences to not following the rules in the classroom. Why do you need this? The worksheet provides a structured way for the teacher to clarify and reinforce classroom rules and expectations. By outlining the potential consequences of not following these rules, students gain a clearer understanding of what is expected of them. Encouraging students to think about the consequences of their actions fosters self-reflection. By considering the potential outcomes of not following rules, students become more aware of their behavior and its impact on themselves and others. How and when might you use this? This worksheet could be used in a variety of ways: · At the beginning of the school year to introduce and discuss classroom rules. · As a review activity to reinforce classroom expectations. · In partner and small group work, children can collaborate together discussing their reasoning and justifying their decisions to one another. · As a reflection tool following a behavior incident to allow children to identify and evaluate their actions. · As part of social-emotional learning for lessons focused on managing emotions and behaviors. What is included? Included is a 2 page worksheet

Poster reminding children that what we say, think and feel are all connected and each affects the other. Why do you need this? The cognitive triangle helps students understand the relationship between their thoughts, emotions, and behaviors. By visualising this connection, students can better comprehend how their thoughts can influence their feelings and actions, leading to increased self-awareness and emotional regulation. Incorporating the cognitive triangle into classroom discussions and activities supports social-emotional learning by teaching students important skills related to self-awareness, self-management, and responsible decision-making. How and when might you use this? This activity could be used in a variety of ways: · During lessons on emotions, stress management, or conflict resolution, the teacher can reference the cognitive triangle poster to facilitate discussions about how thoughts, emotions, and behaviours are interconnected. · In counselling sessions the cognitive triangle poster can be used as a visual aid to help students understand the relationship between their thoughts, emotions, and behaviours. This can support students in developing self-awareness, self-regulation, and problem-solving skills. · When addressing challenging behaviours in the classroom, the teacher can refer to the cognitive triangle poster to help students recognise the connection between their thoughts and actions. · As part of a PSHE curriculum, the teacher can integrate the cognitive triangle poster into lessons focused on self-awareness, self-management, and relationship skills.

A social story to encourage children to tidy up without fuss when their teacher instructs them to do so. The point of a social story is to use a patient and reassuring tone to teach children about social situations in a way that can be easily understood. Social stories can be useful for any child who is struggling to understand a situation or concept or needs help to understand a social skill or social cue, expectations, perspectives, common responses or is troubled about an upcoming event but social stories are particularly useful for children on the autistic spectrum for whom social cues can be challenging and who often suffer anxiety if they do not know what to expect from a situation. These books should be used over and over to reinforce the point so I would suggest either putting the pages into a display book or laminating and binding them. Clipart images courtesy of Kari Bolt Clip Art

Book for children to fill in all about themselves including pages for photos and achievements. This is particularly useful for children with low self-esteem or an insecure sense of self. Why do you need this? Children can express themselves creatively by decorating the book, adding photos, and writing about their thoughts, feelings, and experiences. This encourages self-expression and helps children develop their voice and identity. Focusing on their achievements, strengths, and positive qualities can boost children’s self-esteem and confidence. Celebrating accomplishments, big or small, reinforces a positive self-image and encourages children to value themselves. How and when might you use this? This activity can be used in a variety of ways: · At the beginning of the school year as an ice-breaker activity. · PSHE lessons focused self-awareness and self-esteem. · Counselling sessions for children who struggle with low self-esteem or insecurity. · During small group work where children can share their books with each other and celebrate each other’s achievements. What is included? 11 page booklet including a front page to draw a self-portrait, my favorite things, my home, my family, what I want to be when I grow up, my birthday, my hobbies, my handprints, photo pages and my achievements.

Thermometer showing increasing levels of anger and then with a space to think about what things make them feel that angry and how they can calm themselves down at different levels of anger. Clipart images courtesy of Kari Bolt Children’s Illustrator

Worksheet in which children think about different positive and negative thoughts they might have when they are feeling angry. Why do you need this? To help children develop emotional intelligence and self-awareness. By reflecting on their thoughts and emotions during moments of anger, children can gain insight into their own mental processes and learn to recognise patterns in their behaviour. This can empower them to manage their emotions more effectively, identify triggers for their anger, and develop healthier coping strategies. Additionally, it provides teachers with an opportunity to open up discussions about emotions and problem-solving skills in the classroom. How and when might you use this? This resource could be used in a variety of ways: · Guided group activities - you could provide prompts or examples to help children identify positive and negative thoughts associated with anger. For example, positive thoughts might include “I can calm down” or “I can talk about how I feel.” Negative thoughts could include “Nobody understands me” or “I’ll never get what I want.” · 1:1 individual reflection - children can reflect on their own experiences with anger and fill out the worksheet independently. Encourage them to be honest and open about their thoughts and feelings. · Group discussion - After completing the worksheet, facilitate a group discussion where children can share their responses if they feel comfortable. This can help normalize the experience of anger and provide opportunities for peer support and learning.

