To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Analyze real‑world style scenarios to determine safe and appropriate responses. 

• Understand the difference between anonymous reporting, trusted‑adult conversations, and non‑reportable events. 

• Discuss the value of anonymity, including reducing peer pressure, stigma, and fear of retaliation. 

Materials 

• Student Worksheet: Link

Learning Activities 

Introduction 

• Ask students: “Think of a time someone needed help but didn’t feel comfortable asking. What made it hard?” 

• Share a few voluntaries (optional, no personal details). 

Scenario Sort Activity 

• In small groups or individually, have students complete the student worksheet that has them sort scenarios into anonymous reporting, trusted‑adult conversations, and non‑reportable events. 

Class Discussion 

Bring class back together. Discuss: 

• “How do we decide when anonymity is important?” 

• “Why might someone hesitate to report a serious concern?” 

• “What’s the difference between “snitching” and supporting safety?” 

• “What are the risks of NOT reporting?” 

Highlight anonymity benefits:

• Protecting the reporter 

• Encouraging honesty 

• Stopping harm early 

Optional Exit Ticket 

Have students complete one of the following sentence stems: 

• “Anonymity is important because…” 

• “One scenario that felt challenging to categorize was…” 

• “One thing I learned about staying safe at school is…” 

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Evaluate complex, nuanced safety‑related scenarios. 

• Determine when an anonymous report is the safest, most ethical action. 

• Explore issues of confidentiality, stigma, personal responsibility, and digital citizenship. 

• Understand how anonymous reporting complements direct communication or adult involvement. 

Materials 

• Student Paper: Link 

Learning Activities 

Small Group Sort 

• On student paper, have student sort scenario cards into anonymous reporting, trusted‑adult conversations, and non‑reportable events. 

Class Discussion 

Bring class back together. Discuss: 

• “How do we balance someone’s privacy with the need to protect them?” 

• “When is anonymous reporting the most responsible choice?” 

• “What could happen if we misjudge a situation as ‘not serious’?” 

Emphasize:

• Anonymous reporting exists to prevent harm, protect bystanders, and support mental health. 

• It is part of a larger safety system including adults, peers, and trusted communication. 

Optional Exit Ticket 

• Have students answer the following question: “How will you decide in the future to decide if something should be reported anonymously?” 

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Recognize key information that helps adults understand problems 

• Distinguish between helpful information and unrelated details 

• Demonstrate how adding specific details makes a report clearer 

Materials 

• Google Slides: Link

Learning Activities 

Introduction 

• Ask students: “When you are telling a story, what things might you include?” 

Mini-Lesson 

A helpful report includes: 

• WHAT happened (a behavior) 

• WHERE it happened (a place) 

• WHEN it happened (today, yesterday, recess, lunch, etc.) 

• WHO was there (if they know) 

• WHY it’s important (someone could be hurt or needs help) 

• Keep explanations very concrete and age‑appropriate. 

Activity

Instructions:

• Show students a picture of a scenario in Google Slides.

• Discuss each scenario with the class.  

• Optional: Have students discuss in small groups throughout.  

• Classify each scenario under one of the categories: Report anonymously, Talk to an adult, Not needed 
• For the scenarios that students list as anonymous reporting or trusted adult conversation, list pieces of information and have students determine if the different pieces of information are helpful or not needed.  

Guiding Questions:

• “Why would this be something we report anonymously?” 

• “When would talking to a trusted adult be better?” 

• “Is this situation dangerous, hurtful, or simply annoying?” 

• “How does anonymous reporting help someone who might be scared to ask for help?” 

Describe:

• “Here is a picture. Something is happening. We want to figure out what information helps a grown‑up understand what’s going on.” 

Emphasize:

• Reporting is about helping others stay safe, not getting people in trouble. 

• Anonymous reporting keeps people from feeling embarrassed or scared. 

The scenarios are:   

• Scenario 1: Students are playing and another student is sad. The sad student is being left out of playing.  

• Scenario 2: A student bumps into another student and she spills her books. The other student apologizes. 

• Scenario 3: A student falls while a teacher is not there.  

Discussion 

Discuss: 

• “What kinds of clues help grown‑ups the most?” 

• “Why is it good to tell a grown‑up when someone needs help?” 

Optional: Extension for Upper Grades 

• Provide students with an example scenario and have them write a practice report.  

