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Coping Calendar: Keep Calm, Stay Wise, Be Kind

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Coping Calendar: Keep Calm, Stay Wise, Be Kind

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For Youngers: Encourage them to talk about a time they may have been afraid of the dark, but eventually were able to go to bed alone. (If your child hasn't mastered this yet, choose another area of growth you've seen in him or her.)

For Olders: Encourage them to talk about what happens when they have a disagreement with a friend. What's the difference between choosing to ignore them or mustering courage to talk things through with that friend?

Concluding Your Conversation: "When we cope with something, it is no longer stressful, but when we avoid something, it takes our effort to be sure we stay removed from it."

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Help Kids Cope with COVID19 | Crisis Management Institute

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For Youngers: Encourage them to talk about a time they may have been afraid of the dark, but eventually were able to go to bed alone. (If your child hasn't mastered this yet, choose another area of growth you've seen in him or her.)

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Visual strategies for counselors, parents, and teachers. The Pixel Counselor was created by Eric Cooper, school counselor and author of Image-Based Life Lessons.

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Let's look after ourselves, and each other. - Calm Blog

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As days of isolation turn into weeks, many of us are feeling increasingly uprooted from our normal lives. In a world on lockdown, it isn't just our routines that are being disrupted, but our relationships too. Thankfully, distance doesn't have to mean disconnection.

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Welcome to our supplemental Social Emotional Learning Activities page!

As you will see below, many of the supplemental SEL activities and lesson plans include characters from our game-based, social emotional learning interventions. And when you use the online programs with your students, these activities will reinforce the learning that occurs during game play.

These supplemental resources - lessons, activities, and worksheets - are in the following SELskill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation.

These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office.
Note: Please share this page on your school website so other educators may also benefit.
Social Emotional Learning at Home

Additional Resources for Social Emotional Learning

Our classroom management plan is a step-by-step guide and includes proven strategies, tips and printables for elementary school teachers, and it covers four key components for establishing a successful, well-managed classroom.

These free downloadable posters will decorate your classroom and be great teaching resources, reinforcing social and emotional skills in your classroom and reminding students to practice their skills like emotion regulation, impulse control, empathy, and more.

Social Emotional Learning Quotes

For each of the topics below, we have curated a list of quotes. You can incorporate these quotes in your social emotional learning lessons, add them to social media images, create classroom posters, or write one on your whiteboard each day.

Need Something More Engaging And Effective For A Few Students?

Simply request a FREE Centervention educator account and start using our online programs!

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95 Free Social Emotional Learning Activities

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95 free social emotional learning activities, worksheets, and lessons to help students in elementary and middle school. Most are no-prep and ready to go.

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Zen Den | How to Make Good Choices - Mindfulness for Kids (Trailer)

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Free: Online Mindfulness Class for Kids!

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Mindful Schools has created ten free mindfulness classes for kids (as seen on CNN). Join us online - for mindful activities, mindful movement, read-alouds - and let's have fun exploring mindfulness together. Free Online: Mindfulness Class for Kids! Sign up to receive classes and mindfulness resources in your inbox.

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Talking to Kids About the Coronavirus Crisis - Child Mind Institute

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What parents and other adults can say to kids about the coronavirus COVID-19. How to answer their questions and keep kids feeling safe.

