This resource is to replace the mentoring statement that was previously used at the beginning of the Sparks 121 sessions. The building blocks agreement is an interactive way of informing the young people what the mentoring involves, instead of reading through the statement. The young person might not understand what the mentoring is so hopefully by explaining it through pictures, it should show them how the mentoring is designed to help them. The resource includes 2 sections. The first worksheet includes a list of pictures that relate to information normally shared with the young person in the first session such as confidentiality, goal setting and more. They need to guess what the picture could mean and write it down. The second worksheet includes a brief description of what each picture represents to go through once they have guessed, or to check in case they are not sure. There is a worksheet for female and male mentors. Please click on the link below the pictures to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/11/Female-introduction.pdf https://sparks121.org.uk/wp-content/uploads/2020/11/Male-introduction.pdf https://sparks121.org.uk/wp-content/uploads/2020/11/With-text.pdf
Click here to access the PDF of You Said, We Listened.Download This is information for coaches and is not a resource for using in sessions. An evaluation form about Sparks 121 was filled out by coaches in March 2020 to help improve the volunteer experience and hear feedback regarding the programme. The evaluation included questions about training, coaching events and resources that were available on the website. You Said, We Listened was created after this to allow coaches to see how feedback is being used to work on different aspects of the programme. The key points from the form are listed and discussed. If you have any questions or would like to discuss your experience with Sparks 121, please contact firstname.lastname@example.org.
Click here to access the PDF for Lockdown Session 10Download Here is the tenth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 9 includes a paper airplane check-in, a categories/word game called Last Letter, a Q&A and a comic book challenge. As mentioned each week, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to be flexible if the young person wants to just chat or wants to try another game – there may be a game that they really enjoyed from a previous lockdown session. Remember to fill out your weekly forms so we have a record of your conversations as soon as possible after the phone call. As we have entered into Phase 2, there is possibility to meet with the young people in person. Please contact Annabel if you would like to discuss this further. Please email email@example.com if you have any questions.
https://sparks121.org.uk/wp-content/uploads/2020/08/The-power-of-yet-.pdf Please click on the link below the image to access the PDF. The Power of Yet is a resource how the young person views their abilities. This is a good follow on from the growth mindset resource as it discusses how the young person can limit what they achieve by the way that they think of themselves. To reiterate, having a growth mindset means adopting the belief that through hard work and dedication, basic abilities can be improved and developed. Many young people can give up if they feel something is too hard or beyond their abilities before they try to improve. The young person has to think about statements that they would usually say or think about themselves like ‘i can’t do…’ or ‘i’m not good at…’. Write them in the bubbles and discuss how adding the word Yet changes the statement into a positive one. It is a good idea if they are feeling up fo the task, to discuss the steps they could try to achieve this goal. This resource could be returned to in later sessions to discuss their goals or achievements.
Click here to access the PDF for Lockdown Session 9Download Here is the ninth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 9 includes a drawing check-in, a game called Fortunately/Unfortunately, a Q&A and a kindness challenge to try and encourage the young people to do something helpful for the people they live with. As mentioned each week, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to be flexible if the young person wants to just chat or wants to try another game. Remember to fill out your weekly forms so we have a record of your conversations as soon as possible after the phone call. As we have entered into Phase 2, there is possibility to meet with the young people in person. Please contact Annabel if you would like to discuss this further. Please email firstname.lastname@example.org if you have any questions.
Click here to access the PDF for Lockdown Session 8Download Here is the eighth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 8 includes a check-in describing your feelings as a cake, an alphabet game, a Q&A and an acrostic poem challenge to try for next week which can also be done together during the session. As mentioned each week, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to be flexible if the young person wants to just chat or wants to try another game. Remember to fill out your weekly forms so we have a record of your conversations as soon as possible after the phone call. Please email email@example.com if you have any questions.
https://sparks121.org.uk/wp-content/uploads/2020/06/Just-a-note-to-say.pdf Please click on the link below the image to access the PDF. Just a note to say… is a specific resource for young people who are dealing with family members or friends who are struggling with mental illness. Therefore, it is important that the young person is aware that their family member or friend has a mental illness and has discussed it with the coach previously. This is a simple resource to give the young person some space to chat about how they feel when they see this person in their life struggling. It can be difficult to put into words how you are feeling. The top paragraph includes a little about mental illness and reiterates that it is not the young person’s fault – some may feel that it is their responsibility to make the illness go away so we want to encourage them that this is not their job. Ask the young person to write a letter or draw a picture to their family or friend, sharing some thoughts that they may want to say to them. If they are finding it difficult, it doesn’t have to be a full letter – encourage them to write simple words of how they are feeling or even use colours to express themselves. They can answer the questions at the bottom of the page to help also.
https://sparks121.org.uk/wp-content/uploads/2020/06/What-could-I-do-differently.pdf Please click on the link below the image to access the PDF. What Could I do differently or ______’s Life is a resource that considers different situations and how the outcome could have changed if the young person reacted another way. This is a good resource for discussing conflict within peer relationships, family or with teachers in school – it is a reflective exercise which should encourage the young person to react differently if a similar situation arises again. This is a resource that could be used over a period of time and completed over multiple weeks if necessary. The young person should write their name at the top of the resource where there is a blank space. They can then draw how they remember the situation happening in the first two boxes. Discuss with them how they could have done things differently and ask they to draw this in the following two boxes. Ask questions about how they felt and how they think the other person felt – they could even add speech bubbles to show what they were thinking at the time.
