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Five Ways to Teach Kids the Importance of Self-Care

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Five Ways to Teach Kids the Importance of Self-Care

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11 Simple Self-Care Habits for Kids | Parenting Tips & Advice

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Creating healthy habits of rest at a young age empowers kids to continue to be resilient in all life brings. Here are 11 easy strategies to help kids practice self-care.

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An Adolescent Mental Health and Wellness Curriculum

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An Adolescent Mental Health and Wellness Curriculum

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11 Self-Care Tips for Teens and Young Adults

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11 Self-Care Tips for Teens and Young Adults

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11 Self-Care Tips for Teens and Young Adults

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Teens and young adults are more anxious, depressed and lonely than ever. Methods of self-care can really make a positive difference in their lives.

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6 Simple, Low-Cost Ways to Promote Student Self-Care

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6 Simple, Low-Cost Ways to Promote Student Self-Care

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As students reach the middle and high school years, managing increasing academic and personal responsibilities alongside rapid developmental changes can be challenging-and sometimes overwhelming.

For many tweens and teens, prioritizing mental health and wellness is often the last thing on their minds.

"Adolescents face social, emotional, and hormonal changes, often with little or no guidance," writes high school math teacher Ty'ara Jones. As they begin to transition into adulthood, they're often "unsure of what they're experiencing both mentally and physically. Sometimes they're afraid and confused. Some don't know how to 'properly' express themselves, so they bottle their emotions, only to become overwhelmed."

Schools can help support students by providing spaces for them to decompress and release stress throughout the day, even if it's just for a few minutes between classes, says high school counselor Lisa Carr.

"It's challenging for kids to fit in self-care," Carr says. "I ask my students, 'when are you doing things that make you happy and bring you joy?' That can be something they struggle with-they've got to study, they have an internship, they have to stay after school for practice. So even 10 minutes to work on a puzzle with a friend or do some coloring, that's a break from the stress of their day, and that can have an impact."

These sorts of initiatives increase feelings of school connectedness and help foster a nurturing and supportive school environment. Students who felt connected to adults and peers at school, according to a recent report from the CDC, reported feeling sad or hopeless less frequently and were less likely to consider suicide than their peers who felt isolated or alone.

"School connectedness is a key to addressing youth adversities at all times-especially during times of severe disruptions," says Kathleen A. Ethier, director of the CDC's Division of Adolescent and School Health. "Students need our support now more than ever, whether by making sure that their schools are inclusive and safe or by providing opportunities to engage in their communities and be mentored by supportive adults."

Here are six inexpensive, low-lift initiatives designed to offer students opportunities to connect with adults and peers in ways that prioritize self-care and wellness:

Communal Coloring: Hanging large sheets of paper for coloring murals allows students to work together and connect through art-and because it's on paper, they can start fresh throughout the year.

After seeing the effectiveness of this stress-relieving strategy with students at a local college, and with permission from her principal, Carr placed a coloring mural in the hallway near the cafeteria in her school building.

"I remembered a mural hanging up in a residence hall," she recalls. "It was really popular. When students got out of classes, they would go and color. It was a great community builder-you'd have students who were standing there coloring alone and they'd start talking to other people."

The mural had a similar effect at Carr's high school. A few envelopes taped to the wall hold markers and colored pencils that students can use to contribute between classes, or even between songs at the homecoming dance. Educators can join in the fun, chatting with students about their additions and color selections or by coloring in a panel or two themselves.

Kindness Rocks!: A few basic materials can turn simple rocks into encouraging and supportive messages and reminders for students to find around campus.

High school counselor Ryan St. John organized a 'Rock On, Keep On' event, inviting students to congregate in an open area-the school foyer, for example-during lunch or other free periods to paint motivational messages on landscaping rocks.

The activity, hosted during Suicide Prevention Month, provided an opportunity for students to mingle and enjoy themselves, while encouraging them to practice empathy and support mental health and well-being. "There are startling and sobering statistics showing 19 percent of high school students in the U.S. have seriously considered suicide," St. John says in Spotlight News. "That is one in five students walking the halls of our high school. It is a statistic that deserves more of our collective attention."

Students produced over 200 painted rocks during the event, with messages ranging from "Never give up" to "You are not alone in your struggles. It may seem dark right now, but that is temporary. Someone loves you. You are strong. There is hope."

Motivational Messages: Handwritten notes from teachers can have a powerful impact on students, helping them feel seen and valued. Similarly, small notes of encouragement that students can take for themselves or deliver to a friend help foster a sense of caring and community.