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There's no question that the Coronavirus COVID-19 is taking over our thoughts and conversations. The news of this global pandemic is everywhere - and it's unavoidable. This has left many parents wondering what they should say - and not say - to their children. Here are a few things to keep in mind in deciding what to share.
1. Kids are probably already hearing about it, whether we talk to them or not.
Kids are more attentive than we often realize. They're overhearing our conversations with other adults at the dinner table, on the phone, or out and about. Their schools are almost definitely talking about it, whether they are discussing school closures, cancelled activities, hygiene practices, or simply switching from high-fives to elbow-fives. Kids are noticing that things are different, and they've almost definitely heard the term Coronavirus.
2. When kids don't have the full picture, they will fill the details in themselves.
What we know about children is that they create narratives in their minds. In this case, a child may have limited details such as: there is such a thing as Coronavirus, people get sick, it started in China, school might get cancelled. Then a child might string those thoughts together to attempt to make sense of it. They may think, "Everyone at my school is sick" or, "Everyone from China is sick" or "Someone I love might die from Coronavirus." Without the full picture, some of their narrative may be inaccurate, or worse, harmful.
Related: Three Strategies to Survive and Thrive If Suddenly Faced with Homeschooling Here are a few suggestions on how to have a conversation about Coronavirus. "You may have heard of the term Coronavirus. Have you heard of that before? Do you have an idea of what it means? What have you heard about it?"
"Coronavirus is a virus that is making a lot of people sick. It is very contagious which means it can pass from one person to another very easily. Most people do not get very sick, but some people are at higher risk of getting sick. It is important that we all stay healthy and take care of ourselves so that we don't pass the virus on to someone who might be more vulnerable. A lot of people are making decisions to cancel events so that people aren't all together in the same space, so the virus doesn't get passed around as much. For example, in our community, they cancelled..."
This allows you to gauge their understanding of the virus. A child may say that they've heard of it but aren't sure what it means, or they may have an inaccurate understanding of it altogether. Allowing them to share helps parents know where best to direct the conversation.
"I am wondering how you feel about the Coronavirus."
This helps children understand the very basics of the virus and why we are taking preventative measures. It is a good idea to emphasize all of the decisions that people are making to help prevent the spread of the virus by saying something like, "It's so great that people are working hard to take such good care of each other. When they make decisions to cancel events (or school, etc.), they are doing that to protect people from getting sick. It's great that everyone can help to take care of each other!"
"I am doing everything I can to protect you and our family."
This allows children to express their own feelings without adults placing feelings on to them. A child may share that he/she feels scared or anxious, but also may not be feeling that. When we say, "I feel scared. How are you feeling?" it sets the child up for an answer. But after they've shared, we can acknowledge their feelings. For example, if a child says, "I feel scared", we might respond, "I completely understand. It is kind of scary and I feel a little scared, too. Feeling scared when something like this happens makes a lot of sense."
Related: What I Hope My Children Learn From These Uncertain Times "Do you have any questions about the Coronavirus, or anything you want to talk about?"

We can't make false promises that everything will be okay, because none of us knows what lies ahead. Instead, emphasize the measures we are taking to protect them. This helps children feel safe. We might say, "I have been washing my hands every time I get up from my desk at work!" or "I wear gloves at my job to prevent touching other people" or "Your teacher is wiping all of the surfaces in your classroom to make sure they are clean."

Here a child may ask any number of questions, may share something they've heard, or may have nothing to say. No matter their response to this, we should make sure they understand that we are available for any questions at any point. We may also want to say, "If you hear anything about the Coronavirus that you are confused about, or you're not sure if it sounds right, I hope you will come ask me about it and I'll make sure we talk about it so that it makes sense to you."

Depending on the child's age and maturity, a few other conversation pieces may be important.
We should be aware of any biases or assumptions a child may have made. For example, some children are attributing the Coronavirus to China may have formed an opinion about Chinese or Asian people that needs to be addressed. If so, an appropriate response might be, "Yes, the virus did start first in China. But that doesn't mean it is China's fault, or Chinese people's fault. They were just the first people who got sick from it, and we want them to all get better, too. We should never, ever think something bad about someone who is from China or another part of Asia just because the virus started there. If you hear anyone saying something like that, you can speak up and tell them that is not okay."

If you, or someone in your family, is at higher risk of contracting Coronavirus or having a more serious response to it, your child may have additional anxiety. In this case, it is again best to emphasize the ways in which your family and community are working together to protect this family member. We don't want to promise a child that everything is okay, but we can promise them that we're doing everything we can to protect them.
Related: How to Talk to Kids About the News

For older children, it is more important than ever to limit their access to media and technology. We want to encourage them to take breaks, read a book, go for a walk, listen to music or get some exercise. Too much media intake - and this goes for us as well - can increase anxiety. For teens, the more they know, the more we should process with them, ask them what they've heard, and be available for answers.

And finally, we have to deal with our own anxiety first. It's important that we don't bring in our worries to the conversation, and instead let the child lead the way and be available as a support. This is easier said than done, but we should save our anxiety talk for other adults, and show up for children in a calm, attentive, approachable way.

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How to Talk to Children About Coronavirus

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There's no question that the Coronavirus COVID-19 is taking over our thoughts and conversations. This has left many parents wondering what they should say - and not say - to their children. Here are a few things to keep in mind in deciding what to share.

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National Association of School Psychologists (NASP)

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal. This includes trying to keep children occupied, feeling safe, and attempting to keep up with schoolwork as best as possible. None of this is easy, but it helps to stay focused on what is possible in order to reinforce a sense of control and to reassure children that they are okay, and that the situation will get better.

It is very important to remember that children look to adults for guidance on how to react to stressful events. Acknowledging some level of concern, without panicking, is appropriate and can result in taking the necessary actions that reduce the risk of illness. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjustting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. The following tips can help.

STAY CALM, LISTEN, AND OFFER REASSURANCE

Be a role model. Children will react to and follow your reactions. They learn from your example.

Be aware of how you talk about COVID-19. Your discussion about COVID-19 can increase or decrease your child's fear. If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well. Carefully listen or have them draw or write out their thoughts and feelings and respond with truth and reassurance.