Click here to access PDF for Lockdown Session 7Download Here is the seventh Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 7 includes a check-in describing your feelings monster, a clapping game, a Q&A and a trickshot challenge to try for next week which they can film or describe for you next week. As mentioned, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to be flexible if the young person wants to just chat or wants to try another game. Remember to fill out your weekly forms so we have a record of your conversations as soon as possible after the phone call. Please email firstname.lastname@example.org if you have any questions.
https://sparks121.org.uk/wp-content/uploads/2020/06/Im-Sorry.pdf Please click on the link below the image to access the PDF. This resource is to help young people deal with friendships. Sometimes it can be difficult for young people to tell someone they are sorry if they have made a mistake or been hurtful towards them. This resource reiterates that saying sorry can make the other person feel better, shows that the young person can take responsibility for what they have done and can help to mend the situation. It can help to reflect on times when saying sorry could have helped change the outcome. The young person needs to write down on the notepads a message saying sorry to someone who they didn’t say sorry to at the time. They could write it as a letter or just note down what they would say. The coached pupil could also think about a time when they would have liked someone to have said sorry to them. Ask them how they feel when they do say sorry or when they hear it from someone else – encourage them to remember this when a situation arises. You could also ask the young person if they would like to show the message to the person it was written to.
Click here to access PDF for Lockdown Session 6Download Here is the sixth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 6 includes a traffic light check-in, a word game along the lines of boggle, a Q&A and an origami challenge to try for next week to encourage the young people to try a new skill. As mentioned, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to be flexible if the young person wants to just chat or wants to try another game. Remember to fill out your weekly forms so we have a record of your conversations as soon as possible after the phone call. Please email email@example.com if you have any questions.
Click here to access PDF for Lockdown Session 5Download Here is the fifth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 5 includes a 3-2-1 check-in, a drawing game, a Q&A and an exercise challenge to try for next week to keep the young people active. As mentioned, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to add to it and allow time to just chat or catch up! Remember to fill out your weekly forms so we have a record of your conversations. Please email firstname.lastname@example.org if you have any questions.
Click here to access PDF for Lockdown Session 4Download Here is the fourth Sparks 121 Lockdown Session Plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. Session 4 includes a emotion thermometer check-in, a rhyming game, a Q&A and an arty challenge to create a rainbow for the following week. As mentioned, this is a good structure to use to stick to the 20 minute session however you don’t need to follow the plan exactly. Feel free to add to it and allow time to just chat with your coached pupil! Remember to fill out your weekly forms and if you have any questions, please email email@example.com.
https://sparks121.org.uk/wp-content/uploads/2020/05/Friendship-Circle-1.pdf Please click on the link below the image to access the PDF. This is a resource for young people struggling with peer or family relationships. It explores the type of relationship they have with the people that are involved in their life, their family and friends. Ask the young person to write a list of all the people they know and interact with – this includes teachers, support staff, neighbours, those they don’t get along with. If they find it easier to picture things visually or struggle with lists, they can be creative – they could draw a picture of themselves and put the people around them, do a spider diagram or create labels with the names on them to stick on the circles. After they have this list, ask them to divide the names into the circles above, discussing with them the relationship they have with this person – is it positive or negative? Do they trust this person? Do other people in your life have a good relationship with this person? This resource can be used flexibly. You could draw the circles on a bigger sheet of paper using colour coding if it helps the pupil visualise. You could also draw lines connecting the names to describe other relationships which impact their life.
https://sparks121.org.uk/wp-content/uploads/2020/05/Words-are-like…-1.pdf Please click on the link below the image to access the PDF. Words are like toothpaste is an object lesson used to teach young people about unkind words. When you squeeze a tube of toothpaste, it is impossible to get all of the toothpaste back into the tube once it is out – this is the same with words or actions, once you say or do something it is hard to take them back. This resource considers this idea and asks the young people to reflect on times they have maybe done or said something that was unkind, how it made them feel and how they think the other people involved would feel. Discuss with the young person the questions noted at the beginning of the worksheet including when someone is unkind to you, how does it make you feel, reiterating that you can feel the same emotions if you say or do something negative to someone else. They can then write down some of the times they said or did something unkind in the toothpaste – after this ask them what happened after they did this and whether they would change their actions if this situation happened again. Finish by reading out the statement at the bottom to end on a positive note and if suitable, challenge them to try reacting differently if a situation arises similar to those discussed for the next coaching week.