The biggest lift is at the start: You'll need to spend a bit of time jotting positive affirmations on Post-It notes. Educator Olivia Gordon, for example, writes encouraging messages like, "Have an awesome day," "Wherever life plants, you bloom," "Be brave," and "Live the life you love." Stick them on a bulletin board or poster board in a high-traffic area inside the school building, and consider providing additional Post-Its and markers along with a sign-"Take What You Need, Leave What You Can"-so passersby can contribute additional inspirational phrases.

Puzzle Party: Placing puzzles in communal spaces where students gather offers a low-stakes opportunity for kids to decompress for a few minutes during the school day.

In the reception area of the counseling center at Bethlehem Central High School-where students check in for counselor appointments-several puzzles are set up at a large table for kids to work on while they wait. Once they leave, other students can jump in to add a few pieces to the puzzle. The initiative, which began with a few puzzles purchased from The Dollar Store, became so popular that students started bringing in their own puzzles from home, Carr says.
Courtesy of Lisa Carr
Working on a puzzle has similar benefits as meditation, says licensed clinical psychologist Michelle McCoy Barrett in Popsugar. Solving puzzles can help relax the mind and body, she says, "decreasing stress, and even slowing your heart rate and lowering your blood pressure."

Balance Through Bubbles: Though deep breathing and mindfulness exercises using bubbles are typically targeted toward earlier grades, older kids aren't immune to the calming effect of gentle bubble blowing-especially at stressful times, like right before midterms or finals.

Instruct students to inhale while imagining they are a bubble, writes elementary school counselor Keri Powers. "Focus on your body being filled with air. As you blow out, feel your body relax, letting your thoughts about the past and future float away, just like a bubble floats. Focus simply on your present feelings and thoughts about the current moment."

Since bubbles can get sticky or spill, setting up a station staffed with an adult outdoors or on a tarp can help minimize the cleanup and ensure things don't get too messy.

Collective Graffiti Wall: Hang several poster-board size sheets of paper in the school hallway and invite students to use them as a graffiti canvas. They'll quickly transform it into a vibrant art display using nothing more than colored markers, an interesting prompt, and their imagination.

Graffiti walls are sometimes used in classrooms as an alternative to reading logs -a space for students to jot down quotes that resonate with them-but when placed in school hallways or other communal spaces, they can become a space for students to express themselves, ponder engaging questions, and interact with peers.
Courtesy of Lisa Carr
Try a low-stakes prompt like "What TV or movie characters do you wish were real? Why?" or a seasonal question like "What's something that you're thankful for?"

To protect the graffiti wall from being vandalized, consider storing the markers in the front office or a nearby classroom where students will have to come in and request one to add an answer, Carr suggests. And keep a bottle of white-out handy to cover up unwanted additions.

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6 Simple, Low-Cost Ways to Promote Student Self-Care

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As students reach the middle and high school years, managing increasing academic and personal responsibilities alongside rapid developmental changes can be challenging-and sometimes overwhelming. For many tweens and teens, prioritizing mental health and wellness is often the last thing on their minds.

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Self-Care Is Important! Tips & Plan Template

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Self-Care Is Important! Tips & Plan Template

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Self Care: What It Really Is | Susannah Winters | TEDxHiltonHeadWomen

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As schools and families continue to grapple with the continuing Covid pandemic, one thing we know for sure: This coming school year won't be business as usual. Nor should it be.

The changes and losses we've experienced during this pandemic have been hard to handle, overwhelming at times. And, as is too often the case, they've been disproportionately devastating for poor families and families of color. And now the uncertainty around when this will all be over, how we will transition out of it, is wearing on people. It's uncomfortable and brings with it further anxiety, stress, and exhaustion.

Young people are absorbing all this, both the deep losses and the changing moods of the adults in their lives. Some are also struggling with new responsibilities, uncertainty, isolation, and grief.

As we move into the new school year - whatever that might look like - self-care for us, the adults, is key so we can stay strong and healthy ourselves to support our children at this time. Self-care may also be one of the most important things we can teach young people at a time like this. Part four of our series of activities for the corona age explores self-care practices for all of our K-12 students, from the youngest to the oldest. Below, we provide ideas for helping students develop the key self-care practice of positive self-talk.

About Self-Care With Students

In the process of engaging young people in social and emotional learning (SEL) and mindful awareness practice, we naturally begin to teach them about self-care. One of the core competencies of SEL is "self awareness." With increased self-awareness, students can begin developing practices and skills that they can employ to take care of themselves. This can include learning how to center themselves, stay grounded and present, calm themselves down, gain insight and perspective, and decide on possible next steps to meet their needs - all while recognizing and respecting the needs of others.

