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Grade 2 Counselor Units

Unit Plan 1 (Grade 2 Counselor): Meet the School Counselor

Introduce Grade 2 students to the school counselor, trusted adults, help-seeking skills, and belonging through scenario sorts and school-success practice.

Dr. Michael Kester-Haynes

• 10 min read
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Unit Plan 1 (Grade 2 Counselor): Meet the School Counselor

Focus: Introduce the counselor as a trusted adult who helps students with feelings, friendships, problem-solving, safety, learning habits, and school success. Students review when they might ask to see the counselor and how the counselor supports the whole school community. The lesson includes a scenario sort where students decide whether a teacher, counselor, nurse, principal, or other trusted adult could help.

Grade Level: 2

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

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

I. Introduction

This Grade 2 counseling lesson introduces students to the school counselor as a trusted adult who helps students learn skills for feelings, friendships, problem-solving, safety, learning habits, and school success. Students learn that the counselor is someone they can talk to when they need help, but also someone who teaches skills to the whole class so everyone can feel safer, more included, and ready to learn.

Students review different adults who help at school, such as the teacher, counselor, nurse, principal, playground supervisor, cafeteria supervisor, and family adults. Through simple scenarios, students decide which adult could help with different needs. The counselor emphasizes that asking for help is responsible, especially when a problem feels too big, someone is unsafe, or a student is worried about themselves or someone else.

Essential Questions

  • Who is the school counselor, and how does the counselor help students?
  • Who are trusted adults at school?
  • When should students ask an adult for help?
  • How can students’ words, actions, and choices help others feel safe, included, and valued?
  • What school-success behaviors help students learn and participate?

II. Objectives and Standards

Learning Objectives — Students will be able to:

  1. Identify the school counselor as a trusted adult who helps with feelings, friendships, problem-solving, safety, learning habits, and school success.
  2. Name trusted adults at school and describe simple situations where each adult may help.
  3. Recognize when a student should ask for help for themselves or someone else.
  4. Explain how words, actions, and choices can help classmates feel safe, included, and valued.
  5. Practice school-success behaviors such as listening, following directions, participating, completing routines, and managing materials.
  6. (Optional Session) Apply trusted-adult and help-seeking skills through scenario sorting, role-play, or a classroom belonging activity.

Standards Alignment — Grade 2 (ASCA-based Custom)

  • C:S1.2c — Contribute to Classroom and School Belonging
    • Recognize that their words, actions, and choices can help others feel safe, included, and valued.
    • Example: A student invites a classmate to join a group activity and says, “You can work with us.”
  • 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.
  • C:S5.2a — Practice Attention, Participation, and Responsibility
    • Use school-success behaviors such as listening, following directions, participating, completing routines, and managing materials.
    • Example: A student listens to directions, gathers the needed materials, and begins the task without extra reminders.

Success Criteria — Student Language

  • I can explain how the school counselor helps students.
  • I can name trusted adults at school.
  • I can ask for help when a problem feels too big or unsafe.
  • I can make choices that help classmates feel included and valued.
  • I can listen, follow directions, participate, and take care of materials.

III. Materials and Resources

Tasks & Tools (counselor prepares/curates)