Click here to access the PDF for Lockdown Session 3Download Here is the third Sparks 121 Lockdown Session plan! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. This session includes a colour wheel check – in, two truths and a lie, Q&A and an outdoor challenge to try for the following coaching session. To reiterate again, this is a good structure for your sessions but you don’t need to follow the plan exactly – if there is another activity that you can plan for over the phone that your coached pupil would like to do, feel free to add that in! Remember to fill out your weekly forms and if you have any questions, please email firstname.lastname@example.org. If anything comes up during the sessions that you would like to discuss, don’t hesitate to contact Annabel.
https://sparks121.org.uk/wp-content/uploads/2020/05/Colour-me-Calm-1-1.pdf Please click on the link below the image to access the PDF. This is a simple resource to encourage the young person to think positively and clear their mind when they are feeling sad, worried or angry. Colouring is a rhythmic activity which is known to calm the brain and encourages self expression. Allow time for the coached pupil to colour in the page however they like – it may encourage them to speak about the problem they are struggling with if they are distracted by the poster. You could ask the young person to think of a positive memory that they have or think of a place where they feel calm or safe. Challenge them to think of this or go to this place when they are struggling.
Click here to access the PDF for Lockdown Session 2Download Here is the second Sparks 121 Lockdown session! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. This session includes bag of feelings to check in, 20 questions, Q&A and a letter writing challenge for the next week of coaching. As mentioned previously, this is a good structure for your sessions but you don’t need to follow the plan exactly – if there is another activity that you can plan for over the phone that your coached pupil would like to do, feel free to add that in! If you have any question, please email email@example.com Remember to fill out your reports as normal after the phone coaching session!
https://sparks121.org.uk/wp-content/uploads/2020/05/Worry-Monsters.pdf Please click on the link below the picture to access the PDF. For some young people, worries that were once small can grow into bigger anxieties as they become consumed by them or overthink them. This resource addresses this idea and links to the idea of catastrophising – check out the ‘Dealing with Tornados’ resource for more on this theme. The young person needs to think of their worries as monsters. They can choose one worry they have and draw it as a monster in the space provided. They then need to think of some words or thoughts that they might say to themselves that makes this worry seem worse or grow into a more prominent anxiety in their mind. Once they have done this, discuss whether these thoughts are always true or whether they are thinking of the worst situation. Consider some more positive thoughts they could tell themselves to help them when they are feeling this way – challenge them to replace their worry thoughts with positive ones! Remember to discuss who can support them through their worries and who they can reach out to if they are feeling overwhelmed.
Click here to access Sparks 121 Lockdown Session 1Download Here is the first of the Sparks 121 Lockdown sessions! A new session will be uploaded weekly for those who are continuing with coaching over the phone during COVID-19. The plan includes a check-in task, game, questions and challenge to complete for the following week. This is a good structure for your sessions but you don’t need to follow the plan exactly – if there is another activity that you can plan for over the phone that your coached pupil would like to do, feel free to add that in! The session should only last for 20 minutes maximum. If you have any question, please email firstname.lastname@example.org. Enjoy!
https://sparks121.org.uk/wp-content/uploads/2020/04/Wreck-this-page.pdf Please click on the link below the image to access the PDF. Wreck this page is a resource that considers the different techniques a young person could use to control their anger so that they don’t react in a way that is aggressive or harmful. The young person can ‘wreck the page’ by completing the different tasks in the boxes which include scribbling with a pencil or pen hard in the square, creating a paper airplane, ripping up the square into small pieces and colouring, painting or sticking a colour they associate with anger into the square. They can be creative with each of the boxes and make it their own! At the bottom of the page is an explanation which asks them to consider some other techniques they could use to help control this emotion. There are some suggestions below this. It would be good to ask the young person to write a list in their journal of their own techniques which they can go back to when they are feeling angry about a situation.
https://sparks121.org.uk/wp-content/uploads/2020/04/Anger-Volcano.pdf Please click on the link below the image to access the PDF. This resource focuses on anger and considers the other emotions that are underlying when a young person feels angry. If the young person gets angry or frustrated, it may mean they are feeling upset or worried. You may remember the anger iceberg from training – the young person might get angry because they feel they are not being listened to, however this might stem from a fear that people don’t think they are worth being listened to. This resource is an interpretation of this idea. Ask the coached pupil to think of a time when they felt angry or something that triggers their anger regularly, and discuss what other feelings could be involved. They should then use the space at the bottom of the resource to draw or write down some emotions that could make them feel this way for example they might have been feeling scared, upset, lonely, worried etc. Once they have done this, discuss other techniques they could use to control their anger and express these emotions that are underlying.
https://sparks121.org.uk/wp-content/uploads/2020/04/Feeling-lonely.pdf Please click on the link below the picture to access the PDF. This resource focuses on loneliness which is a hard emotion to explain, especially for a young person. It is being recognised by charities such as Childline as an issue facing teenagers today even in this connected world. The young person may show this feeling in a different way such as anger at peers or getting upset more regularly. Various factors can cause loneliness like bullying or academic ability, however everyone experiences it differently. The young person can work through these questions, circling the answer in the first frame and drawing or writing down what they think in the others. The last question asks how you can support people in your neighbourhood who feels lonely which might be someone who lives alone or an elderly person – this could even be a family member. If it is someone they know, they could make a card or draw a picture to give to them!