Rather than telling young people what to do and how to do it, our goal should be to support students in cultivating the awareness, skills and practices that they find useful. They need to be able to make their own choices in the moment about how to handle themselves and the situation at hand - whether we, as adults, are around or not. Building on the activities already shared in our Covid-19 series (especially those around recognizing and naming to tame our feelings so as not to be overwhelmed or controlled by them) the activities below support young people in further developing their capacity for self-care, through self-talk.

Before we continue, you might consider the tree of contemplative practices created by the Center for Contemplative Mind in Society. Consider the multiple branches as ways to practice different kinds of self (and community) care and healing.

Think about your own practices. What has worked for you? How did you come to that practice? Now think about your students, their life experiences, their personalities, and who they are in the world. What might work for them? Have you asked? Have you given them opportunities to try different ways, to share practices that have worked for them perhaps?

Consider this series on self-care as a joint exploration with your students so that you can all learn together.

Introducing Students to Self-Talk and the Brain

Self-talk is one of many self-care practices that can help us and our students both prevent and respond to stress. (See our units on intentional breathing practices and music ( K-2, 3-5), two other self-care strategies that can help us deal with stressful times.)

Self-talk is a powerful tool that can help us get through challenging situations and create some distance from them. It can even enable us to rewire our brains! While we used to believe that our brains were fixed in adolescence, in recent years neuroscientists have discovered that we can continue to grow and (re)shape our brains well into old age. It's what's referred to as neuroplasticity.

Say you're a complainer. You're always looking for what's wrong with a person or situation. You might be beating up on yourself. Not only does this negative outlook impact how you feel, your accompanying thoughts manifest as a neural pathway in the brain. And as you travel down this negative path more and more often, new connections between neurons are created to facilitate this particular thought process. Eventually the pathway may even be insulated, through a process called myelination, which further increases the speed with which these neurons fire together.

But if instead you turn your thoughts to what's good about a particular moment, a different set of neurons start to fire together. With practice, the connection between them is strengthened and a new neural pathway comes into being. This more traveled path becomes the default as the "what's bad about the person or situation" path is pruned back, in a process called "synaptic pruning." Over time, the physical structure of the brain is re-wired.

Rewiring the brain using positive self-talk has the additional benefit that it can help us boost our self-esteem, strengthen our emotional resilience, and, like regular breathing practices, protect us from anxiety and stress. Self-esteem in turn has been said to boost our emotional immune system.

"Negativity Bias"

From an evolutionary perspective, it makes sense that our brains are wired to focus on what's negative. It is a survival mechanism that was intended to keep early humans safe. Their more primitive brains developed systems to zero in on threat and danger, sending messages at lightning speed to their bodies to react and get to safety. In modern humans, those ancient brain systems are alive and well, even if we may not face the same dangers we did in ancient times.

This "negativity bias" spills into the classroom, in that positive and negative feedback are weighted differently for those receiving it. We are wired to experience criticism more intensely than praise. As a result, if we want to help young people develop their emotional immune systems, our feedback needs to significantly tilt towards the positive (research suggests a 5:1 ratio of positive to negative messaging).

Of course, some of this, students can be empowered to do on their own. This is where working with them on positive self-talk comes into play. Self-talk is an important tool for emotional regulation. It can help boost our confidence and belief in ourselves. It can also help us gain a more positive outlook on life and increase choices to respond to situations more effectively. Negative self-talk, on the other hand, can lead to anxiety and depression, and is more likely to narrow our options when it comes to decision-making.

Early Messages

Often how we feel about ourselves and our responses to the world around us depend on our early programming. Many of the beliefs we hold about ourselves are a reflection of the early messages we received from the people we grew up with-our parents, peers, teachers, neighbors, faith leaders, and others in the community. No matter how positive some of their messages about us may have been, we all grew up in a larger society that devalues and degrades women, BIPOC, poor people, disabled people, and many other groups who are deemed (and often referred to and treated) as "less than" by mainstream society. We can't avoid absorbing these negative messages. They surround us, everywhere, like the air we all breathe.

These messages can weigh on a person's spirit, and become a heavy emotional burden if they are not countered and dismantled. They impact how students feel about themselves and respond to the world around them. Helping students replenish their spirits, and teaching them ways to do so themselves, is crucial, especially in challenging times like these.

With awareness and practice, negative self-talk can be transformed to generate positive feelings and self-worth.