Worksheet that explains how the act of smiling sends chemicals to your brain which makes you feel happier. Children can draw or write about some funny things they can think about that would make you smile. Why do you need this? Teaching students about the science behind smiling reinforces the concept of positive psychology. Understanding how simple actions like smiling can affect mood empowers students to take control of their emotional well-being. Learning about the connection between smiling and happiness helps students understand how they can regulate their emotions. By practicing smiling, students can proactively boost their mood and cope with negative emotions more effectively. How and when might you use this? This worksheet could be used in a variety of ways: · During early morning work teachers can discuss with children the impact smiling can have on mood, encouraging students to share their thoughts and experiences. · As part of PSHE lessons on emotions and well-being. Students can explore the connection between smiling and happiness as part of their learning about emotional regulation and self-awareness. · During health and wellness lessons, teachers can discuss the physiological effects of smiling on the brain and body. · As a positive behavior reinforcement tool. · During relaxation and mindfulness lessons about stress relief and the power of positive thinking.

Worksheet in which children can think about things other people can do for them to help them calm down when they are in a heightened emotional state and also the things other people might do that make them feel worse. Why do you need this? Encouraging children to reflect on effective coping strategies empowers them to regulate their emotions constructively. By identifying supportive actions from others, children learn to seek help and utilize resources to manage their feelings effectively. The worksheet fosters social awareness and interpersonal skills by prompting children to consider how others’ behaviours impact their emotional well-being. Recognising supportive actions versus unhelpful behaviours enhances empathy and communication skills in social interactions. How and when might you use this? This worksheet could be used in a variety of ways: · During early morning to start the day by discussing strategies for managing emotions and supporting each other. · As part of PSHE lessons focused on emotional regulation and social skills development. · During conflict resolution to help students identify behaviours that contribute to emotional escalation and those that promote de-escalation and resolution. · During counselling sessions to help students reflect on their emotional triggers and coping strategies. · For behavioural intervention plans for students who struggle with emotional regulation. Use it as a tool for identifying triggers and proactive strategies to prevent escalation, as well as supportive actions from peers and adults.

Worksheet in which children can reflect on their emotions and draw or write about the things that made them happy, sad, angry or anxious throughout the week. Why do you need this? Understanding emotions is an essential social-emotional skill for children to learn. This worksheet helps children in labelling complex emotions, reflecting on their responses and finding healthy outlets. How and when might you use this? At the end of a week teachers might incorporate this into early morning work to gauge a student’s a state of mind for the beginning of the day or at the end of the day to use as a way to reflect. It may also be used in counselling sessions to help identify mood patterns and behavioral triggers. This worksheet can help to spark conversations around difficult emotions. What’s included? This worksheet has four sections titled ‘I felt happy when…’, ‘I felt sad when…’, “I felt angry when…’ and ‘I felt worried when…’. Each box contains space for children to write or draw about their emotional experiences throughout the week. They may draw things such as playing with friends, arguing with siblings, struggling with schoolwork, worrying about an upcoming test, feeling proud of an accomplishment etc

Worksheet for children to think about calming strategies and things they can do that can help them feel happy again when they are feeling angry. Why do you need this? Teaching children effective calming strategies empowers them to manage their emotions constructively. By learning how to cope with anger in healthy ways, students can regulate their emotions and maintain self-control in challenging situations. Providing children with tools to calm down and regain happiness promotes peaceful conflict resolution. When students feel angry, they can use these strategies to de-escalate conflicts, communicate calmly, and resolve disagreements without resorting to aggression or escalation. How and when might you use this? This could be used in a variety of ways: · Individual or small group work on anger management and emotional regulation. · During early morning work to start the day by reflecting on emotional well-being and planning strategies for if they become angry during the day. · During PSHE lessons focused on self-awareness, self-management and good decision making. · During counselling sessions or interventions targeting anger management. · For home-learning so that children can complete with parental guidance and involvement.

Emotions tracker that can be printed weekly to write down your emotions each day using colour coded emotions faces. Why do you need this? A weekly emotions tracker helps students develop emotional awareness by prompting them to reflect on and identify their feelings throughout the day. This fosters self-awareness and emotional intelligence, important skills for social and emotional development. Tracking emotions allows students to recognise patterns and triggers for their emotions. With this awareness, they can develop strategies for self-regulation, such as deep breathing, mindfulness, or seeking support from a trusted adult, to manage their emotions effectively. How and when might you use this? This could be used in a variety of ways: · Teachers can incorporate these worksheets into morning work to draw the colour coded face that reflects how they are feeling at the start of the day. This activity sets a positive tone for the day and allows teachers to gauge students’ emotional well-being. It can then be used for an end of day reflection to summarise their day. · Small group work where teachers can use the information gathered from the tracker to facilitate discussions. · During counselling sessions to reflect on emotions over time. · For long term monitoring to see if there are trends and patterns and to monitor the effectiveness of interventions and support strategies.

