This unit is a course overview with only this one file. It provides an overview of the files in the Toolkit and some additional information that might be relevant for teachers who want to start teaching their students about the science of stress and help them develop self-regulation by practicing various techniques.

The activity poses an open question that has students reflect on the situations that can generate different responses to stress, as shown in the slides of this unit.

The activity presents students with two short answer questions to have them reflect on the situations that can generate stress responses in themselves as outlined in this unit. After this, they are asked to explain what new things they have learned about the topic.

This lesson introduces the concept of survival behaviours (fight, flight, and freeze).  The aim is for students to understand that the stress response serves an important survival purpse. This activity has three resources for teachers: lesson slides, a video that can be shown to students that uses the slides, and transcripts of the video.

Open questions to guide students to reflect on reflexes and help them connect that the stress response is like a reflex – something that happens automatically inside of us.

This activity asks students to link the sensations of stress with the functions they serve in our bodies. The aim is to help students better recognize sensations of stress and realize that the serve a purpose that is supposed to benefit us.

This activity includes short answer questions that have students describe the stress sensations they found most surprising, useful, and annoying. They are also prompted to write about what they learned in the unit.

This lesson helps to identify different physical reactions to stress and explains how something seemingly negative actually helps us to prepare ourselves to respond to stress. This activity provides three resources for teachers: video that can be shown to students, video transcripts, and presentation slides.

This activity has students try to identify common locations of stress sensations. This is warm-up activity to help students connect to the sensations we feel in our bodies when we are stressed.

This activity has students reflect on different ways they can influence their moods when their energy is low and when their energy is too high (i.e., anxious).

This activity has two questions for students to review their learning in Unit 4. First, students answer a question about what technique they can use to calm themsleves when agitated. The second question is a general reflection about what they think they learned in the unit.

This lesson introduces students to the relationship between level of activation (stress) and one's performance (learning). This activity provides three resources for teachers: video that can be shown to students, video transcripts, and presentation slides.

Group or individual warm up activity to help students to think about triggers of emotions.

Three activities (1.1, 1.2, 1.3) have students assess and reflect on stress and sensations of stress. The first activity asks students to identify the senses through which we experience the world. The second activity has students reflect on stress mindsets. The third activity is a review of what sensations we feel in our bodies when stressed.

This reflection activity has a mix of multiple choice and short answer questions. The aim of the activity is to check student learning of the key concepts in Unit 5 (Stress Mindsets, Reframing).

This lesson introduces the concepts of Stress Mindsets and reframing (also known as cognitive reappraisal). This activity provides three resources for teachers including lesson slides, a video that can be shown to students that uses the slides, and transcripts of the video. Note that there are two videos: 1. Mindsets, 2. Reframing.

6 short-answer questions  for students to contemplate that relate to the concept of Stress Mindsets. The aim of the activity is to activate student learning for the lesson ahead.

Two group activities are presented: (1) In modern life, do we face more physical threats or mental threats? (2) "Create a list of physical threats and mental threats that students like you may face". The purpose is to have students reflect on modern life and how it is sometimes misaligned with how our stress response functions.

The purpose of this activity is to activatate students' knowledge of breathing (i.e., from hobbies). Two discussion questions are presented: (1) Do you have hobbies where you have learned certain ways to breathe? (2) What roles does breathing play in your hobbies?

This unit and these slides provide an introduction to our breathing system and how this is a key element in stress management.