1. Positive Affirmations

As we slow down, breathe deeply, relax, and become more aware of our thoughts and feelings, we can learn to transform our negative thoughts and feelings about ourselves, our ability, and our performance. Research tells us that our thoughts are as real to the brain as what's happening in our outer lives. This is one reason why positive affirmations can be so effective. Positive affirmations work best when you:

use the present tense and the first person (as in, "I am enough," "I am lovable" or "I am a good friend")

frame them in the positive (instead of "I am not weak," try "I am strong")

speak them as if they are fact and truth (no mights, shoulds, or coulds)

repeat them confidently to yourself multiple times a day, especially before going to sleep or right before a difficult conversation or test

You can reinforce positive affirmations with physical touch. Tap the back of your hand, gently caress your arm or apply pressure to your temples as you state your affirmation. Consider positive affirmations that have four syllables (e.g. "I am calm now," "I can do this," "I am ready," etc.) so that you can squeeze your thumb and fingers together one syllable at a time, from your index finger, through to your pinky, several times over.

Modeling Positive Affirmations: We know that children learn best by example - the idea of "do as I do, not just as I say." So as the adult in the (virtual) room, it is important you let them know what affirmations look and sound like. Share some of your favorite affirmations, and talk about their impact. And if affirmations are not part of your daily practice, now is a great time to start.

Try positive affirmations first thing in the morning. It helps having a consistent time of day, to turn this into a regular, empowering self-care practice. Consider some sentence starters, like:

I ... matter, have got this, figured it out all by myself, etc.

I am ... loved, powerful, blessed, etc.

I can ... do this, sit in discomfort, make a difference, etc.

I choose ... love over fear, compassion, generosity, etc.

Also affirm your students, modeling language that they, in turn, can use to affirm themselves. Use their names and look them in the eye as you tell them:

Marissa, you matter.

You are loved, Tamir.

Rosa, you are smart.

Class/friends, you can do this, you've got this, you are persistent.

Congrats Louis. Your efforts paid off; you figured it out!

What we know is that our self-talk is shaped by the way caregivers speak to us. As an influential adult in students' lives, you can help transform their negative self-talk into more positive, affirming messages over time. That, or you can further affirm the positive self-talk they've already been practicing. Watch this short clip of three-year-old Ayaan reciting positive affirmations on his way to school. Clearly it is never too early to start.

Brainstorming and Putting Positive Affirmations to Use: If affirmations aren't part of your practice, you can choose to build one alongside your students.

Ask if they use positive self-talk in their lives. If so, what are their favorites?

Brainstorm a list of positive affirmations for all to draw on, as you all practice getting better at positively affirming yourself and others in the classroom.

Ask students what it feels like to positively affirm themselves. Accept the feelings that come up, from weird, uncomfortable, and embarrassing to happy, exciting, warm, and fulfilling, and everything in between.

Call and Response Affirmations (to start or end your lesson): Ask students to repeat after you a set of affirmations, in a call and response way, e.g.

You: "I am enough" Class: "I am enough"

You: "I am powerful" Class: "I am powerful"

You: "I am lovable" Class: "I am lovable"

Repeat a second or third time, as you see fit. As this becomes part of your classroom rituals, invite student volunteers to lead the call and response, coming up with their own positive affirmations over time.

Consider using the following video for call and response affirmations, set to music: 33 Positive Affirmations for Kids' Self-Esteem

Positive Affirmation Songs: Songs are yet another way to introduce positive affirmations into the early childhood classroom:

Sesame Street: I Wanna Be Me Song
After listening to the song, talk about what message Cecile is trying to send.

How does Cecile feel when other people are telling her how to be or who to be?

How does she feel about being herself?

Yes, I Can! | Animal Song For Children | Super Simple Songs
After listening to the song, talk about the different things the animals can do. Next, have students finish their own sentence starter: I can ... [fill in some of the things they can do].

How does it make them feel to list all the things they can do?

I Am Smart: Positive Self-Talk that gives Children Self Confidence
Consider playing this song in two parts. The first part is touches on different affirmations (called affies in the song). The second part touches on being smart.

Sesame Street: Will.i.am Sings "What I Am"
After listening to the song, talk about the different things that Will.i.am can do.

What do the animals tell him he is?

How does Will.i.am feel?

Why do you think that is?

Next, have students finish their own sentence starter: I am ...

How does it make them feel to list all the good things they are?

