Students will create and say aloud two positive "I am" statements about themselves and practice using them when they feel unsure.

Students will tell the difference between helpful and unhelpful thoughts and practice replacing an unhelpful thought with a helpful one.

Students will explain in simple words that practice makes the brain stronger, and identify one thing they got better at through practice.

Students will experience that trying again leads to improvement, notice their own progress, and describe how it feels to keep trying.

Students will identify what it means to feel proud, name one thing they did that made them feel proud, and share it with confidence.

Students will identify what being brave means, share a brave thing they did, and choose one small brave step to try.

Students will understand that mistakes are a normal part of learning, name a mistake they made and what they learned, and practice a class response that makes mistakes feel safe.

Students will set one small, specific goal and name one step they can take toward it, connecting confidence to trying and growing.

Students will name a strength they see in a classmate and receive a strength badge from a classmate, building confidence through peer recognition.

Students will identify parts of who they are (family, favorites, strengths, what makes them unique) and present their shield with pride.

Students will identify personal strengths and parts of their identity (culture, family, interests, talents, values) as sources of confidence rather than obstacles. Students will write and share a "My identity is a superpower because..." statement and recognize how positive self-talk and self-knowledge support confidence.

Students play Duck, Duck, Goose with a different silly movement style each round (penguin, robot, skip, gallop, crawl), then complete a "Boss of My Body" worksheet exploring how their brain controls their body's movements.

Students play multiple rounds of Hot Potato at varying speeds, then follow along with a step-by-step drawing video (ice cream cone or Hello Kitty) pausing as needed to keep up.

Students blow bubbles and try not to pop any, then color quietly while soft music plays — challenged to stay quieter than the music or go completely silent.

Students act out emotions for each Zone of Regulation (blue, green, yellow, red) when called by name, then do a Zones Relay — moving around the room to music in silly ways and rushing to a colored zone when the music stops to practice coping strategies for that zone.

Students follow along to a Yo Gabba Gabba stretching and breathing song on the rug, then take turns reaching blindfolded into a mystery box while practicing self-control by keeping their guess to themselves until everyone has had a turn.

Students play Night at the Museum (staying frozen as statues while a "janitor" with a flashlight tries to catch them moving), then fold and decorate paper airplanes and must wait for a whole-class countdown before flying them.

Students sing "Who Took the Cookie from the Cookie Jar?" in a circle with a slap-clap rhythm, passing the chant around to each classmate. Then they decorate nila wafer cookies with frosting and sprinkles, challenged to resist eating until they're done decorating.

Students play Simon Says (winners or respectful sitters get to lead a round), then play Red Light, Green Light to the Squid Game audio, with eliminated students practicing silent cheering on the sidelines.

Students play Just Like Me (standing and doing a silly dance when a teacher-called attribute applies to them) across 5 rounds of shared traits. Then each student picks a kindness phrase, paints and decorates a rock with it, and places it in the class community garden.