If you would like to download this information as a PDF, please download here.

Even schools that already have well‑designed weather plans should revisit them regularly to confirm they still meet safety expectations, reflect current building conditions, and support the needs of everyone on campus. The list below can be used to identify areas that may require updates, clarification, or additional training. 

1. Quick Access to Shelter 

• Can all students and staff reach designated shelter areas within three minutes? 

• Consider walking distance, number of occupants, traffic flow, and any mobility‑related needs. 

2. Adequate Shelter Capacity 

• Do all identified shelter spaces comfortably hold the number of students and staff assigned to them? 

• Review class schedules, group sizes, and special‑needs considerations to ensure capacity works throughout the day. 

3. Multiple Shelter Zones 

• Are shelters distributed across different parts of the building so no area is too far from protection? 

• Confirm that every wing or hallway has a clearly assigned shelter location. 

4. Structural Strength of Shelter Areas 

• Have shelter rooms been reviewed for strong construction features? 

• Avoid areas with potential weaknesses such as skylights or unstable ceilings. 

5. Clear Shelter Signage 

6. Reliable Alerting Methods 

• Is there a primary system (intercom, tone, bell, etc.) to announce sheltering? 

• Is there a backup, such as a megaphone or air horn, in case power or communication systems fail? 

7. Bus Driver Shelter Awareness 

• Do bus drivers know safe places along their routes—such as sturdy buildings, basements, or natural shelters—to use if weather becomes dangerous? 

• If a Tornado Watch is issued, do bus drivers receive instructions ahead of time about what actions to take if the situation escalates?

8. Regular Practice and Review 

• Is the severe‑weather plan practiced consistently through drills? 

• Are lessons learned from each drill used to improve the plan? 

9. Reliable Weather Monitoring 

• Does the school have dependable tools for receiving real‑time weather updates and warnings? 

• Ensure staff know who monitors alerts and how decisions are communicated. 

A strong severe‑weather plan is only effective when it is up‑to‑date, well‑practiced, and clearly understood by all members of the school community. By using this checklist to review each component of your procedures, you help ensure that students, staff, and drivers are prepared to act quickly and safely when dangerous weather approaches. 

Reference

US Department of Commerce, NOAA, National Weather Service. (2010). Severe Weather Preparedness Guide for Schools. Weather.gov. https://www.weather.gov/grb/schools

If you would like to download this information as a PDF, please download here.

Preparing students for emergencies works best when the information matches their age and emotional needs. Safety drills, when taught calmly and clearly, help students understand what to do without feeling afraid. Just like other everyday safety habits, these routines give children confidence and help them trust that adults are there to keep them safe. 

Younger Grades

Supporting young children through safety drills begins with creating an environment where the routine feels familiar, predictable, and calm. When students know what will happen and see adults modeling confidence, they are far less likely to feel scared or overwhelmed. 

What Can Young Children Do?

Children in early elementary grades are still developing their understanding of danger and usually rely heavily on adults during an emergency. They are still able to participate in and understand simple safety practices, such as: 

• “Get Out” – leaving the classroom or building when asked 

• “Hide Out” – staying out of sight, turning off lights, and remaining quiet 

• “Keep Out” – understanding that adults may lock or block doors to keep danger away 

These concepts should be taught gently and simply, reinforcing that adults are in charge of keeping everyone safe. 

Age-Appropriate Supports for Younger Grades

Use Simple Language and Visual Supports 

Younger students respond best to straightforward, concrete instructions. During drills, teachers can focus on cues such as: 

• “Stay quiet.” 

• “Follow your teacher.” 

• “Find a safe spot.” 

Visual aids, such as pictures, icons, or short videos, can help children understand what to do without feeling overwhelmed. 

Keep Explanations Brief and Reassuring 

For young learners, long or detailed explanations can create unnecessary stress. A simple statement can go a long way, such as: 

“Today we’re practicing a safety drill. The teacher’s job is to keep you safe. We’ll practice sitting still and being as quiet as we can while we listen for directions.” 

This approach keeps the tone calm and the focus on adult responsibility rather than fear. 

Prepare for Common Questions 

It can be helpful to know some of the questions children often ask and simple ways to respond: 

• What is a safety drill? 
  It’s a practice that helps us know what to do if someone who shouldn’t be at school is nearby. 