2. Gratitude Practice

Research shows that one way to take stress down a notch is to cultivate gratitude as a nurturing self-care practice. Practicing gratitude on a regular basis has been associated with enhanced optimism, better sleep, fewer physical ailments, and lower levels of anxiety and depression. Try it yourself so you can more authentically guide your students:

Think of something you are grateful for. It could be anything, large or small. Consider, for instance, feeling grateful for waking up in a comfortable bed, having hot water for your morning shower, or having a good cup of coffee to start your day. You might be grateful for having a job, for your family, for supportive colleagues or the students in your class. Whatever it is, direct your mind to go there.

Consider how it makes you feel. Take a few moments to sit with that feeling before moving on to the rest of your day.

Taking charge of our thoughts in this way can shift our feelings in a positive direction. Those more positive feelings can lead to a shift in behavior-we might become more calm and thoughtful, for instance. And that can result in a calmer environment in our classrooms that can lead to improved outcomes. Just imagine being grateful for those outcomes ... and feel your stress levels drop!

Modeling Gratitude: Similar to the affirmations above, modeling gratitude, showing how it's done, can help students direct their brains to go to what they're grateful for.

Gratitude Prompts: And if it's hard for students to get started on a gratitude practice consider using gratitude prompts. Some of the ones below can help students get started.

I'm grateful for [a person or persons in your life]

I'm grateful for [a pet, or animals in your life]

I'm grateful for [things in your home or in your building]

I'm grateful for [things in your yard, your street or the park]

I'm grateful for [things in your neighborhood]

I'm grateful for [things you enjoy doing]

You can focus on the senses:

I'm grateful for [something you can hear]

I'm grateful for [something you can see]

I'm grateful for [something you can touch/feel]

I'm grateful for [something you can smell]

I'm grateful for [something you can taste]

Or colors:

I'm grateful for [something blue]

I'm grateful for [something green]

I'm grateful for [something red]

I'm grateful for [something yellow]

I'm grateful for [something orange]

I'm grateful for [something in your favorite color]

Or whatever else you think students might be grateful for in their lives. You can also ask them to explain why.

A Gratitude Journal: Keeping a gratitude journal, for the older grades, is another way for us to direct our brains to go to what's going well and what we appreciate, so as to counter the negativity bias that our brains are wired for. Writing a journal in longhand can help us slow down and reflect more deeply on the things we're grateful for. Perhaps journaling before going to sleep works for some students, but keeping a journal at the start of class for a few minutes, might be another way of having students practice. And remember, like any practice, focusing on what you're grateful for comes easier with time.

Gratitude Drawing: Consider having the younger grades draw what their grateful for and maybe write a word or more to explain what they drew. Have them show their drawing to the rest of the class and explain what they're grateful for.

Create a (Virtual) Gratitude Jar: This practice can have a profound impact on your students' and classroom's well-being. Get a jar and decorate it in an appealing way. Have students share one thing they're grateful for every day. Collect all the things students are grateful for, write them on index cards, and put them in the jar. The jar will fill up with the many things your students are grateful for, while cultivating their gratitude practice. When a student is having a rough day and needs a pick-me-up, they can ask for a card or two from the jar to help focus on what's good in life. You can also have students make their own jars that they fill up themselves and are able to draw on when they need it.

Opening or Closing The Day With Gratitude: Inviting young people to reflect on what they're grateful for can be turned into a collective self-care practice. Invite students one after the other to share what they're grateful for. After everyone has shared, ask them to check in with themselves, and recognize how that made them feel. When doing this activity with groups, I often feel the energy in the room shift as smiles appear, and nodding shows how people connect to the things other people in the group are grateful for as well. It's a great way to start or close out the day.

Appreciations: You can also invite students to share what they appreciate about others in their class. Encourage them to focus on substantive appreciations that make this activity more meaningful. Instead of, "I appreciate Sam for being my friend," ask them what it is about Sam that makes them a good friend. Or when students share that they appreciate someone for their humor, ask them to talk about a specific time and how it made them feel. This kind of story-telling is an important part of building community, as well as empathy. Of course, it may take some time for students to get comfortable enough with their peers to open up. As always, as the teacher, modeling more meaningful appreciations can help push students to make theirs more meaningful as well.

Songs Focused on Gratitude and Appreciations: Songs are yet another way to introduce gratitude practice into the early childhood and higher elementary classroom. Listen to some of the following songs, then reflect on them by drawing, writing or discussing in pairs, small groups and/or the full class.
Thank You Chant | Thank You Song for Kids | Gratitude Song | Preschool Educational Videos
If You're Thankful and You Know It Song for Kids | Thanksgiving Songs for Children | The Kiboomers
The Thank You Song
Thank You | Kids Dance Music | Didi & Friends Kids Songs to Dance
What a Wonderful World, Bob Thiele and George David Weiss

Gratitude Yoga. Yo Re Me Kids combines kid-friendly affirmations with yoga practice aimed at keeping children's minds and bodies healthy.

