What Is Staying Calm?

Staying calm describes a student’s ability to manage emotions and behaviors in stressful, overwhelming, or emotionally charged situations. This skill is a key component of self-regulation, allowing students to pause, reflect, and make thoughtful choices, rather than reacting impulsively. At the high school level, students encounter varied triggers such as academic pressures, social dynamics, extracurricular demands, and future planning. Staying calm allows them to respond with resilience and maturity, influencing their academic success, relationships, and overall well-being.

Adolescents who can stay calm demonstrate:

• Awareness of internal emotional states
• Effective use of coping strategies, such as deep breathing or self-talk
• The ability to assess situations rationally before reacting
• Respectful responses toward peers, teachers, and family members
• Flexibility when encountering unexpected changes or setbacks

Staying calm is not about suppressing feelings. It is about recognizing emotions, understanding their impact, and regulating responses to foster positive outcomes. This skill lays the groundwork for more advanced self-management abilities, supporting success both in school environments and in life beyond graduation.

Why Teach Staying Calm?

Building the skill of staying calm benefits high school students in significant ways. Adolescence is a period of rapid growth and change, and the pressures at this stage can be intense. When students learn strategies to stay calm, they enhance their:

• problem-solving skills: Calm thinking allows for clearer analysis and better decision-making.
• Academic performance: Reduced anxiety leads to greater focus, persistence, and engagement in learning.
• Peer relationships: Calm responses help prevent escalation during conflict and support healthy communication.
• self-advocacy: Students who remain calm are more likely to seek help appropriately and express their needs.
• Emotional health: Calming strategies can decrease feelings of overwhelm, anxiety, and frustration.
• Motivation and follow-through: Regulation improves students’ ability to set, pursue, and achieve goals.
• Resilience: Staying calm equips students to face challenges with confidence and adaptability.
• Classroom environment: When students use calm strategies, the overall atmosphere becomes more positive and supportive.

Teaching students how to stay calm provides them with lifelong tools for managing stress in college, the workplace, and their personal lives. It prepares them for adult responsibilities and growth.

Lesson Plan: Using Thinking About Others Goal Poster

The Thinking About Others Goal Poster is a visual prompt that encourages students to pause and consider how actions, words, and emotional responses affect others. Although created for younger learners, its clear structure and relatable language make it versatile for high school populations, especially when supporting self-regulation skills such as staying calm. The poster can be used as a cornerstone for direct instruction, group discussions, and self-reflection exercises.

Step 1: Introduction and Framing

Begin by introducing the concept of staying calm through a brief, relevant scenario. For example, describe a situation where a student receives critical feedback on a project. Ask the group how someone might feel in this moment (defensive, frustrated, embarrassed) and what happens when emotions take over responses. Explain that the goal of today’s activity is to develop strategies to stay calm in challenging situations by considering other perspectives.

Display or provide copies of the Thinking About Others Goal Poster (available for download here). Acknowledge that while the language is simple, the steps are applicable to more complex situations that high school students regularly face.

Step 2: Poster Walkthrough and Discussion

Guide students through each step of the poster:

1. Name the situation or action.
2. Think about how others might feel or what they might be thinking.
3. Reflect on how one’s reaction could impact others.
4. Identify calm responses that respect everyone involved.

Encourage students to offer examples relevant to their experiences. For instance, a situation might involve group work that is not going as planned. Have students practice naming their feelings, such as anger or disappointment, and then considering how peers might feel if confronted with hostility versus a calm request for collaboration.

Step 3: Practical Modeling and Role Play

Model the poster’s steps using a hypothetical high school scenario. For example, act out a disagreement about leadership roles in a club meeting. Walk through the poster process out loud, demonstrating how pausing, considering others’ perspectives, and staying calm can de-escalate tension and promote a more effective resolution.

Invite students to participate in brief role plays, rotating through common high school situations—such as conflict with teachers about grades, misunderstandings with friends, or stress about upcoming exams. After each role play, encourage group reflection using the language from the poster.

Step 4: Application to Real-Life Challenges

Transition to self-reflection by asking students to identify a recent moment when remaining calm was difficult. Provide prompts for journaling or guided discussion:

• What was the situation?
• What emotions were present?
• How might others have experienced the situation?
• How could staying calm have changed the outcome?
• What strategies from the poster could be applied in the future?

Encourage students to reference the poster in their responses. This supports transfer of the skill to authentic personal contexts.

Step 5: Goal Setting and Visual Reminders

Support students in setting individual goals for staying calm using the poster as a touchstone. Have each student write a simple personal reminder inspired by the poster’s steps, such as “Pause, think about their feelings, choose a respectful response.” Encourage students to keep a copy of the poster in their locker, notebook, or on a digital device as a consistent reminder throughout the school day.

Reinforce that consistent practice and visual cues can help weave the habit of staying calm into everyday routines.

Supporting Staying Calm After the Activity

The most effective skill development occurs when concepts are revisited and reinforced across multiple settings. After introducing the Thinking About Others Goal Poster, consider these strategies:

• Integrate poster language into daily classroom language. Use phrases like “Let’s pause and think about how this is affecting others” during heated discussions or stressful lessons.
• Encourage staff and students to model calm responses. Peer and adult examples reinforce expectations and provide authentic learning moments.
• Post the poster in common areas, counselor offices, and classrooms. Visual reminders prompt students to reflect before reacting.
• Incorporate scenarios into advisory lessons, restorative circles, or morning meetings. Prompt students to analyze how staying calm could shape various outcomes.
• Offer praise and positive feedback when students demonstrate calm behaviors under stress. Highlight specific examples connected to the poster’s steps.
• Check in regularly with students struggling with self-regulation. Use the poster during one-on-one sessions to problem-solve recent situations and plan new responses.
• Involve families by sharing the poster and its strategies. Encourage caregivers to use the same language at home, deepening the connection between school and home supports.

These approaches reinforce that staying calm is both a valued skill and a communal responsibility, supporting a culture of empathy and resilience schoolwide.

Wrapping Up: Fostering Resilience with Everyday Tools

Building calm self-regulation skills in high school students paves the way for healthy, productive, and empathetic adult lives. The Thinking About Others Goal Poster provides a no-prep, visual tool that anchors self-reflection, discussion, and skill-building around managing emotional responses through perspective-taking. While originally designed for elementary students, its adaptable steps and positive messaging resonate in adolescent environments, especially when paired with active modeling, real-life practice, and consistent reinforcement.

By making staying calm a visible, shared value—across classrooms, counseling sessions, and home environments—clinicians empower students to face daily challenges with thoughtfulness and resilience. The ripple effect extends beyond the individual, creating a more supportive, engaged, and inclusive school community. Access the Thinking About Others Goal Poster and integrate its strategies into high school routines for lasting impact: Download here.