• Why do we have to do this? 
  Our job is to keep you safe, and practicing helps us do that. 

• Why do I have to be quiet? 
  Being quiet helps us hear important directions. 

• When will it be over? 
  Most drills only last a few minutes, and adults will tell us when it is finished. 

These responses can be adapted to each child’s age, temperament, and emotional needs. 

Help Families Join the Conversation 

Families play an important role in helping children feel comfortable and informed. Schools can support families by offering resources that explain drills in a calm, reassuring way. These materials might include discussion tips, sample phrases, or short explanations of what safety drills look like at school. 

Adults can also remind children that practicing safety is something we already do in everyday life, such as wearing helmets, buckling seatbelts, washing hands, and looking both ways before crossing a street. Safety drills are simply another way we take care of ourselves and each other. 

Older Grades

As students grow older, their ability to make sense of safety procedures and to respond to them appropriately increases significantly. Middle and high school students may be capable of carrying out practiced safety actions on their own, without needing step‑by‑step direction from adults. 

What Can Older Students Do?

Older students typically show a higher level of automaticity during drills. With repeated practice, they may learn to: 

• Respond quickly and appropriately to familiar safety cues 

• Apply safety skills in different types of situations 

• Adapt their actions based on the scenario and information given 

Age-Appropriate Supports and Information for Older Grades

Unlike younger children, older students can usually handle more detailed explanations about why drills exist and what kinds of dangers they are designed to address.  

Schools may choose to: 

• Offer more specific discussions about situational awareness 

• Explain the purpose behind different safety responses 

• Use more realistic examples during lessons or training sessions 

This approach helps students feel informed and capable while still maintaining a supportive and controlled learning environment. 

Balance Realism with Reassurance 

Even though older students can manage more complexity, maintaining a thoughtful, calm tone remains essential. These conversations should empower students and help them understand that preparedness is about being aware and ready rather than being afraid.  

No matter the grade level, safety drills are most effective when they’re simple, supportive, and age‑appropriate. Younger students need clear, calm guidance, while older students can handle more independence and detail. By being prepared, educators can make sure every child feels prepared and protected. 

References

Sigrist, G. (2024). Emergency Drills 2.0: How to Make School Safety Drills More Effective and Less Traumatizing | Safeguard Risk Solutions, LLC. Safeguard Risk Solutions, LLC. https://safeguardrisksolutions.com/emergency-drills-2-0-how-to-make-school-safety-drills-more-effective-and-less-traumatizing/

‌Stay Safe Procedures in Early Childhood Programs. Office of Head Start National Center on Health, Behavioral Health, and Safety. https://headstart.gov/sites/default/files/pdf/03202-stay-safe-procedures-eng.pdf

‌Developmental Levels of Safety Awareness. Safe and Sound Schools. https://d12b1c87-439e-47fd-8767-5821f38c7b68.usrfiles.com/ugd/d12b1c_e6ac755db5bb4caa821015efc78b0fb5.pdf

If you would like to download this information as a PDF, please download here.

When a student returns to school after an injury, the transition can be far more challenging than it appears on the surface. Educators play a critical role in creating supportive, flexible environments that help students rebuild confidence and reconnect with school life. Understanding what students may be experiencing, both physically and emotionally, can guide teachers in offering meaningful, compassionate support. 

Struggles Students May Experience

When a student returns to school with an injury, there are several struggles that they may have, depending on the severity of the injury and the individual experiences of the student.

Physical Pain and Limits – Every injury is unique, and so are the physical limitations that accompany it. While some students may be able to seemingly get through their daily life in a typical fashion, others may have major challenges to overcome.  

Example: A student recovering from a fractured leg may struggle to move between classes quickly, carry heavy books, or sit comfortably for long periods. Even simple tasks like navigating crowded hallways may be exhausting or painful. 

Emotional Distress – Students may feel frustrated, discouraged, or embarrassed when they can’t do things that they used to do easily. 

Example: A previously active student may feel upset when they can’t participate fully in group projects or classroom setups that require movement, causing them to feel like a burden or “different.” 

Feeling isolated – Injuries can disrupt a student’s normal routines and social interactions. This could happen often with students who cannot participate in sports or organized activities that they typically would do. 