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Self-Care: Self-Talk for Elementary School

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As schools and families continue to grapple with the continuing Covid pandemic, one thing we know for sure: This coming school year won't be business as usual. Nor should it be. The changes and losses we've experienced during this pandemic have been hard to handle, overwhelming at times.

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Re-train Your Brain With Self-Care | Dima Abou Chaaban | TEDxUNBSaintJohn

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It is a critical time for children and teenagers to learn the importance of taking care of themselves and their communities. Self-care can help kids of all ages become more introspective and aware of their physical and emotional needs. It can also prepare them to effectively handle future stressors. Even small acts of self-care and self-help can decrease stress, improve relationships, and promote wellness of the body and mind. Keep reading to learn more about self-care for kids by age from ChildSavers therapist, Holly Jones, LCSW.

How to explain and role model self-care to kids

Parents, educators, and caregivers can teach their children healthy self-care habits at any age. Adults can do so by helping children schedule self-care breaks/check-ins throughout the day, enacting daily or weekly check-ins throughout the day/week, and role modeling.We can model self-care by acknowledging your own needs as a parent. Kids often learn more from what parents do rather than what they say!

Mindful parent moment: What small step can you take towards caring for yourself today? For example, drinking a glass of water, reminding yourself of something you are grateful for, or pausing to enjoy the sound of birds chirping outside.

Helping children explore self-care

We must remember that parents' ideas about self-care might look different than their children's ideas. Notice how your child responds to suggested self-care activities (examples listed below). Trying a variety of wellness exercises will support kids in discovering what fits their needs best.

Sometimes, it can feel easier during a stressful moment to take the reins and complete a task for your child. When this happens, children miss an opportunity to build self-confidence and problem-solving skills. If a child asks you for help, consider if it is a task they could try on their own or with limited support. It might help to share an affirmation that lets them know you will be there to support them. Consider saying something like, "I believe in you. I'll be here if you get stuck, but you try it first."

Praise the child for trying something new on their own, even if it didn't go as you had hoped! Though this might be more time-consuming than completing it for them, the energy you put into this will help that child feel more confident and prepared next time.

First steps: helping kids start self care practices

Remember to start small. When it comes to encouraging kids to explore self-care on their own, consider their age and developmental level. For younger children, see if they can blow their nose, brush their hair, or get their own drink. Make sure they can access the necessary items to complete the task. If they are having a difficult time, try breaking the task into smaller steps. For middle schoolers and teenagers, see if they can wake themselves up in the morning, prepare a meal, or care for a family pet.

Movement and creative activities can provide an emotional outlet and foster connection. Activities like painting, coloring, or molding clay are less likely to feel like a chore. Music and dance can have huge positive impacts on your child's cognitive development, self-awareness, and physical health. As your child moves their body to the music, their brain releases endorphins to promote well-being and improve mood. Consider playing background music to try to balance your child's mood; if they are struggling with anxiety or frustration, play softer or more uplifting music.

Don't be afraid to get silly! Offer to let your child be the expert and have them teach you a new dance move. Sometimes families need to share a laugh together. Play a game, make a pillow fort, watch a funny movie, or try a puzzle together. Try your best to put away distractions and truly be present in the joyful moments. Having fun together helps families feel more connected and also lets you learn more about your children's likes and dislikes.

Examples of self-care for kids by age

Self-Care for Elementary Schoolers

It is important for families to carve out space for quiet time. A few minutes of singing to your child, reading a book together, or listening to a kid-friendly YouTube meditation can strengthen your connection. Particularly for younger children, consider incorporating a "slow down" time in your family's routine; this will also help train their brain to make mindful choices.

Some children respond well to having their own "calm-down box". Include items that are soothing to the senses, i.e. fidget toy, stuffed animal, lollipop, stress ball, bubble wrap, plastic snow globe, scratch & sniff stickers. When you observe them on the verge of a meltdown, encourage the child to utilize the items in the box to help regulate their emotions. It can be helpful to think of these items as "special tools" rather than for normal play. Make sure that you are encouraging the child with positive language rather than making it part of a consequence. The goal is for the child to eventually recognize on their own situations where they could use the box to calm down!

Practice your breathing by blowing on a pinwheel.

