Unit Plan 29 (Grade 3 Counselor): Trusted Adults and When to Report

Focus: Review help-seeking and teach students when reporting is necessary. The counselor distinguishes between small problems students can try to solve and unsafe, repeated, or overwhelming problems that should be brought to an adult. Students match scenarios to trusted adults and practice clear reporting language.

Grade Level: 3

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

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

I. Introduction

This Grade 3 counseling lesson helps students understand when to try a strategy and when to report a concern to a trusted adult. Students review that small problems may be handled by using calm words, problem-solving steps, taking turns, walking away, or trying again. The counselor emphasizes that students are becoming more independent, but independence also means knowing when a problem is too big to handle alone.

Students learn that unsafe, repeated, hurtful, confusing, or overwhelming problems should be reported to an adult. Examples may include unsafe behavior, strong worries, repeated peer problems, boundary problems that do not stop, threats, someone getting hurt, or a situation that makes a student feel scared or uncomfortable. The goal is for students to practice clear reporting language so adults can understand what happened, what was tried, who was involved, and what support is needed.

Essential Questions

• What is the difference between a small problem and a problem that should be reported?
• Who are trusted adults students can go to for help?
• When should students report unsafe, repeated, hurtful, or overwhelming problems?
• What clear words can students use when they need adult support?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify trusted adults at school and explain how they can help.
2. Distinguish between small problems students can try to solve and problems that need adult support.
3. Recognize when a feeling, worry, peer issue, or safety concern is too big to handle alone.
4. Match common school scenarios to appropriate trusted adults.
5. Practice clear reporting language that explains what happened, what was tried, and what help is needed.
6. (Optional Session) Apply reporting and help-seeking skills through scenario sorting, role-play, or trusted adult matching.

Standards Alignment — Grade 3 (ASCA-based Custom)

• C:S2.3c — Recognize When Support Is Needed
  • Identify when a feeling, worry, peer issue, or safety concern is too big to handle alone and choose an appropriate trusted adult for support.
  • Example: A student says, “If someone keeps bothering me after I ask them to stop, I should tell my teacher or counselor.”
• C:S6.3a — Identify Trusted Adults and Appropriate Help-Seeking
  • Name trusted adults at school and explain when to seek help for themselves or others.
  • Example: A student knows to tell a teacher, counselor, nurse, principal, or playground supervisor about unsafe behavior, strong worries, or repeated peer problems.

Success Criteria — Student Language

• I can name trusted adults at school.
• I can tell when a problem is too big to handle alone.
• I can tell the difference between trying a strategy and reporting a concern.
• I can use clear words to tell an adult what happened.
• I can ask for help when something is unsafe, repeated, hurtful, or overwhelming.