Facilitator Guide -- Emotional and Social Literacy
This curriculum requires careful facilitation. Please also read the Facilitator Safety Guide and the Facilitator Implementation Guide before running lessons.
Purpose
Emotional and Social Literacy teaches children ages 8-12 to understand their own emotional signals, recognize cognitive patterns, and navigate social systems intentionally. It treats emotions as information -- not commands -- and social dynamics as systems that can be understood.
This is an educational curriculum, not therapy. The curriculum does not attempt to diagnose, treat, or address clinical mental health concerns.
Who This Is For
Adults who will facilitate the curriculum consistently over time: parents, homeschool educators, classroom teachers, and small-group facilitators. This curriculum works best with a stable, trusted adult. It is not recommended for large drop-in groups where students are not known to the facilitator.
How to Run a 10-20 Minute Lesson
Before the session (5-10 min): Read the lesson fully. This curriculum moves into emotionally complex territory -- anticipate what might come up and decide how you will handle it.
During the session:
- Ground the group briefly -- a few slow breaths or a moment of quiet (1 min)
- Open with a fictional or low-stakes scenario (1-2 min)
- Explain the concept using the lesson's framing (3-5 min)
- Discussion using the lesson's questions (5-10 min)
- Close with a brief self-reflection prompt (1-2 min) -- kept private unless shared voluntarily
Recommended Session Flow
| Step | Time | What You Do |
|---|---|---|
| Grounding | 1 min | Brief settling moment |
| Opening | 1-2 min | Fictional scenario or observation |
| Concept | 3-5 min | Explanation using lesson framing |
| Discussion | 5-10 min | Fictional or general examples |
| Close | 1-2 min | Private reflection |
The Telemetry Log
The Telemetry Log (introduced Week 4) is a private personal record students keep of their own internal signals. It is not submitted to the facilitator. Tell students: "Your log is yours. I will not ask to see it."
Using Fictional Examples
Many lessons ask students to explore emotional and social situations. Use fictional characters throughout:
- "Imagine a character named Alex who..."
- "In a story we made up..."
- Never ask students to share real conflicts involving real people by name
If a student volunteers personal information, acknowledge it briefly and redirect to the fictional frame.
Adapting for Different Settings
One child at home: This curriculum works especially well one-on-one with a trusted adult. Use household situations as examples only with care -- keep examples general, not specific to current family conflicts.
Homeschool group: Group dynamics make Weeks 12-14 (peer pressure, rumors, collaboration) particularly rich. Keep group size small (4-8) for this curriculum.
Classroom: Work with your school counselor before starting. Use the Facilitator Safety Guide. Keep all examples fictional.
After-school program: The capstone weeks (15-18) may extend beyond a typical program. Consider running only Phase 1 (Weeks 1-8) in a shorter program.
Supporting Different Learners
Younger learners (8-9): Focus on Weeks 1-4. Body signals and basic state awareness are accessible for younger learners. The cognitive distortions unit (Weeks 5-8) works better for 10+.
Older learners (11-12+): The optional extensions (advanced regulation, group systems) are excellent for older students. The social dynamics units hit their stride with middle-school-aged learners.
Students who have experienced trauma: Do not run this curriculum with students who are currently in crisis or receiving active mental health treatment without coordination with their care provider.
Handling Sensitive Topics
Read the Facilitator Safety Guide carefully before the first session. In particular:
- Never probe for personal disclosures
- Know your mandatory reporting obligations if you are a teacher or program staff
- If a student discloses something serious, follow your organization's protocols
Checking Understanding
Keep checks indirect and general:
- "Can you describe the Amygdala Switch in your own words, using a made-up character?"
- "What is one situation where reading your own signals first might help?"
Privacy and Student Data
The Telemetry Log and any personal reflections are private. No student data is collected. See Privacy and Student Data.