Example: A student who typically eats lunch with a sports team may now be sidelined, unable to join practices or games. This separation can lead to feelings of loneliness or detachment from peer groups. 

Anxiety – Students may be anxious about how injuries may affect their future or be fearful about the injury reoccurring. 

Example: A student recovering from a concussion may worry about not getting to return to their sport before the season ends or fearing another head injury will occur. 

Sense of loss – Students may grieve lost opportunities or experiences they had been anticipating. 

Example: Missing an entire sports season, a long‑awaited field trip, or a school performance can make students feel like they’ve lost a piece of their identity or a milestone they’ll never get back. 

How Teachers Can Help

Allow students to ease back into the classroom. Provide gradual transitions, reduced workloads, or modified assignments as needed. 

Example: Instead of expecting a student to immediately catch up on a week’s worth of work, a teacher might break tasks into manageable chunks and extend deadlines. 

Encourage the student to communicate their needs, feelings, and questions. Be available to talk with the student and reassure them that you are there to help. Provide the student with options for other adults to speak with if necessary, such as counselors or nurses.  

Example: A teacher might check in privately to ask, “How are you feeling today? Are there any adjustments that would make things easier?” 

Help the student set realistic goals and expectations. Many times, the student is experiencing an injury for the first time and does not know what to expect and needs guidance. Setting realistic goals can help students build confidence.  

Example: If a student is frustrated that they can’t write for long periods due to a wrist injury, the teacher might help set a goal like writing for five minutes at a time, gradually building up. 

Celebrate progress while understanding when students make mistakes.  

Example: Applauding a student for moving from using a wheelchair to crutches, or for completing a modified assignment, can boost confidence and motivation. 

Be positive. While students may get down, your encouragement can help students stay hopeful during a difficult time. 

Example: Remind students that injuries are temporary, and that healing often happens step by step. Your steady reassurance can help them stay emotionally resilient. 

Learn More!

One frequently encountered injury that requires student support is a traumatic brain injury, such as a concussion. 

If you would like to learn more about how to support students with traumatic brain injuries, click here to take a 1 hour online professional development module. 

Supporting students after injuries requires empathy, flexibility, and open communication. By recognizing both the visible and invisible challenges students may experience, educators can help them re-engage academically and socially in a safe, affirming way. Educators can make a significant difference in a student’s recovery journey.  

Reference

Returning to School After a Sports Injury. (2023, August 23). Alliance Orthopedics. https://allianceortho.com/returning-to-school-after-a-sports-injury/

If you would like to download this information as a PDF, please download here.

Winter months and transitions from time out of school can often bring added stress, fatigue, and feelings of isolation. By taking time to check in and assess students’ well-being, educators can create a supportive environment that promotes emotional wellness and trust.  

When observing students’ mental health, it is important to look for signs of depression and anxiety.  

Signs of Depression 

• Persistent sadness  

• No longer interested in things they used to enjoy 

• Changes in habits, including eating, sleeping, or daily interactions 

• Withdrawal  

Signs of Anxiety 

• Difficulty concentrating due to worrying  

• Unusually irritable or upset  

• Fatigue 

• Restlessness 

When you are observing students for mental health issues, look at the following:  

• Behavioral indicators in classroom or campus settings 

• Changes in attendance or engagement 

• Shifts in mood or behavior 

• Physical appearance and energy levels 

Educators can have conversations that lead to identifying any mental health issues. It is helpful to ask open-ended questions that emphasize emotional well-being.  

Conversation Starters 

• How are you feeling about being back after the break? 

• What’s been the hardest part of returning to school? 

• Is there anything you need to feel more supported? 

When having conversations with students about their mental health, keep in mind the following tips: 

• Ensure privacy during conversations. 

• Avoid judgmental language. 

• Respect cultural and personal differences. 

Try This!

Beyond conversations and observations, educators can also be intentional with checking in on students through their procedures. View the links below for examples and templates of different check in methods.

Elementary Paper Check In:

https://www.teachingchannel.com/k12-hub/downloadable/student-mental-health-check-in-template/

Secondary Google Form:

https://docs.google.com/forms/d/1ldLI3Mq54QcZh5p6cpXFhYfv3YCMqYZ32ZsZ1A4JYjw/copy

Reference 

Centers for Disease Control and Prevention. Anxiety and depression in children. https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html