Review a few things you're grateful for that day together.

Help your child(ren) label emotions - these cards can help!

Help them understand their needs as introverts or extroverts.

Helpful self-care video: How to Create A Calm Down Box in 5 Minutes

Calm down boxes can help kids and adults of all ages regulate their bodies and minds. Katy Reynolds, LPC, CTRP-C, shows us what to put in a calm down box for toddlers and adapt the box for children of all ages.

Self-Care for Middle Schoolers & High Schoolers

'Leave it at the door' self-care exercise: Every time you enter a doorway in your home, take the opportunity to have a positive mental shift. Remind yourself to leave the past behind and stay focused on the present.

During or after a stressful event, practice a three-step, self-compassion break with your adolescent or model it for them to practice on their own. The first step is to acknowledge this is a difficult moment (i.e. "This is stressful"). The second step is to acknowledge that stress and suffering are parts of life (i.e. "Other people feel this way; I'm not alone"). The last step is to ask yourself, what can I do to be kind to myself? It might help to think about what a loved one might tell you (i.e. "May I accept myself as I am; may I be strong").

Engage the senses without a screen (phone or computer). Examples include: Lighting a candle, listening to music, playing with sand/play dough, baking something, meditating, going for a walk/run, stretching or yoga, playing a sport, eating something healthy, creating art just for YOU, etc.

Making something nice for someone else, like a friend, teacher, or family member. Sometimes doing something for others and taking the focus off of ourselves can help us like who we are as people.

Helpful Self-Care/Breathing Exercise for Middle and High Schoolers

Learning to regulate our breath and calm our bodies can be a game changer! ChildSavers therapist, Brie Jordan-Cooley, LCSW, RPT, walks us though a quick breathing exercise for kids to use throughout during stressful moments.

Additional Tools for Children's Self-Care

In addition to the activities above, we recommend exploring the following videos and resources from ChildSavers:

Every family is different. There is no one right way to practice self-care for kids by age - see what works for you. The earlier children can practice healthy self-care habits, the easier it will be for them to integrate these practices in their future lives and manage whatever stressors come their way.
Holly Jones, LCSW is a clinician on ChildSavers' School-Based Services team. She started as an intern with ChildSavers in 2016 and has provided mental health services for the past four years in outpatient, school, and community-based settings. Holly is passionate about the importance of the arts and socio-emotional learning in education. She is particularly interested in the benefits of movement, using her background in dance to assist clients in the therapeutic process. In her spare time, she enjoys exercising, cooking, and caring for animals.

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Self-Care for Kids by Age: Everything You Need to Know - ChildSavers

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It is a critical time for children and teenagers to learn the importance of taking care of themselves and their communities. Self-care can help kids of all ages become more introspective and aware of their physical and emotional needs. It can also prepare them to effectively handle future stressors.

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Elmo Manages New Emotions with "I Notice, I Feel, I Can" Video

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Elmo Manages New Emotions with "I Notice, I Feel, I Can" Video

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Elmo Manages New Emotions with "I Notice, I Feel, I Can" | Emotional Well-Being

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Small Ways to Practice Self-Care in Difficult Times

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Small Ways to Practice Self-Care in Difficult Times

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Small Ways to Practice Self-Care in Difficult Times | Andy Crisis Wisdom

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For Teachers: The Complete Guide to Self-Care

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For Teachers: The Complete Guide to Self-Care

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The Complete Guide to Self-Care for Educators

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Self-care is much more than just taking a spa day. This article provides teachers with several strategies to help enhance their overall wellness.

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Creative Ways to Teach High Schoolers Self-Care

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Creative Ways to Teach High Schoolers Self-Care

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It's 3:00am-your student is still up, fueled by caffeine, as they scramble to finish a project due in just a few hours. Their eyes burn from staring at a screen, shoulders hunched with stress and worry.

This scene is all too common among high school students today, as academic pressure and digital overload take their toll. As educators, we have the power to change this script. Beyond striving for top grades, our students desperately need skills to manage their stress, avoid burnout, and keep their minds and bodies fueled.

This is where lessons in wellness and self-care come in. Equipped with a self-care toolkit, students gain resilience to thrive in the classroom and beyond.

Read on for creative ways to teach essential wellness skills, setting your teens up for balanced, healthy lives.

Why Wellness Matters for Teens

The teenage brain is still developing, and young minds need support to cope with stress and build healthy habits. Research shows activities like mindfulness, exercise, nutrition, and sleep have profound benefits for mental and physical health. This is especially true for high schoolers navigating a pivotal life stage. As such, wellness education should be embedded into the classroom.