https://sparks121.org.uk/wp-content/uploads/2020/04/Dealing-with-Tornados.pdf Please click on the link below the picture to access the PDF. Catastrophic thinking is when a person thinks the worst when responding to a situation. This situation could be one that is ordinary or a worry that has built up inside the young person. The young person may feel out of control and it can be a sign of ongoing anxiety if a child continues to think this way. This resource is to target this style of thinking to help a young person process their thoughts. If they are worrying and thinking that the worst will happen, the young person could feel overwhelmed which may be effecting their day to day – for example, if they are scared of something happening in school, they may avoid school all together. The coached pupil needs to think of something that they are worried about (this resource could be used if a worry is brought up by the young person that is ongoing or if you want to explore their thoughts more). Each box has a different question and follow up question for them to chat through and then write their answers down. This may take a while to complete so could be done over two sessions. Make sure that the young person knows who they can speak with if they need to process their thoughts and end it on a positive statement they can say to themselves if they are feeling anxious. If they tend to think catastrophic thoughts regularly, this should hopefully help them rethink how they perceive events and this resource can be referred to throughout the coaching relationship if this is something they struggle with.
This is a great activity that can be used to discuss how the young person is feeling, especially if the young person also enjoys being creative. All you need is two paper cups, scissors and some pens as you can see in the video. The young person can decide what emotions they would like to include. This can be referred to during other coaching sessions like the colour circle or bag of feelings, so the young person can tell you how they are feeling that day.
‘Good relationships are the key to healing trauma’ by Karen Treisman is a talk about the importance of creating good relationships when it comes to understanding and working with those who have suffered trauma. Karen uses examples of her own work to present her case and it is applicable to the work coaches do through Sparks 121. A few key points that arise from the video are: Relational trauma requires relational repair. If our minds are moulded negatively, relationships can be used to help the young person see differently. Relationships can be worth and safe investing in. If all the young person knows from relationships is negative, they will not see the advantages of giving time to what could be a positive relationship. Behaviour is communication and we need to listen. Many behaviours that we see are outward actions for inward emotions. Anger is usually married to another emotion. Like the iceberg metaphor, anger can be the initial emotion we see but it usually stems from another emotion the young person is feeling. These are just some of the points from the video – have a listen to this great talk to see if anything stands out for you!
This is a resource which is linked to growth mindset – the belief that with practice and experience, you can achieve. We want the young people to work on changing the negative way they see their abilities or self. This resource considers your comfort zone – this is not a physical place but it is a space in your head where you feel safe and secure, filled with activities or actions that you wouldn’t mind doing. If a young person is stuck in their comfort zone, it can stop them achieving their goals or trying new things they might enjoy. The circles on the resource represent three zones: the comfort zone, the pushing-myself zone and the things-that-worry-me-but-I-will-try zone. The stick figure in the middle represents the young person. They need to write activities or places that are in their comfort zone and then work their way out, writing down activities which they feel would make them nervous or activities that they haven’t ever considered before but could try. This should allow for conversation around their goals and action plans. Please click on the link below the picture to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/02/Comfort-Zone-.pdf
Many people will have heard the expression ‘You don’t really know someone until you walk a mile in their shoes.’ This resource focuses on that saying and allows the young person to reflect on a situation where they felt angry or annoyed at someone, but didn’t take the time to think about how the other person was feeling. It emphasises that everyone reacts differently to a situation and everyone has their own emotions or opinions which doesn’t make them wrong. It focuses on empathy, which many young people can struggle with. The resource asks the pupil to think about a time when they were angry or annoyed at someone, and asks them to write down in the footprints how they think the other person felt. For example, if they have had a recent fall out with their mum or class mate. This can also be adapted to a bullying situation, if the young person is being bullied or picking on other children i.e. if a peer has been mean to them recently, consider the situation that influenced this. Please click on the link below the image to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/01/Walk-a-mile-resource.pdf
This resource is about focusing on the year ahead and reflecting on previous years. The young person needs to write the year at the top of the page and answer the questions which include what they would like to try, what they would like to do more of, what they would like to do less of and a goal for the future. The blocks at the bottom of the page are for the young person to reflect on what skills they may want to improve, favourite memories, things they are grateful for and things they are looking forward to. This resource can help with setting goals and identify areas that they might want to focus on improving throughout the year. This may mean for example dealing with their anger in certain situations or trying to be more confident in school with their work. This resource can be adapted for the beginning of a new term and can be referred back to throughout the coaching time. Please click on the link below the picture to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/01/This-year-resource.pdf
https://sparks121.org.uk/wp-content/uploads/2019/11/Worry-Jar.pdf This resource is for young people who may struggle to process their anxieties. The young person has to think of all the things they worry about and write them into the worry jar. Write the date of the coaching on the jar and then return to the resource the following week to discuss if the same worries are bothering the young person. If there are still worries that the young person feels are ongoing, discuss ways that they can reduce that worry by speaking to others or thinking about it from a different perspective. This can be stuck in their journal to return to in further weeks like the colour wheel. Please click on the link below the picture to access the PDF.