Explain social distancing. Children probably don't fully understand why parents/guardians aren't allowing them to be with friends. Tell your child that your family is following the guidelines of the Centers for Disease Control and Prevention (CDC), which include social distancing. Social distancing means staying away from others until the risk of contracting COVID-19 is under control. Showing older children the "flatten the curve" charts will help them grasp the significance of social distancing. Explain that while we don't know how long it will take to "flatten the curve" to reduce the number of those infected, we do know that this is a critical time-we must follow the guidelines of health experts to do our part.

Demonstrate deep breathing. Deep breathing is a valuable tool for calming the nervous system. Do breathing exercises with your children.

Focus on the positive. Celebrate having more time to spend as a family. Make it as fun as possible. Do family projects. Organize belongings, create masterpieces. Sing, laugh, and go outside, if possible, to connect with nature and get needed exercise. Allow older children to connect with their friends virtually.

Establish and maintain a daily routine. Keeping a regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others' need for quiet or uninterrupted time and when they can connect with friends virtually.

Identify projects that might help others. This could include: writing letters to the neighbors or others who might be stuck at home alone or to healthcare workers; sending positive messages over social media; or reading a favorite children's book on a social media platform for younger children to hear.

Offer lots of love and affection.

MONITOR TELEVISION VIEWING AND SOCIAL MEDIA

Parents/guardians should monitor television, internet, and social media viewing-both for themselves and their children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children.

Dispel rumors and inaccurate information. Explain to your child that many stories about COVID-19 on the internet may include rumors and inaccurate information. Older children, in particular, may be accessing a great deal of information online and from friends that contains inaccuracies. Talk to your child about factual disease information.

Provide alternatives. Engage your child in games or other exciting activities instead.

TAKE TIME TO TALK

Let your children's questions guide you. Answer their questions truthfully, but don't offer unnecessary details or facts. Don't avoid giving them the information that experts indicate as crucial to your children's well-being. Often, children and youth do not talk about their concerns because they are confused or don't want to worry loved ones. Younger children absorb scary information in waves. They ask questions, listen, play, and then repeat the cycle. Children always feel empowered if they can control some aspects of their life. A sense of control reduces fear.

BE HONEST AND ACCURATE

Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.

Explain simple safety steps. Tell your child this disease spreads between people who are in close contact with one another, when an infected person coughs or sneezes, or when one touches infected objects or surfaces.

Stay up-to-date on the facts. Go to https://www.cdc.gov/coronavirus/2019-ncov/index.htmlfor additional factual information.

KEEP EXPLANATIONS AGE-APPROPRIATE

Early elementary school children. Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands. Use language such as "adults are working hard to keep you safe."

Upper elementary and early middle school children. This age group often is more vocal in asking questions about whether they indeed are safe and what will happen if COVID-19 spreads in their area. They may need assistance separating reality from rumor and fantasy. Discuss the efforts national, state, and community leaders are doing to prevent germs from spreading.

Upper middle and high school students. Issues can be discussed in more depth. Refer them to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Engage them in decision-making about family plans, scheduling, and helping with chores at home.

For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

STAY CONNECTED TO SCHOOL

Locate learning resources. Schools' capacity to conduct virtual learning experiences will vary greatly, but most schools are providing lessons and learning activities for children to do. Take advantage of the many companies and online platforms currently offering free learning opportunities.

Identify additional resources. Know if your school or district is providing additional resources, such meals, or technology, such as a laptop or tablet.

Stay in touch. Find out how the school is communicating with families and students. Be sure to read any communications you receive. Check with you children, particularly older ones, as they may be receiving information directly that would be helpful for you to know.

Connect with school staff. Reach out to your child's teacher and other relevant school staff if you have concerns about their coping and keeping up with assignments or activities.

KNOW THE SYMPTOMS OF COVID-19

According to the CDC, symptoms of fever, cough, and/or shortness of breath appear within 14 days after being exposed to the disease.

For some people, the symptoms are similar to having a cold; for others, they are more severe or even life threatening.

MODEL BASIC HYGIENE AND HEALTHY LIFESTYLE PRACTICES

Practice daily good hygiene. Encourage your child to practice these simple steps to prevent spreading the virus.

Wash your hands multiple times a day for 20 seconds. Singing "Twinkle, Twinkle Little Star" or "Happy Birthday" twice is about 20 seconds.

Compliment your children when they use a Kleenex or sneeze or cough into the bend of their elbow. Teach them the importance of throwing away used tissues immediately after sneezing or coughing.

Sadly, handshakes and hugs need to be limited to immediate family members, at least for now.

Foster a sense of control. Offering guidance on what your child/children can do to prevent infection offers them a greater sense of control, which reduces anxiety.

Build the immune system. Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a robust immune system to fight off illness.

