Preservice teachers will lower affected students' anxiety levels by 10% by the end of their first...

1. Preservice teachers build positive rapport with affected students using one or more of the listed strategies.

1.1. Rapport Strategy 1: Preservice teachers "Spend 1-On-1 Time" with affected students using one or more of the given strategies.

1.1.1. Talk to an affected student one-on-one in a distinctly separate area of the classroom.

1.1.2. If possible, have a school staff member be in the classroom as the preservice teacher and affected student spend one-on-one time in the hall.

1.2. Rapport Strategy 2: Preservice teachers ask questions related to affected students' interests using one or more of the suggested questions.

1.2.1. Question 1: "Who is your favorite player on the [student's favorite sports team]?"

1.2.2. Question 2: "What is one moment you had playing with your [soccer, football, basketball, etc.] team that you are most proud of?"

1.2.3. Question 3: "What is your favorite song to play on the [student's instrument they play]?"

1.2.4. Question 4: "What piece of art did you make that you had the most fun creating?

1.2.5. Question 5: "What is your favorite TV show?"

1.2.6. Question 6: "What is your favorite movie?"

1.2.7. Question 7: "What is your favorite food to cook or bake?"

1.3. Rapport Strategy 3 : Preservice teachers share stories about their own lived experiences to affected students.

1.4. Rapport Strategy 4: Preservice teachers will attend one or more events that each affected student participates in from the given examples.

1.4.1. Attend a sporting event where an affected student is playing in the game.

1.4.2. Attend a play an affected student is performing in.

1.4.3. Attend an art walk where an affected student's artwork is displayed.

1.4.4. Attend a science fair where an affected student's experiment is showcased.

1.4.5. Attend a concert where an affected student is performing.

1.4.6. Attend a school family night event where an affected student will be attending.

1.4.7. Acknowledge the affected student and give encouragement, thanks, and kudos.

2. Preservice teachers teach affected student(s) emotion regulation strategies that the affected student(s) can use on their own.

2.1. (1) Teach labelling and accepting feelings.

2.1.1. In collaboration with the school counselor, create a developmentally appropriate emotion recognition chart for fourth graders that visually displays facial expressions and connects them to emotion labels.

2.1.2. Have the affected student practice labelling emotions using the provided chart with the preservice teacher and/or the school counselor.

2.1.3. Place the emotion recognition chart at the affected student's desk so they can use this strategy at any time, without the help of an adult.

2.2. (2) Teach breathing exercises.

2.2.1. Have affected students practice "Bubble Breathing"

2.2.2. Have affected students practice "Stop and Smell the Flowers"

2.2.3. Have affected students practice"Stuffed Animal Breathing"

2.2.4. Have affected students practice "Animal Breathing Techniques"

2.2.5. Have affected students practice "Lemon Squeeze"

2.3. (3) Utilize a calm corner in the classroom.

2.3.1. Create a calm corner in the classroom where students have access to calming activities.

2.3.2. Ask an affected student if they would like to go to the calm corner (positive distraction).

2.4. (4) Preservice teacher models emotion reulation themselves.

2.4.1. Pause and take deep breaths when overwhelmed by emotion.

2.4.2. Out loud or on paper, name the emotions you are dealing with.

2.4.3. Accept the emotions as they are.

2.4.3.1. "I am feeling very [insert emotion], and I have a right to feel that way."

2.5. (5) Teach positive self-talk by having affected student(s) use one or more example statements.

2.5.1. "I am worthy of love."

2.5.2. “I am enough" (Empowered and Thriving).

2.5.3. "I am a fighter."

2.5.4. "I am smart."

2.5.5. "I will be happy once again."

2.5.6. "I will succeed because I am a hard worker."

2.6. (6) Implement brain breaks for the whole class.

2.6.1. Students participate in a 10-minute guided meditation created specifically for children.

2.6.2. Students engage in breathe like an animal breathing activity.

2.6.3. "Practice 'focus ball' breathing" (Sanders).

2.6.4. Students "take a yoga break" (Sanders).

3. Preservice teachers effectively utilize all listed emotional first aid strategies (in order from 1-5) when one or more affected students are in distress.

3.1. (1) Display appropriate body language using the following strategies.

3.1.1. "Maintain an open body position" (MHFA). Use the following strategies.

3.1.1.1. "Arms open" (not crossed) (ChangingMinds.org).

3.1.1.2. Legs parallel (not crossed) (ChangingMinds.org).

3.1.1.3. Relaxed palms (not scrunched in fists) (ChangingMinds.org).

3.1.1.4. "Sit alongside and angled toward the person rather than directly opposite them" (MHFA).

3.1.1.5. "Avoid fidgeting" (MHFA).

3.1.1.6. "Sit down, even if the person is standing" (MHFA).

3.2. (2) Validate the affected student(s)' emotions by saying one or more of the listed emotion validation statements to the affected student(s).

3.2.1. Validation Statement 1: "I can see that you are very" [insert emotion] (Changing Care).

3.2.2. Validation Statement 2: "That must have been so hard for you."

3.2.3. Validation Statement 3: "I’m so sorry that happened" (Horkovska).

3.2.4. Validation Statement 4: "You have every right to feel" [insert emotion]" (Horkovska).

3.2.5. Validation Statement 5: "I’m here to listen" (Horkovska).

3.2.6. Validation Statement 6: "It makes sense you would be so upset about that" (Horkovska).

3.2.7. Validation Statement 7: "I hear you" (Horkovska).

3.2.8. Validation Statement 8: "You are so brave for telling me this".

3.2.9. Validation Statement 9: "I'm so sorry that you're feeling that way [insert name]."

3.3. (3) If the affected student(s) aren't speaking much or say that they are embarrassed, use the following strategies.

3.3.1. Suggest positive distraction.

3.3.1.1. Ask: "Would you like to talk to the school counselor [or other school staff member who the student has a positive rapport with]?"

3.3.1.2. Ask: "Would you like to take a walking break in the hall?"

3.3.1.3. Ask: "Would you like to talk about this another time?"

3.3.1.4. Ask: "Would you like to go to the calm corner for a little while?"

3.4. (4) Actively listen to the affected student(s) using the following strategies.

3.4.1. Make eye contact.

3.4.2. Ask one or more clarifying questions.

3.4.2.1. Question 1: “What part of this situation made you feel most [insert emotion]" (Smiling Mind)?

3.4.2.2. Question 2: “At what point of the situation did you start to feel like this?” (Smiling Mind).

3.4.3. Repeat what they say back to them to determine if you are accurately hearing their pain.

3.4.4. “I want to make sure I’m understanding correctly. What I’m hearing is…”

3.5. (5) Speak without judgement to the affected student(s).

3.5.1. Keep personal judgements of affected student(s) to yourself.