Following on from the Mindfulness training with Anne Brannan, here are some activities that are based on promoting mindfulness in a classroom which might be useful to use within the coaching as well. Below the image is the link to the website which details 18 activities you could use, each taking around 5-10 minutes. https://www.teachstarter.com/gb/blog/classroom-mindfulness-activities-for-children-gb/ As the website says, ‘a five or ten minute daily mindfulness practice can see students reduce stress and anxiety, increase concentration and engagement, sleep better, improve social skills, and develop problem-solving and decision-making skills.’ They are simple exercises which can be done before an activity or coaching begins or before the emotional literacy work, to calm them down or help them focus. One of the activities is the star breathing technique or take five breathing which is quite popular – below is a link to the video which can be found with more information on the website.
https://sparks121.org.uk/wp-content/uploads/2019/10/Theres-no-place-like-home.pdf This is a resource to create discussion around how the young person can be helpful at home, to promote kindness and responsibility when they are in this environment (one of the Shanarri indicators). The coached pupil can initially decide which building looks most like their home and draw the people that stay with them in the windows. Please note that they may stay multiple places so may want to choose two houses etc. In the remaining buildings, the young person should write down ways they feel they can help their parents or carers at home such as tidying their room or putting away their toys/games once they are finished. If you need prompts, you could ask the young person to imagine they were in their parents/carers shoes and ask what they think is important to them. Once they have some ideas, you might want to do some goal setting for the following week based on some of the things they have drawn or written. Please click on the link below the picture to access the PDF.
https://sparks121.org.uk/wp-content/uploads/2019/10/My-Cope-Cake-copy.pdf This is a resource that is good for a young person who struggles with anxiety or can feel overwhelmed in certain situations. They can colour in the cupcake and then answer the questions in the box underneath. The idea is that the young person can think of their Cope-Cake when they are struggling and it will remind them of places or people that make them feel calm. Try and encourage them to think of someone at home, school and a friend who they could speak to when they cant cope. Similarly, try and encourage them to think of a place at home and school. Please click on the link below the picture to access the PDF.
This is an activity designed to help the young person when they are anxious, angry or sad – to encourage them to think of a time when they were happy. It focuses on the idea that the young person can carry the memory in the palm of their hand so they can turn to it to feel safe and calm. The activity involves the young person drawing around their hand on a sheet of paper. They then write on the fingertips the five senses – see, hear, taste, touch and smell. Then ask the young person to think of a positive memory from the past – it can be anything – a hobby, an activity they do everyday or a specific day/event that they can remember. They then have to draw or write about the memory on the palm of the hand. The young person should then identify what they can remember about the activity using the five senses – writing words on each of the fingertips under the headings or drawing pictures. While you do this, discuss why they chose this memory and reiterate that when they are feeling upset or angry, they should try and think about this memory to calm them. Below is an example of the task. If you would like to find out more about this activity, please click this link below the picture. https://kristinamarcelli.wordpress.com/2015/07/14/hold-a-sense-of-inner-peace-with-you-wherever-you-go/?fbclid=IwAR31FP6SVZ50x26Fd0NnlfX_i9jdo6OvGZJQyiubMMhsJNNOW6kRyxn9HF4
https://sparks121.org.uk/wp-content/uploads/2019/10/My-Action-Plan.pdf This is a Goal setting resource, particularly useful for when the coaching is concluding. It is a resource that encourages the young person to set goals for themselves and decide how they are going to achieve them. They have to decide what they would most like to work on, a few future goals and their action plan. It is also important that you highlight what they have achieved so far during the sessions or at school emotionally or behaviourally. Please click the link below the image to access the PDF.
Having a growth mindset means adopting the belief that through hard work and dedication, basic abilities can be improved and developed. Many young people can give up if they feel something is too hard or beyond their abilities – which is not always the case! This is a resource to encourage the young people that they can achieve their potential if they believe they can and allow time for practice. It should hopefully encourage them to think differently as they approach school tasks or hobbies if they currently think negatively about their abilities. It is a good resource for high school or older primary pupils. There are two sheets needed for this resource – the growth mindset brain poster and the supplementary cut outs. The young person needs to cut out the statements and decide whether they represent a fixed mindset or a growth mindset. As they do it, discuss whether they relate to any of the statements and you can even pair them up to discuss how each fixed mindset statement can be changed into a growth mindset statement. This resource can link well with the goal setting activity titled ’20 things I want to do in my life.’ found in the resource list. Please click on the links below the pictures to access the PDF. https://sparks121.org.uk/wp-content/uploads/2019/08/Growth-Mindset-brain.pdf https://sparks121.org.uk/wp-content/uploads/2019/08/Growth-mindset-cut-outs-1.pdf
This is a great STEM activity, which young people usually get very excited about! All you need are toothpicks and jellybeans. The young person needs to build a tower or create a structure using the two items. It is good to challenge them to try and build the biggest tower or the most impressive structure! There is a link below the picture which provides more information about the activity. https://lemonlimeadventures.com/engineering-for-kids-building-with-jelly-beans/
