Calm Down Strategies for Teens: Coping Skills Cards and Calm Plan, Middle School and High School
Calm down strategies, coping skills, and self regulation for teens in special education, middle school, and high school, with a personal calm plan each student builds.
A calm down playbook written for teenagers, not little kids. Students learn a simple 3 step loop, pick strategies that work for them, and build a personal calm plan. For middle and high school special education, resource rooms, counselors, and general education classrooms.
**What's included:**
• Facilitator notes: opening script, group norms, delivery options, do's and don'ts, when to stop and get help
• Student playbook: the 3 step loop, early signals checklist, strategy menu, personal calm plan, and rejoin scripts
• 11 strategy cards (box breath, longer exhale, 5 to 4 3 to 2 1 grounding, movement reset, help signal, asking for a break, rejoining, noise/sensory, task chunking, temperature/water, peer boundary)
• Classroom poster text and adult co regulation scripts
• Non punitive reflection pages (quick and deeper versions) with private adult follow up notes
Not therapy and not a crisis program. Use alongside your school's behavior and crisis procedures.
**What you download:** one printable PDF, 11 pages (US Letter). It opens on any device and prints cleanly. It starts with a Start Here page and ends with terms of use and a short thank you page. Click **View Preview** to see the Start Here page and two real sample pages.
**Use it in 5 minutes:**
• Read the Facilitator Notes opening statement aloud.
• Walk through the Student Playbook with your group.
• Have each student pick 2 Strategy Cards to practice while calm.
• Post one poster and use its adult script this week.
Educational resource only, not legal advice. Follow your state and district procedures. All examples are made up; no real student information.
Made by Jeremy D. Gooch, special education teacher and transition coordinator. Drafting and layout had AI assistance; every page was checked by me.