  • Trusted adult cards, such as:
    • School counselor
    • Teacher
    • Nurse
    • Principal or assistant principal
    • Playground supervisor
    • Cafeteria supervisor
    • Bus driver
    • Librarian or specials teacher
    • Family adult
  • Counselor role cards, such as:
    • Helps with feelings
    • Helps with friendship problems
    • Teaches problem-solving
    • Helps students ask for help
    • Helps students feel safe
    • Helps students set goals
    • Helps students practice learning habits
    • Helps the school community
  • Scenario cards showing realistic Grade 2 situations, such as:
    • A student feels sad and wants to talk.
    • A student cannot find their pencil.
    • A student falls and scrapes their knee.
    • A student feels left out at recess.
    • A student is worried about a friendship problem.
    • A student does not understand the directions.
    • A student sees unsafe behavior on the playground.
    • A student feels nervous about coming to school.
    • A student needs help solving a disagreement.
    • A student wants to invite someone into a group activity.
    • A student has a stomachache.
    • A student needs help following a classroom routine.
  • Sorting signs or cards labeled:
    • “Counselor Can Help”
    • “Teacher Can Help”
    • “Nurse Can Help”
    • “Principal or Supervisor Can Help”
    • “Family Adult Can Help”
    • “Try a Small Strategy First”
    • “Ask for Help Right Away”
  • Help-seeking phrase cards, such as:
    • “I need help.”
    • “I feel worried.”
    • “This problem feels too big.”
    • “Someone could get hurt.”
    • “I do not know what to do.”
    • “Can you help me?”
    • “I tried, but I still need help.”
  • Belonging phrase cards, such as:
    • “You can join us.”
    • “Do you want to work with me?”
    • “Let’s take turns.”
    • “You can have a role.”
    • “I can help.”
    • “Let’s use kind words.”
  • “Problem or Need → Trusted Adult → Help-Seeking Words” organizer.
  • Reflection slips or exit tickets.
  • Optional classroom belonging web, counselor introduction picture card, or trusted adult map.

Preparation

  • Prepare simple, concrete scenarios that help Grade 2 students understand which adults can help with different needs.
  • Create anchor charts:
    • “The Counselor Helps Students Learn Skills”
    • “Trusted Adults Help Keep Students Safe and Supported”
    • “Ask for Help When a Problem Feels Too Big”
    • “Our Choices Help Others Feel Included and Valued”
  • Prepare a counselor model, such as: “If I feel worried about a friendship problem, I can tell my teacher or counselor, ‘I feel worried, and I need help figuring out what to do.’”
  • Remind students that scenarios should stay general and should not include classmates’ real names or private problems.

Common Misconceptions to Surface

  • “The counselor only helps when someone is in trouble.” → The counselor helps students learn skills, solve problems, understand feelings, and succeed at school.
  • “I should only ask for help if it is an emergency.” → Students can ask for help with feelings, friendship problems, worries, safety, learning, and routines.
  • “One adult helps with every problem.” → Different trusted adults may help with different needs.
  • “Asking for help means I did something wrong.” → Asking for help can be a responsible and brave choice.
  • “Belonging just happens.” → Students help build belonging through kind words, safe choices, and including others.

Key Terms (highlight in lessons) school counselor, trusted adult, help-seeking, feelings, friendship, problem-solving, safety, belonging, included, valued, responsibility, attention, participation, directions, routine, materials, school community

IV. Lesson Procedure

(Each session follows: Welcome & Connection → Counselor Activity → Discussion & Practice → Reflection. Timing for a 30-minute counseling lesson.)

Session 1 — Meet the School Counselor and Trusted Adults (Core Session — Addresses All Standards: C:S1.2c, C:S6.2a, C:S5.2a)

  • Welcome & Connection (5–6 min)
    • Counselor asks:
      • “What do you think a school counselor helps students with?”
    • Record student ideas such as feelings, friendship, problems, safety, worries, goals, and school success.
    • Explain that the school counselor is a trusted adult who helps students learn skills and solve problems safely and respectfully.
    • Review that other trusted adults also help at school, including teachers, the nurse, the principal, supervisors, and family adults.
  • Counselor Activity (12–15 min)
    • Introduce the “Problem or Need → Trusted Adult → Help-Seeking Words” organizer.
    • Model one feelings scenario:
      • “A student feels worried and wants to talk.”
      • Trusted adult: counselor or teacher.
      • Help-seeking words: “I feel worried. Can you help me?”
    • Model one health scenario:
      • “A student has a stomachache.”
      • Trusted adult: nurse or teacher.
      • Help-seeking words: “My stomach hurts. I need help.”
    • Model one safety scenario:
      • “A student sees unsafe behavior on the playground.”
      • Trusted adult: playground supervisor, teacher, counselor, or principal.
      • Help-seeking words: “Someone could get hurt. We need help.”
    • Students work in pairs or small groups with scenario cards. For each card, they identify:
      • What is happening?
      • Which trusted adult could help?
      • Should the student try a small strategy first or ask for help right away?
      • What words could the student use to ask for help?
    • Students sort scenarios into Counselor Can Help, Teacher Can Help, Nurse Can Help, Principal or Supervisor Can Help, Family Adult Can Help, Try a Small Strategy First, or Ask for Help Right Away.
  • Discussion & Practice (6–7 min)
    • Whole-group discussion:
      • “What kinds of problems can the counselor help with?”
      • “When might a teacher help?”
      • “When might the nurse help?”
      • “When should students ask for help right away?”
      • “How can students help classmates feel included and valued?”
    • Practice help-seeking and belonging phrases:
      • “I need help.”
      • “I feel worried.”
      • “This problem feels too big.”
      • “Someone could get hurt.”
      • “Can you help me?”
      • “You can join us.”
      • “Let’s take turns.”
      • “You can work with us.”
    • Counselor reinforces that asking for help and including others are both ways students help the school community feel safe and supportive.
  • Reflection (2–3 min)
    • Exit reflection prompt:
      • “One thing the school counselor helps with is ___.”
      • “One trusted adult I can ask for help is ___.”

