Co-create community agreements and classroom norms between teacher and students.

Students will learn what a compliment is, practice giving compliments to classmates, and notice how compliments can make a person feel valued. The class will build a paper chain of compliments together.

To develop short skits about the community values, and for participants to produce their own theater festival.

Students each receive one color and must collaborate to create a single picture together, using only their assigned color with no trading allowed, then reflect on what they learned about teamwork.

This lesson teaches students that everyday choices either strengthen or weaken their friendships, using a "bank" metaphor where kind acts are deposits and unkind acts are withdrawals. Students physically add or remove peanuts from a bag in response to friendship scenarios to make the concept tangible.

Students will simulate a fishing village economy by using straws to "catch" goldfish crackers, experiencing the consequences of taking more than they need as resources deplete and villagers get eliminated. A debrief connects the game to real-world thinking about wants vs. needs and practicing self-control.

Each child makes their own paper flower with a picture of themselves in the center and one talent written on each petal. All the flowers come together to form a class "Garden of Greatness" on the wall—a visible reminder that every child brings something to the room.

Students will read Eloise Greenfield's poem "By Myself" and then create their own "I am" poems, building a list of words and phrases that describe who they are. Younger students can draw a picture instead of writing.

Students will be able to identify the people, places, and things they love — building self-confidence by recognizing the joy and goodness already present in their own lives.

Students will explore different types of greeting cards and then design and write their own to build a class card collection, practicing empathy by thinking about how to acknowledge and respond to others' experiences through words and art.

Students practice self-awareness by checking in with how they are feeling right now and using colors, shapes, and lines to draw it. Sharing is invitational, and the activity builds the language and confidence to name big feelings.

Recognize the feelings and perspectives of others, and role-play and brainstorm ways to respond to people depending on how they’re feeling.

Participants will determine if engaging in a fitness activity has an effect on how they feel emotionally, and explore how regular exercise can support their mental and physical health as a tool for self-control and emotional regulation.

Students move around hula hoop "islands" to music and must work together to fit everyone onto fewer and fewer hoops each round, with the goal of including every student rather than eliminating anyone.

Students brainstorm and play a series of relay races they help design, taking turns passing a ball down the line in creative ways, then reflect on how their team worked together.

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Students will create a drawing or collage that expresses how they see themselves and how others see them — building self-confidence by giving voice to who they are on the inside.

To discuss real issues that are occurring in the group, and to encourage participants to come up with their own solutions to real problems.

Students will write a bullying problem on an inflated balloon, brainstorm solutions, and release the balloon when the class agrees on a good solution — symbolically "deflating the bully." Through this activity, students practice empathy and critical thinking to develop strategies for standing up for themselves and others.

Students will develop listening and language skills by recreating sounds from the outdoor environment.

Students will dance with partners and freeze when the music stops, then take turns moving creatively down a line while classmates clap, practicing self-control, listening, and social awareness through movement.