Student Tools and Printables
These tools can be copied, printed, adapted, or used privately. Students may use fictional examples, neutral examples, or real low-stakes situations. Adults should not require students to share completed tools aloud.
- Students may keep some or all of a tool private.
- Fictional examples count.
- The goal is practice, not confession.
- Many of these tools also work well as quick index cards or half-sheets.
For grab-and-go cards that match the eight toolkit lessons, see the Printable Coping Skill Cards. For communication scripts and quick-reference cards, see the hub Printable Communication Skill Cards. For problem-solving checklists and quick-reference cards, see the hub Printable Problem Solving Cards.
Body Signal Notebook (Telemetry Log)
Used with Week 1, Week 2, and Week 4.
BODY SIGNAL NOTEBOOK / TELEMETRY LOG
Date / time:
Situation:
Body clues:
Feeling words:
Brain battery (high / medium / low):
Intensity (1-5):
Possible inputs:
- sleep
- hunger
- noise
- stress
- conflict
- uncertainty
- screen time
- other:
What helped?
What I noticed later:
Low-writing options: circle body clues, use colors, draw a face, or dictate to an adult.
Detective Check (Input/Output Audit)
DETECTIVE CHECK / INPUT-OUTPUT AUDIT
What happened?
What are the camera facts?
What story did my brain tell?
What thought bug might be showing up?
What else could be true?
What is my next safe move?
SEL Checkpoint Card
Used with Week 8, Week 12, Week 13, Week 14, and Week 18.
SEL CHECKPOINT CARD
Who is involved?
What might each person be feeling?
What clues show that?
What might each person need?
What happened before this?
What choices are available now?
Who could help?
What would be a safe, respectful next step?
What could repair harm if someone was hurt?
What could I do before reacting?
Quick SEL Check:
- What happened?
- How might they feel?
- What do they need?
- What can help?
Thought Bug Debugger
Used with Week 5.
THOUGHT BUG DEBUGGER
Thought:
Feeling:
Possible thought bug:
Evidence for:
Evidence against:
More accurate thought:
Helpful next action:
Low-writing options: fact bubble / thought bubble drawings, arrows, or checkboxes.
Calm Strategy Menu
Used with Week 2, Week 3, Week 8, and Optional Week 1.
CALM STRATEGY MENU
A calm strategy is not a magic button. It gives your brain and body a little more space before you choose what to do next.
Possible choices:
- slow breathing
- counting
- stretching
- walking
- drawing
- journaling
- using a fidget or sensory tool
- asking for a break
- drinking water
- naming the feeling
- finding a quiet space
- talking to a trusted person
- using a visual scale
- listening to music when appropriate
- using AAC, cards, or gestures to ask for help
Different strategies work for different people. A strategy that helps one learner may annoy or overwhelm another learner. The goal is to build a menu of safe choices.
Worry Snowball Map (Feedback Loop Map)
WORRY SNOWBALL MAP / FEEDBACK LOOP MAP
Trigger:
First thought:
Body response:
Action:
What happened next:
How the snowball got bigger:
Snowball stopper / safer interrupt point:
Clear Boundary Rules Script Builder
Used with Week 10.
CLEAR BOUNDARY RULES SCRIPT BUILDER
When ______________________ happens,
I notice / feel ______________________,
I want / need ______________________,
If it keeps happening, I will ______________________.
Respectful examples:
- "When you grab my markers without asking, I feel annoyed and distracted. I need you to ask first. If it keeps happening, I will put them away and use them later."
- "When the group chat gets mean, I notice my stomach tighten. I prefer not to join in. If it keeps going, I will mute the chat and talk to an adult if someone is being targeted."
- "When you joke about my mistake in front of others, I feel embarrassed. I need you to stop. If it continues, I will move away and end the conversation."
Social Problem-Solving Moves Card
Used with Week 9, Week 10, Week 12, Week 14, and the capstone weeks.
SOCIAL PROBLEM-SOLVING MOVES
1. Pause before reacting.
2. Name the problem without blaming.
3. Name what each person might feel or need.
4. Think of two possible choices.
5. Choose a safe and respectful next step.
6. Repair harm if needed.
7. Reflect on what could work better next time.
Sentence frames:
- I felt ___ when ___ .
- I need ___ .
