Unit Plan 7 (Grade 2 Counselor): Choosing a Coping Strategy

Focus: Teach students that different feelings may need different coping tools. The counselor reviews strategies such as slow breathing, counting, positive self-talk, asking for help, movement, drawing, taking a break, and using problem-solving steps. Students match common feelings or school situations with coping strategies that would be safe and helpful.

Grade Level: 2

Subject Area: School Counseling (Coping Tools • Feelings • Self-Regulation)

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

I. Introduction

This Grade 2 counseling lesson helps students understand that coping strategies are tools students can use when feelings become strong. Students review feelings such as worried, mad, sad, frustrated, embarrassed, disappointed, excited, and nervous. The counselor helps students connect feelings to body clues so they can notice when they may need a coping tool.

Students learn that different feelings and situations may need different coping strategies. For example, slow breathing may help with worry, movement may help with wiggly energy, drawing may help with sadness, and asking for help may be needed when a problem feels too big. The goal is for students to build a simple coping toolbox and practice choosing safe, helpful tools for common Grade 2 situations.

Essential Questions

• What is a coping strategy?
• How can body clues help students know they need a coping tool?
• Why might different feelings need different tools?
• What coping tools can students use at school?
• When should students ask for help from a trusted adult?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify emotions and body clues connected to common school, friendship, and learning situations.
2. Explain that coping strategies are safe tools students can use when feelings become strong.
3. Match feelings and situations to helpful coping tools.
4. Practice coping strategies such as slow breathing, counting, positive self-talk, taking a break, movement, drawing, problem-solving, or asking for help.
5. Choose a coping strategy that is safe, respectful, and useful for a specific situation.
6. (Optional Session) Create a simple coping toolbox card with strategies students can use at school.

Standards Alignment — Grade 2 (ASCA-based Custom)

• C:S2.2a — Identify Emotions and Body Clues
  • Recognize a range of emotions in themselves and others and describe body clues connected to those feelings.
  • Example: A student says, “When I’m nervous, my stomach feels tight and my hands feel wiggly.”
• C:S2.2b — Choose and Practice Coping Strategies
  • Use coping tools such as breathing, counting, positive self-talk, taking a break, problem-solving, movement, or asking for help.
  • Example: A student chooses to take three slow breaths and say, “I can try again,” after making a mistake.

Success Criteria — Student Language

• I can name feelings and body clues.
• I can explain what a coping strategy is.
• I can choose a coping tool for a feeling or situation.
• I can practice slow breathing, counting, self-talk, movement, drawing, taking a break, problem-solving, or asking for help.
• I can choose a safe coping tool when I have a strong feeling.