Through creative lessons that engage students with self-care concepts and practices, we can equip youth with the awareness and skills to de-stress and refuel. This blog shares tangible ideas to teach wellness essentials in ways that resonate with teens. You'll find interactive lesson prompts, wellness challenges, reflection projects, and more. Use these activities to empower students to create their own lifelong wellness routines.

Getting Started: Sparking Student Interest

Now that we've covered the importance of wellness education let's explore practical ways to integrate it into your high school classroom. There are two key steps to set the foundation before diving into hands-on wellness activities.

First, begin by surveying your students on their current self-care habits using a simple questionnaire. This initial pulse-check gets students thinking about wellness in their own lives. Try questions like the samples below to begin:

Next, have students research and present on the science behind wellness. Key topics include the impacts of nutrition, sleep, exercise, and mindfulness on the teenage brain. Equipped with evidence, students gain motivation to try self-care strategies.

Hands-On Wellness Activities

Once your students have a basic understanding of wellness, it's time to put knowledge into action with immersive wellness activities. These hands-on experiences allow teens to tangibly sample self-care strategies and discover practices that resonate with them. Try out these engaging lesson ideas to let your students actively experience the benefits of wellness:

Mindful breathing exercise: Guide students through 5 minutes of deep breaths to calm the mind.

Gratitude journaling: Have students reflect on 3 things they are grateful for and why.

Movement break: Play an energetic song and have students dance or do yoga stretches.

Nature walk: Take students outside and have them observe their surroundings using their 5 senses.

Self-care vision boards: Students collect images and words representing their ideal self-care routine.

Group Wellness Challenges

In addition to individual activities, group wellness challenges are a great way to build community while supporting healthy habits. When students participate in teams, they can motivate and inspire each other toward positive goals. Try these engaging wellness challenges to foster self-care skills through playful peer engagement:

Sleep tracker contest: Student teams log their nightly sleep and compete for the best average.

Step challenge: Using pedometers, teams challenge each other to walk daily steps.

Smoothie challenge: Teams create nutritious smoothies and post recipes online.

Meditation marathon: Students gather in a calm space for a 30-minute group meditation.

Gratitude circle: Students take turns sharing things they are grateful for.

Creating Personalized Wellness Action Plans

For an extended, multifaceted project, have students create wellness action plans tailored to their individual needs and goals.

Begin by having students assess their current self-care habits and reflect on areas for improvement. Guide reflection with questions like:

What are your current strengths and weaknesses when it comes to wellness?

How do you currently manage stress? What causes you strain?

Are you getting enough sleep, nutrition, and exercise?

Next, have students map out practical goals and steps they will take over the next month to improve their wellness routine. Prompts include:

What specific wellness goals will you set for yourself? Ensure they are realistic and achievable.

How will you incorporate more stress-relieving practices into your daily or weekly routine? Outline specifics.

What resources or support will you need to accomplish your goals?

How will you hold yourself accountable along the way?

Finally, have students re-evaluate their goals and progress after 2-3 weeks. They can reflect on achievements, modify goals, and set new intentions.

The practice of consciously designing and adapting a personalized wellness plan empowers students to take agency over their health. It develops self-awareness, goal-setting skills, and lifelong healthy habits.

Teaching Wellness for a Healthy life

Wellness education gives students the awareness and skills to manage stress and thrive both in and outside the classroom. This leads to greater academic engagement, success, and overall well-being. Use the lesson ideas and prompts above to integrate self-care into your high school teaching seamlessly.

Supporting students to prioritize wellness sets them up for healthy, balanced lives now and in the future. The benefits reach far beyond the classroom walls. With a strong foundation of self-care, teens develop resilience, self-knowledge, and coping tools to power them through challenges and transitions.

As educators, we have the privilege to nurture well-rounded individuals. This means equipping students not just with academic skills but with the ability to care for their minds and bodies. The lesson ideas shared above offer a springboard to get you started.

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Wellness 360: Creative Ways to Teach High Schoolers Self-Care

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Discover creative ways to teach high schoolers self-care and wellness. Help students manage stress, build healthy habits, and thrive beyond the classroom.

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Practicing Self-Care Middle School Activity

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Practicing Self-Care Middle School Activity

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Middle School Students Talk About Self-Care

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Middle School Students Talk About Self-Care

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Middle School Students Talk About Self-Care

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Finch is a virtual pet-keeping app designed to help the user practice their self-awareness and self-care skills. The player controls a small bird who will perform certain actions [...]