- I think the problem is ___ .
- One fair solution could be ___ .
- Can we try ___ ?
- I'm sorry for ___ . Next time I will ___ .
- I need help solving this.
The goal is not to force children to apologize before they understand what happened. The goal is to help them notice impact, take responsibility when appropriate, and practice repair.
Respectful Discussion Moves Card
Used with Week 10, Week 12, Week 13, Week 14, and Week 18.
RESPECTFUL DISCUSSION MOVES
- I see it differently because...
- One reason I think that is...
- Can you explain what you mean by...?
- What clues make you think that?
- Who might feel differently?
- I agree with this part, but I wonder about...
- Another perspective might be...
- I changed my thinking because...
- I need a moment before I answer.
The goal is not to force agreement. The goal is to help learners practice listening, naming feelings, giving reasons, asking better questions, and treating people with dignity while discussing social situations.
Trust Jar Repair Planner
TRUST JAR REPAIR PLANNER
What happened?
What filled or drained trust?
What repair is needed?
Who owns which part?
What would show reliability over time?
What boundary is needed while trust rebuilds?
Check Before You Tell Card
Used with Week 13.
CHECK BEFORE YOU TELL CARD
Do I know it is true?
Is it kind?
Does it need to be shared?
Do I have permission to share it?
Could it be edited or AI-generated?
Is another trusted source or person saying the same thing?
Is this a safety issue that needs an adult instead?
Best next choice: stop / share / tell a trusted adult
Low-writing options: true/kind/needed checkboxes or a stop/share/adult circle.
Repeat Problem Why Ladder (Social System 5 Whys)
Used with Week 15.
REPEAT PROBLEM WHY LADDER / SOCIAL SYSTEM 5 WHYS
What repeat problem do I notice?
Why might that happen?
Why again?
Why again?
What deeper reason might be underneath?
What small change might help next?
Low-writing options: draw the pattern, use arrows, or stop after 3 Whys for younger learners.
When/Then Plan Card (Personal Protocol Template)
Used with Week 16.
WHEN / THEN PLAN CARD
Repeat problem:
When this happens:
Body clue / early warning:
Then I will:
Backup plan:
How I will know it helped:
Reminder or support:
Stop rule:
Low-writing options: tiny card, comic strip, or one-line plan.
Try-It Week Tracker (Seven-Day Deployment Tracker)
Used with Week 17.
TRY-IT WEEK TRACKER
Day:
Did the moment happen?
Did I notice the trigger?
Did I use the plan? yes / partial / no
What happened?
How big did it feel? low / medium / high
What might I patch?
Low-writing options: stickers, tallies, colors, or one-word notes.
Look Back and Patch Notes
Used with Week 18.
LOOK BACK AND PATCH NOTES
What I tried:
What worked:
What did not work yet:
What I learned:
What I will change next time:
What I am proud of:
Honest Emotional and Social Literacy Project Checklist
Used with Week 18, Assessment Checkpoints, and Self-Assessment and Reflection.
HONEST EMOTIONAL AND SOCIAL LITERACY PROJECT CHECKLIST
Before presenting or sharing, check:
- I clearly described the feeling, social situation, conflict, or relationship skill.
- I explained who is affected.
- I explained what someone might feel or need.
- I considered more than one perspective.
- I suggested a safe and respectful next step.
- I avoided blaming, shaming, or exaggerating.
- I used examples, clues, or evidence to support my ideas.
- I gave credit for outside facts, images, quotes, ideas, data, or AI help.
- I made my project readable, understandable, and accessible for my audience.
- I can answer questions respectfully and revise my idea if needed.
Low-writing options: checkboxes, icons, oral read-through with a facilitator, or an AAC-supported checklist.
Quick Printing Notes
- Print one tool at a time for a focused lesson.
- Shrink a tool to an index card for quick reference.
- Let students choose between writing, drawing, dictating, or marking checkboxes.
- Keep capstone tools student-controlled and low-stakes.
- Keep the kid-facing name on the page and teach the toolbox phrase beside it when useful.
- Let learners use translation support, AAC, gestures, visuals, or oral responses when those are the best fit.
If you want low-stakes checkpoint or reflection structures for these tools, use the Assessment Checkpoints, Self-Assessment and Reflection, and Assessment and Reflection Guide.