Optional Session 2 — Trusted Adult Match and Classroom Belonging Practice (Extension — Reinforces All Standards)

  • Welcome & Connection (4–5 min)
    • Quick review: “Who are some trusted adults at school?”
    • Students name adults such as the counselor, teacher, nurse, principal, playground supervisor, cafeteria supervisor, bus driver, librarian, specials teacher, and family adult.
    • Counselor reminds students that trusted adults help with different kinds of problems and that students can use clear words when they need help.
  • Counselor Activity (15–17 min)
    • Students complete a Trusted Adult Match and Belonging Challenge using new scenario cards.
    • Scenarios may include:
      • A student feels left out during a group activity.
      • A student does not understand directions.
      • A student gets hurt at recess.
      • A student feels nervous about a friendship problem.
      • A student sees someone being unsafe.
      • A student wants to help a classmate join a group.
    • For each scenario, students complete:
      • The student needs help with ___.
      • A trusted adult who could help is ___.
      • The student could say ___.
      • A kind choice that helps belonging is ___.
    • Students may create a simple trusted adult map showing who can help with:
      • Feelings
      • Friendships
      • Learning
      • Health
      • Safety
      • Playground or cafeteria problems
    • Counselor supports students in understanding that some problems may have more than one trusted adult who can help.
  • Discussion & Practice (6–7 min)
    • Counselor leads a debrief:
      • “Why is it helpful to know more than one trusted adult?”
      • “What words can students use if they feel nervous asking for help?”
      • “How can students help a classmate feel included?”
      • “How do listening, following directions, and participating help the class?”
    • Students practice improving unclear help-seeking statements:
      • “I don’t know” → “I do not understand the directions. Can you help me?”
      • “They are being mean” → “They keep leaving me out, and I need help.”
      • “Something happened” → “Someone fell on the playground and needs help.”
      • “I feel bad” → “I feel worried, and I want to talk.”
    • Counselor reinforces that clear words help adults understand what students need.
  • Reflection (2–3 min)
    • Final reflection prompt:
      • “When I need help, I can say ___.”
      • “One way I can help someone feel included is ___.”

V. Differentiation and Accommodations

Advanced Learners

  • Invite students to explain why more than one trusted adult may be able to help with the same problem.
  • Encourage students to create their own help-seeking scenario and choose the best adult to support the student.
  • Ask students to explain how belonging is connected to words, actions, choices, and school community.

Targeted Support

  • Provide visual cards for trusted adults, common problems, and help-seeking phrases.
  • Use fewer scenarios and model one full “problem → adult → words” example before students practice independently.
  • Provide sentence frames such as:
    • “I need help with ___.”
    • “I can ask ___.”
    • “The counselor helps with ___.”
    • “I can include others by ___.”
  • Allow students to choose from prepared trusted adult cards instead of generating responses independently.