This worksheet links well with the Shanarri indicators that young people learn in school. The idea behind the worksheet is to help the young person realise that they have responsibilities in life, figure out what these are and also discussing what they don’t have responsibility for. It links back to the idea that the young people can’t control how others act or think, but they can control how they act and think. The young person needs to cut out the boxes from the supplement sheet and stick them into the categories on the main worksheet. Please click on the link below the picture to access the PDF and the link to access the supplement worksheet also found below the picture. https://sparks121.org.uk/wp-content/uploads/2019/06/R-for-responsibility-1.pdf Responsibilities-supplement-sheetDownload
This is a resource to be used at the beginning, middle and end of the coaching programme. This is a simple worksheet to be filled out by the pupil based on the Shanarri indicators – Safe, healthy, active, nurtured, achieving, respected, responsible and included. The worksheet consists of three circles representing home, school and Sparks 121. The young person has to colour in each section on the circle depending on how safe, healthy etc. they feel in each place. It is out of five – if they don’t colour in any sections, this indicates that they don’t feel safe, healthy etc at that place. If they colour in one section, that means they feel a little safe, healthy etc. If they colour all the sections, it means they feel very safe, healthy etc. The physical resource needs to be returned to Annabel after it is completed by the young person – no copies should be kept by coaches. Please click on the link below the picture to access the shanarri resource pdf. https://sparks121.org.uk/wp-content/uploads/2019/06/Sparks-121-Shanarri.pdf
This is for coach interest only and not to be used within the coaching session. Strength and Difficulties Questionnaires are used at the beginning and end of the coaching session; and they are filled out by a teacher and parent/carer of the young person. These will usually be filled out in an organised meeting within the school with the coach and Annabel. They allow behavioural issues to be identified at the beginning of the relationship, giving the coach a better idea of the struggles the young person may have. The home SDQs allow communication to start with the coach and parent/carer which can carry on throughout the programme. The SDQ2s at the end of coaching indicate any areas of improvement or the stage the young person is at now. Below are links to the Sparks 121 SDQs. Please click on the link below the picture to access the PDF. As mentioned, these are not resources but may be of interest to coaches. https://sparks121.org.uk/wp-content/uploads/2019/06/Home-SDQ.pdf https://sparks121.org.uk/wp-content/uploads/2019/06/Schools-SDQ.pdf
This is a good craft for young people who like to get a bit messy! All you need is: Shaving Foam Food Colouring or Paints Baking tray (you can also use a flat open bin bag) A ruler A paint brush or lollipop stick Card cut into your desired shape Firstly, you squirt the shaving foam onto the baking tray or flat bin bag so it covers a section. Then you use the paint brush to add some colour to the foam using the food colouring or paint. Using the lollipop stick or paint brush, you can then mix it into the foam, creating swirl patterns – it makes a better effect on the paper if you don’t mix it in too much! Then you get your card and put it flat onto the foam, pushing it down. Once you pull the paper out of the foam, use the ruler to scrape off the excess. There should be a lovely marble design on the paper! The shapes or paper can be used to create cards or used in other crafts. Its great for kids who like sensory activities as well. Below are a few links to websites that have more information about the craft: https://www.messylittlemonster.com/2017/03/easy-kids-marbled-heart-craft.html How to Make Marbled Paper with Shaving Cream & Paint
Please click on the picture above to access the PDF. My weather report is similar to the blob tree or bag of feelings. The young person has to draw or write a weather report for that day, linking certain feelings to different weather such as sunshine to happiness or anger to thunder. This is a good resource to start the emotional literacy and can open up discussion about issues that may have arisen throughout the day or week that have affected the young person.
Please click on the picture above to access the PDF. This is a resource for young people who struggle to see the positives of school. The young person needs to write or draw in the shapes all the things that are good about their school or education. You can emphasise that it is a privilege as many people around the world won’t get the opportunity to attend. This can help the young person remember all the fun things when they feel sad or angry about situations that happen within the school day.
Please click on picture above to access the PDF. This is a resource for young people who are afraid or worried to encourage them that they can face their fears and be strong. The young person needs to imagine that they are a superhero and write a profile stating their name, their superpower and more about what they are fighting against. They can then draw themselves as a superhero and colour it in! This is a good resource for young people who struggle with worrying, anxiety and those who don’t believe in themselves to overcome their struggles.
Please click on picture above to access the PDF. This is a simple resource for young people who struggle to think things through before impulse reacting. All they need to do is colour in the words and pictures, cut along the line and they have a poster for their room or for their journal. Many young people react in a negative way when their peers behave wrongly towards them and they feel they are being mistreated. This can result in the situation escalating, therefore it is good to discuss what we should do when these issue arises and where the young person can go for help if they need. This can link well with the ‘Flyaway Words’ worksheet found in the Friends category of resources.