BE AWARE OF YOUR CHILDREN'S MENTAL HEALTH

Most children will manage well with the support of parents and other family members, even if showing signs of some anxiety or concerns, such as difficulty sleeping or concentrating. Some children, however, may have risk factors for more intense reactions, including severe anxiety, depression, and suicidal behaviors. Risk factors can include a pre-existing mental health problem, prior traumatic experiences or abuse, family instability, or the loss of a loved one. Parents and caregivers should contact a professional if children exhibit significant changes in behavior or any of the following symptoms for more than 2 weeks.

Preschoolers -thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal.

Elementary school children -irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

Adolescents -sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.

ADDITIONAL RESOURCES
For more information related to schools and physical and mental health, visit www.nasponline.org and © 2020, National Association of School Psychologists, 4340 East Wes t Highway, Suite 402, Bethesda, MD 20814, 301-657-0270 www.nasn.org.
Adapted from, Talking to Children About COVID-19 (Coronavirus): A Parent Resource, National Association of School Psychologists and National Association of School Nurses, NASP, 2020.

Contributor: School Psychologist Kathy Sievering

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Helping Children Cope With Changes Resulting From COVID-19

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. NASP has provided the following tips to help families reinforce a sense of control and r...

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Tips and resources for news literacy, media balance, and healthy communication.

As the coronavirus pandemic moves into its second year, many students, teachers, and families face uncertainty about when, or how, their schools will make the transition to hybrid or, eventually, fully in-person learning. The dynamic nature of the pandemic -- not to mention everything from vaccine misinformation to highly politicized debates around school reopenings -- can make for a lot of confusion for everyone, especially kids. As many of us prepare for some form of transition back into the classroom, it's easy for students to find themselves confused or worried as they try to make sense of what's happening.

To help reduce students' anxiety and your own about pandemic-related changes in school, we've put together some ideas and resources focused on news literacy, media balance, and healthy communication. We hope they're helpful as you continue to navigate these challenging times.

Talk about it

Avoiding conversations about what's happening will only increase students' anxiety. It's important for kids of all ages to talk through what they're hearing and get developmentally appropriate information from a trusted adult. Helpful resources to try:

Focus on the facts

For many students, anxiety about the pandemic can be exacerbated by incomplete or incorrect information. Whether it's about COVID safety, the vaccine, or your school or district's plan for reopening, help students talk through the facts about it in an age-appropriate way. For older students, you can share the CDC's website for the most up-to-date information. Helpful resources to try:

Build critical-thinking and news literacy skills

Social media can be a hotbed of rumors and misinformation -- even more so as people are acting and reacting from a place of fear or partisan interest. Guide students to credible news sources and encourage them to fact-check what they see on social media or hear from their friends. If you have time to add some news literacy instruction, consider teaching a lesson so kids can practice these skills. For older students, in addition to our digital citizenship lessons, we have a collection of short, video- and discussion-based news and media literacy activities. From our curriculum, here are some h elpful lessons to try (modify for target grade as needed):

Model and encourage media balance

With round-the-clock updates about the pandemic, we may be compelled to keep up with the latest headlines. But a constant stream of updates can often end up making us feel more uncertain or even anxious, rather than informed. It's important -- for both you and your students -- to reflect on how your media use makes you feel. We can all reflect on our media choices and make adjustments to our media use accordingly. For younger kids, the issue may simply be more time on screens in general; older students may need help considering the types of media they're consuming. Here are some helpful lessons to try (modify for target grade as needed):

Stay active and have some fun

When we're feeling worried or stressed, a little distraction goes a long way. Incorporating some physical activity into the school day can be a fun way to lighten the mood. From how-to dance videos to yoga for kids, you can find easy-to-implement activities to get students' bodies moving and their minds calm. Helpful resources to try:

Support parents and caregivers

If parents and caregivers are stressed, kids are going to pick up on it. While it's not your job to manage parents' anxiety, it is important to be mindful of its impact on your students. Keep the lines of communication open as you deal with questions about your school's transition back to in-person instruction. And pass along resources and tips for parents and caregivers to help them deal with the uncertainty of the situation in a healthy way. Helpful resources to share:
Best Tools for Virtual and Distance Learning Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

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Reduce Student Anxiety (and Your Own) During Uncertain Times | Common Sense Education

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As the coronavirus pandemic moves into its second year, many students, teachers, and families face uncertainty about when, or how, their schools will make the transition to hybrid or, eventually, fully in-person learning. The dynamic nature of the pandemic -- not to mention everything from vaccine misinformation to highly politicized debates around school reopenings -- can make for a lot of confusion for everyone, especially kids.

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Conscious Discipline believes that trauma-responsive social and emotional learning (SEL) is a lens through which transformational change in the areas of racial equality, equity and inclusion is not only possible, but essential.