Situational awareness is foundational for success in school, relationships, and daily life. Elementary students are just starting to learn how to read social situations. The “Thinking About Others Poster” from Everyday Speech provides a no-prep visual anchor for this skill.

This article explores what situational awareness looks like at the elementary level, why it is important, and how educators and clinicians can use this poster to strengthen students’ abilities to notice, interpret, and respond to the people around them.

What Is Situational Awareness?

Situational awareness for elementary students means paying attention to what is happening in the environment and considering how other people might think or feel. This involves the ability to observe, interpret, and respond based on the social context. It is not just about understanding physical situations, but also about recognizing how actions, words, and body language affect others in shared spaces.

The “Thinking About Others Poster” breaks situational awareness into three clear areas: what is happening (the situation), who is involved (the people), and how each person might feel (the perspectives and emotions). Students are encouraged to look outward and think about how their behaviors make others feel. Over time, these observations help students adjust their interactions in positive ways.

Why Teach Situational Awareness?

Situational awareness skills help elementary students navigate the school day, foster healthy friendships, and prevent many misunderstandings. Teaching this skill brings a range of classroom and long-term benefits:

• Improves student safety by helping children recognize and respond to potential risks or changes in their environment.
• Supports conflict prevention and resolution by giving students tools to notice how their actions affect others.
• Builds empathy as students learn to consider and understand multiple viewpoints.
• Encourages responsible and respectful behavior in shared spaces.
• Helps students adapt more easily to transitions and new routines.
• Strengthens peers’ willingness to collaborate and cooperate.

Children with strong situational awareness are less likely to feel isolated and more likely to build supportive peer relationships. This skill often leads to better overall classroom climate, making teaching and learning more effective for everyone.

Lesson Plan: Using Thinking About Others Poster

The “Thinking About Others Poster” offers a step-by-step approach and can be used flexibly across clinical, classroom, or small group settings. The clear visuals provide structure and consistency that greatly benefits students who need explicit social instruction.

Step 1: Introduce the Poster and Define Situational Awareness

Begin by displaying the poster in a central location. Explain to students that situational awareness involves noticing what is going on around them and thinking about how others might feel. Use examples from daily school routines, such as lining up for lunch, sharing supplies, or entering the classroom after recess.

Ask guiding questions:

• What do you see happening?
• Who is nearby or involved in this situation?
• How might each person be feeling?

Invite students to share quick examples from their own experiences. This helps make the concept personal and connects it to their daily life.

Step 2: Model Using the Poster With a Scenario

Choose a simple, relevant situation. For example: A student accidentally bumps into a classmate while putting away their backpack.

Go through each section of the poster with the group:

• Situation: Describe what happened.
• People: Identify who was involved.
• Feelings: Ask how each person might feel (e.g., surprised, upset, apologetic).

Think aloud to demonstrate how to break down a situation. This direct modeling makes the process tangible for students.

Step 3: Guided Group Practice

Divide students into small groups. Provide each group with a brief scenario to analyze using the poster. Scenarios might include:

• Someone asks to join a game at recess.
• Two classmates disagree about a rule during a board game.
• A friend shares good news.

Encourage each group to discuss:

• What is happening?
• Who is involved?
• How might everyone be feeling?

Circulate to support students’ thinking and prompt deeper observations. This guided practice reinforces attention to details and helps students consider more than just their own perspective.

Step 4: Whole-Class or Small-Group Share-Out

Bring everyone back together to share ideas. Ask each group to present their scenario and walk through the three poster questions. Point out thoughtful responses and help clarify any misunderstandings about feelings or perspectives.

Highlight how paying attention to others’ feelings can change actions or outcomes. For example, if someone looks upset, it might be helpful to apologize or ask what is wrong. These discussions deepen empathy and increase problem-solving skills for future situations.

Step 5: Daily Connections and Reinforcement

Integrate the poster into everyday routines. Refer back to it during morning meetings, after incidents, or when discussing stories in books. Consistent reference helps students internalize the questions and use the process independently.

Consider quick check-ins during the day:

• “Let’s use our Thinking About Others poster. What’s happening here? Who is involved? How do they feel?”

Encourage students to point out examples of situational awareness they observe among peers. Recognition can boost motivation to keep practicing the skill.

Supporting Situational Awareness After the Activity

Teaching situational awareness is most effective when woven throughout the day. After using the “Thinking About Others Poster,” consider these strategies to reinforce the skill:

• Use daily reflection time to discuss how students used situational awareness, highlighting positive examples.
• Post the printed poster in several locations so students encounter the prompts in multiple settings (classrooms, hallways, lunchroom).
• Prompt students before unfamiliar activities or transitions: “Remember to think about what is happening and how it might make others feel.”
• Pair the poster with social narratives or visual checklists for students who benefit from additional structure.
• Collaborate with teachers and support staff to use common language from the poster across settings. Consistency helps students generalize the skill.
• Share the poster or simple language around situational awareness with families. When caregivers understand the vocabulary, home-to-school communication is strengthened.
• Encourage students to create their own scenarios or role-play different perspectives to expand understanding.

Reinforcement does not need to be lengthy. Even brief reminders and praise make a meaningful difference for students working to build this habit.

Wrapping Up: Building Social Awareness in Everyday Moments

Situational awareness develops over time and with consistent guidance. The “Thinking About Others Poster” offers a practical, no-prep visual that helps elementary students break down complex social situations into manageable steps. By using this poster regularly, clinicians and teachers empower young learners to consider others’ feelings and perspectives, leading to a more understanding and supportive classroom community.

Sustained attention to situational awareness yields benefits across all subject areas and life settings. Whether in moments of conflict, celebration, or cooperative play, students with these skills are better prepared to respond appropriately. Leveraging tools like the “Thinking About Others Poster” ultimately leads to more positive social interactions and a safer, more welcoming learning environment for every student.