This is a simple activity that is great for young people who like to be creative. All you need is to head to Hobbycraft or another craft store, pick up some thick cardboard letters, some Washi tape (coloured or patterned sellotape) and grab some scissors. The young person can then decorate their initials or word with the Washi-tape however they choose! This can then be used as a decoration for their room or stuck on a canvas and used as a wall hanging. If you buy some magnets and smaller letters, it could also be used as a magnet for their fridge. Below are some links to craft websites and a youtube video with more information about this activity if you would like to take a look: Val Event Gal – DIY Washi Tape Letters Polka Dot Chair – DIY Washi Tape Letters Youtube – Poppy and Sunday – DIY Washi Tape Letters
Please click on the picture above to access the PDF. This is a fun resource for the young person to consider their goals. If those you are coaching feel they won’t be able to achieve anything or don’t believe in themselves, this will allow them to consider what they would like to do in their life, whether that’s skydiving or a specific job that they can aim towards! This can be filled with fun goals but it can also allow them to consider practical goals for them. If the young person is transitioning between primary school and high school or choosing subjects within high school, this may be a good way to help them with decisions and may help the future seem less daunting for them.
https://sparks121.org.uk/wp-content/uploads/2019/10/Flyaway-words.pdf Please click on picture above to access the pdf. Flyaway words is a resource for young people who are experiencing bullying focusing on those who are struggling with getting along with their peers and picking on others. The point of this worksheet is for the young person to think about a time when someone has been mean to them and then consider a time when they have been mean to someone else. This resource allows the young person to consider how their actions can make others feel and how saying hurtful comments without thinking can have consequences. Follow up questions can be asked about why people might say mean comments and trying to be considerate of others situations.
The Feeling Happy dice game is an emotional literacy task while also a fun activity for the young person! All you will need is the worksheet and some dice. The young person rolls the dice and whatever number they get, they have to pick a question to answer from the category. This game allows for the young person to speak about their anger in a fun way, and can open up for further questions to be asked. If they likes competitions, it can be turned into a game by adding all the numbers with the highest winning at the end, or turning it into a maths game for them. Please click on the picture below to access the PDF:
This resource can create a good discussion around emotions and how we view them. The young person needs to draw expressions on the blank faces to match the emotions written below. The young person may also open up about times when they have felt happy, afraid, excited etc. and it is good to ask them about this as they complete the task. There is one less emotion for the amount of faces so the young person can then think of one they feel is missing or they can draw how they are feeling that day on the last face. Please click the picture above to access the PDF.
The Feeling Angry dice game is an emotional literacy task while also a fun activity for the young person! All you will need is the worksheet and some dice. The young person rolls the dice and whatever number they get, they have to pick a question to answer from the category. This game allows for the young person to speak about their anger in a fun way, and can open up for further questions to be asked. If they likes competitions, it can be turned into a game by adding all the numbers with the highest winning at the end, or turning it into a maths game for them. Please click on the picture below to access the PDF:
The worry and anxiety dice game is an emotional literacy task while also a fun activity for the young person! All you will need is the worksheet and some dice. The young person rolls the dice and whatever number they get, they have to pick a question to answer from the category. This game allows for the young person to speak about their worries or anxieties in a fun way, and can open up for further questions to be asked. If they likes competitions, it can be turned into a game by adding all the numbers with the highest winning at the end, or turning it into a maths game for them. Please click on the picture below to access the PDF:
The colour circle is a good resource to use at the beginning of your coaching. You will need coloured pens to complete this. The young person writes down the words at the bottom around the outer circle and then matches them to the colours of their choice. Encourage them to try and use a different colour for each section. After they have done this, ask them why they chose these certain colours. For example, people may choose the colour yellow because it reminds them of sunshine. This can allow for conversations to open up about a time when the young person felt this way or when they feel these emotions. This worksheet can be done later on in the coaching to see whether the colours have changed. Please click on the picture below to access the PDF.
Here are 5 top tips for building confidence in children which you could embed into your sessions!
This is a great STEM activity for you to do with your pupil. Materials: You will need a piece of string Two clear plastic cups Food colouring Sellotape Water What to do? Soak the string in water Place one end in each of the two cups Tape one end of the string inside the rim of the cup, and do the same to the other cup Fill half of one of the cups with water and add food colouring Lift one cup so that the string is just (or almost) taut, and then carefully tip it so that the water runs out onto the string. Make sure the string isn’t still soaked and hasn’t dried before you start pouring, otherwise the experiment will not work The water will then run down the string to the other cup
This simple science experiment is a great way to explore friction with your pupil. All you have to do is put raw rice inside a bottle and tap it against the table the rice will settle reducing air pockets between each grain push a wooden spoon into the bottle and slowly pull it out the pupil will be able to lift the bottle using just the spoon Why not set up two bottles to compare the difference (like in the video above)? Some emotional literacy questions to ask after the session could include? After the activity you can explore the idea of friction asking… How do you think you would feel if you were the rice stuck up against so many other people? Do you sometimes feel like this? Do you like having friction between you and other pupils/friends/family members? Is it possible to avoid the people who make you feel this way? What are some things you could do reduce the friction with these people?
Why not try the above arty project from The Dad Lab? It’s really simple and all you need to make some colour magic is a kitchen towel, markers and a bit of water (a water dropper makes this really easy!). Why not get your pupil to make a design and then see it transform into the modern work of art?
