Unit Plan 8 (Grade 2 Counselor): Asking for Help and Speaking Up

Focus: Teach students that asking for help is responsible, not embarrassing. Students identify situations where they can try a strategy first and situations where they should get adult help right away. The counselor uses scenario cards about recess problems, hurt feelings, unsafe behavior, worries, or confusing classwork, and students practice clear help-seeking statements.

Grade Level: 2

Subject Area: School Counseling (Help-Seeking • Self-Advocacy • Trusted Adults)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 2 counseling lesson helps students understand that asking for help is a responsible choice. Students learn that everyone needs help sometimes, and speaking up can help them stay safe, solve problems, understand learning tasks, and handle big feelings. The counselor emphasizes that asking for help is not embarrassing; it is a skill that helps students care for themselves and others.

Students sort realistic school scenarios into problems they might try to solve first and problems that need adult help right away. They practice clear help-seeking statements for recess concerns, hurt feelings, unsafe behavior, worries, confusing classwork, body clues, or peer problems that keep happening. The goal is for students to know when to try a small strategy and when to go to a trusted adult for support.

Essential Questions

• Why is asking for help a responsible choice?
• What problems can students try to solve with a strategy first?
• What problems need adult help right away?
• Who are trusted adults at school?
• What clear words can students use when they need help?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain that asking for help is responsible and not embarrassing.
2. Identify situations where students can try a strategy first.
3. Identify situations where students should get adult help right away.
4. Name trusted adults who can help with feelings, worries, safety, peer problems, health needs, or learning concerns.
5. Practice clear help-seeking statements such as “I need help,” “This feels too big,” and “Can you help me understand?”
6. (Optional Session) Apply help-seeking and speaking-up skills through scenario sorting, role-play, or trusted adult matching.

Standards Alignment — Grade 2 (ASCA-based Custom)

• C:S2.2c — Know When Feelings Need Adult Support
  • Recognize when a feeling, worry, or problem feels too big to handle alone and identify an appropriate trusted adult.
  • Example: A student says, “If I keep feeling scared at recess, I can tell my teacher or counselor.”
• C:S6.2a — Identify Trusted Adults and When to Seek Help
  • Name trusted adults at school and explain when a student should ask for help for themselves or someone else.
  • Example: A student identifies the counselor, teacher, nurse, principal, or playground supervisor as adults who can help with different problems.

Success Criteria — Student Language

• I can ask for help when a problem feels too big.
• I can name trusted adults at school.
• I can tell when I should try a strategy first.
• I can tell when I should get adult help right away.
• I can use clear words to explain what I need.