Multilingual Learners

  • Provide visual and bilingual supports for key terms such as help, adult, counselor, teacher, nurse, safe, friend, and feelings.
  • Allow students to discuss scenarios with a partner before sharing.
  • Use icons for feelings, friendship, learning, health, safety, and school adults.
  • Provide simple speaking stems:
    • “I need help.”
    • “I can ask ___.”
    • “I feel ___.”
    • “Can you help me?”

IEP/504 & Accessibility

  • Provide a simplified trusted adult organizer with icons, checkboxes, and short sentence stems.
  • Allow students to respond by pointing, matching, circling, drawing, dictating, or speaking instead of writing full responses.
  • Provide extra processing time during scenario matching and reflection.
  • Allow students to practice help-seeking language privately with the counselor or a trusted adult if speaking in front of peers feels difficult.

VI. Assessment and Evaluation

Formative Checks (each session)

  • Session 1 — Scenario sorting and discussion responses show students can identify the counselor and other trusted adults and match them to common school needs.
  • Optional Session 2 — Trusted adult maps and role-play responses show students can use help-seeking language and identify choices that support classroom belonging.

Summative — Meet the School Counselor Reflection Task (0–2 per criterion, total 10)

  1. Counselor and Trusted Adult Identification (C:S6.2a)
  • 2: Student names the counselor and other trusted adults and explains when a student may ask them for help.
  • 1: Student names a trusted adult but gives limited explanation of how that adult can help.
  • 0: Student struggles to identify trusted adults at school.
  1. Help-Seeking Decisions (C:S6.2a)
  • 2: Student accurately identifies when to ask for help for themselves or someone else, especially when a problem feels too big, unsafe, or confusing.
  • 1: Student identifies a help-seeking situation but explanation is general or incomplete.
  • 0: Student shows limited understanding of when to seek help.
  1. Classroom and School Belonging (C:S1.2c)
  • 2: Student explains how words, actions, or choices can help classmates feel safe, included, and valued.
  • 1: Student names a belonging-building action but gives limited explanation.
  • 0: Student shows limited understanding of classroom or school belonging.
  1. Attention, Participation, and Responsibility (C:S5.2a)
  • 2: Student connects school-success behaviors such as listening, following directions, participating, completing routines, or managing materials to learning and classroom success.
  • 1: Student names a school-success behavior but explanation is limited.
  • 0: Student shows limited understanding of attention, participation, or responsibility.
  1. Participation & Reflection
  • 2: Student participates respectfully in the counselor introduction, scenario sort, discussion, trusted adult matching, or reflection and completes a thoughtful response about help-seeking or belonging.
  • 1: Student participates inconsistently or reflection is brief/general.
  • 0: Student rarely participates or reflection is incomplete.

Feedback Protocol (TAG)

  • Tell one strength (e.g., “You clearly identified the counselor as someone who can help with feelings and friendship problems.”).
  • Ask one question (e.g., “Which adult could help if someone gets hurt?”).
  • Give one suggestion (e.g., “Try adding the words you could use to ask for help.”).

VII. Reflection and Extension

Reflection Prompts

  • What is one way the school counselor helps students?
  • Who is one trusted adult students can ask for help?
  • When should students ask for help right away?
  • How can students help classmates feel safe, included, and valued?

Extensions

  • Trusted Adult Map: Students create a simple map showing adults who help with feelings, learning, health, safety, and friendship problems.
  • Help-Seeking Phrase Card: Students make a card with phrases such as “I need help,” “I feel worried,” and “Can you help me?”
  • Belonging Practice: Students choose one kind action to practice during the week, such as inviting someone to join, using kind words, or helping with a classroom routine.

Standards Trace — When Each Standard Is Addressed

  • C:S1.2c — Session 1 (discussing words, actions, and choices that help classmates feel safe, included, and valued), Optional Session 2 (classroom belonging practice and kind action reflection).
  • C:S6.2a — Session 1 (identifying the counselor and other trusted adults and matching scenarios to appropriate help), Optional Session 2 (trusted adult map and help-seeking practice).
  • C:S5.2a — Session 1 (connecting listening, following directions, participation, routines, and materials to school success), Optional Session 2 (reflection on responsible classroom behaviors and participation).

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