This worksheet allows children to draw a picture of a place that makes them feel happy that they can imagine themselves in when they feel anxious. Why do you need this? Drawing a picture of a happy place serves as a coping strategy for children experiencing anxiety. It provides them with a tangible tool to manage their emotions and redirect their focus to a positive and comforting mental space. Visualising and imagining themselves in a happy place can help children regulate their emotions during moments of anxiety. The act of drawing and picturing themselves in a calming environment promotes relaxation and reduces stress levels. How and when might you use this? This worksheet can be used in a variety of ways: · During social-emotional lessons focused on managing emotions, regulation, and anxiety. Students can draw their happy place and share their drawings with classmates, fostering a sense of community and empathy. · During counselling sessions with students who experience anxiety. It provides a structured activity for children to explore their emotions and coping mechanisms in a safe and supportive environment. · During mindfulness or relaxation practices.

Worksheet for children with social anxiety, they can think about what situations make them feel anxious, what other emotions their social anxiety makes them feel and what calming strategies they can use. Why do you need this? The worksheet allows children to identify specific situations or triggers that make them feel anxious. By recognizing these triggers, children can become more self-aware and proactive in managing their anxiety. Children with social anxiety often experience a range of emotions beyond anxiety itself, such as fear, embarrassment, or frustration. The worksheet prompts children to explore and articulate these emotions, fostering emotional awareness and understanding. How and when might you use this? This worksheet could be used in a variety of ways: · In PSHE lessons that focus on understanding and managing their emotions. · Following an incident of intense social anxiety as a tool for self-reflection. · During counselling sessions to support students in developing coping strategies for managing anxiety. · As 1:1 support for a child struggling with social anxiety. · This worksheet could be used proactively with students as a preventative measure to promote self-awareness and emotional regulation. What is included? This worksheet includes 3 sections in which children think about which situations make them feel anxious, what other emotions anxiety makes them feel and what calming strategies they could try.

Worksheet for children to complete at the end of the week for them to reflect on what has gone well in their week and what did not go so well. This can also begin a discussion about how they might have done things differently. Why do you need this? Teachers might use a worksheet like this to foster self-reflection and encourage students to develop problem-solving skills. It provides an opportunity for students to recognise their achievements and challenges, promoting self-awareness and accountability. By reflecting on what went well and what could be improved, students can set goals and strategies for self-improvement. Additionally, it can help teachers identify any recurring issues or patterns in students’ experiences, allowing them to provide targeted support and guidance. How and when might you use this? Teachers might use this worksheet as part of a weekly reflection routine, perhaps on a Friday afternoon or at the end of the school week. It provides students with a structured opportunity to pause and reflect on their experiences and accomplishments throughout the week. By discussing what went well and what could have been improved, teachers can facilitate meaningful conversations about goal-setting, problem-solving, and personal growth. This reflective practice encourages students to take ownership of their learning and behavior while fostering a positive and proactive mindset.

Thermometer showing increasing levels of anxiety and then with a space to think about what things make them feel that anxious and how they can calm themselves down at different levels of anxiety. Why do you need this? The Anxiety Thermometer worksheet helps children become more aware of the intensity of their anxiety by categorising it on a scale from calm to debilitating. This self-awareness is crucial for developing emotional intelligence and understanding the range of emotions they experience. By writing examples of when they have felt each level of anxiety, children can identify specific triggers or situations that lead to different levels of anxiety. This understanding allows them to anticipate and manage their responses more effectively in the future. How and when might you use this? This worksheet could be used in a variety of ways: · In lessons on social-emotional learning to help students identify and understand the different levels of their anxiety and practice coping strategies. · Following an incident of intense anxiety as tool for self-reflection to identify their anxiety level and reflect on how they managed their emotions. · During counselling sessions to support students in exploring their anxiety triggers and developing personalised coping strategies. · As 1:1 support for a child struggling with social anxiety. · During circle time discussions focused on emotions and self-regulation. What’s included? The worksheet features a color-coded thermometer bar ranging from “calm” up to “debilitating”. Five stages of anxiety are delineated including calm, mild, moderate, severe, and debilitating. At each level, students give examples of things that would trigger those feelings for them. Next, children self-strategise the best ways they can calm down at each anxiety level such as take deep breaths, hug a stuffed animal, positive self-talk, or write down your feelings