Adapted from Mosswood Connections MATERIALS NEEDED: People shaped craft sticks Markers / paint Instructions for Three Feelings Games: GAME 1; FIND THE FEELING: Have each child choose 3 feelings. I give them a list to choose from. You can make up your own list or find a list of feelings on the internet. You may need to help the kids define some of the feelings words. Then have the children draw the feeling on the stick figures. Now, let the game begin! Each child has 3 feeling sticks. Tell the kids it’s their job to pretend without words a feeling that someone else has chosen and to see if that person notices and matches the feeling to their feelings stick. The object of the game is to identify when they see someone whose body language and/or facial expression matches their stick. For example, Mara looks annoyed, Ben notices so he holds up his “annoyed” stick person. Ben gets a point. You can structure this as an observational circle time activity or have the children pretend the different stick feelings for people to guess. It is fun to have the children “model” the expressions for each other, compare how different people may make slightly different expressions. Have them look in a mirror to see what their face looks like. Talk about different situations where you feel: happy, frustrated, surprised, etc. GAME 2; I SPY WHAT YOUR FEELING!: The set-up is the same as in Game 1 but this version is an ongoing activity that runs in the background. For instance, I set up the game at the beginning of a session. We make our feelings sticks and then transition to doing other activities. This way the child does not know when the feeling will be acted out so they need to
Comic Strip is a great tool to use when you have to address specific incidents that have happened either in the community or in the school. Quite often it can be difficult to get a full picture around the incident. By asking the young person to draw out the story in a comic strip you get a foundation to build your conversation around. You can cut out some of the thought bubbles, speech bubbles or warning signs to draw more information and encourage fresh thinking. Click on the picture below to access the PDF
This task could be more of a long-term project as it might take longer than 45 mins to complete. You will need access to a hairdryer as well. What you will need – Canvas or thick card Pack of crayons Pens for design Tape Hairdryer Glue The video gives a good idea of this task and how to complete it. Instructions First you need to glue the crayons in a line or in a pattern at the top of the canvas Then if you want to have a design at the bottom, use the tape to block out the parts of the canvas that you want to keep clear Then use a hairdryer to heat up the crayons and melt them down the page! Pull the tape when the crayons have dried to create the design You can used pen to decorate the blank spaces, such as in the video
What you need – Two paper plates Coloured card/paper for arrow and decoration Pencil/pens Butterfly pins This activity can be adjusted depending on what the pupil is interested in or what they like to chat about in the session. It can be completed like in the video where a scene is drawn for them to change the weather/change parts of the scene as they like. Movable plates as an emotional literacy exercise This activity could also be used as an emotional support exercise. Many children may struggle to voice how they are feeling so therefore this could be used as a tool to discuss how they are that day and what mood they are in due to certain situations. The back plate could have sections titled happy/sad/tired which they can draw and design, and each coaching session use to initially chat about at the start of each session.
This task might be good for a child who likes to try science experiments or practical tasks. What you need – NEW dry erase markers A plate Warm Water For this to work, it is important that you use new dry erase markers as old ones don’t usually react the same and test your markers before you do the activity. To do this, it might be useful to draw a circle on a plate with each marker and if they float when you pour water on them then you are good to go and try it in coaching! The child can draw whatever they want on the plate, as long as every bit inside the drawing is coloured to ensure that the drawing is strong enough to float. Then you add a little water to the plate and blow to make the drawing move! After you’ve finished, you can put a piece of paper on top of the water to transfer the drawing onto it.
This is another great task for those who are interested in trying out experiments and science activities. What you will need – Water Plate Jelly Beans or skittles All you need to do is arrange the skittles or jelly beans on the plate in a circle, pour water in the middle and leave if for a minute. It should start to create a cool design on the plate! You can try creating different patterns using different colours of sweets!
This is a great and fun way to get to know your young person using a game format. All you need is a Jenga set and a pen to write your questions on each of the blocks. Every time you pull out a block you have to answer the question that is written! There can be some fun questions or some more serious questions written on the blocks. This could also be done with UNO cards and the different cards or numbers relate to the different questions or themes that you want to talk about; or it could be done with a board game like snakes and ladders in which each block has a question written.
There are many different ways to make slime so it’s good to have a look around at different videos and websites to get some variations. If your young person loves to make slime, it might be good to change it up every so often by making different types – you can even make edible slime using food ingredients! What you will need to make basic slime – PVA glue Bicarbonate of Soda Contact Lens Solution (make sure that the one that you buy has BORIC ACID in the ingredients list or else it will not work) Glitter/gel food colouring Pyrex Bowl To begin making slime Tip 1 cup of glue into the mixing bowl and 1 teaspoon of bicarbonate of soda Mix together and if you would like to add food colouring, add it at this point Add 1-2 tablespoons of contact lens solution Start to mix, it will start to become stringy and start coming away from the bowl Take the mixture out of the bowl and knead it – at the start it will be sticky but after a while it will start to come together while still being stretchy If you want to add glitter, add it now and work it in with your hands Some more slime options! To make fluffier slime you can add some shaving foam! To make unicorn slime make the batch in two or three different colours, add glitter and then roll each batch of different coloured slime into rough sausage shapes which you can twirl together and mix! Some more slime ideas here! And here! And here!
FOR COACH INTEREST ONLY. NOT TO BE USED IN A SESSION. Every child deserves to be seen, heard and loved. This award winning short film presents a powerful picture of young people moving through the foster or adoption services. This is a useful reminder that behind every challenging act or behaviour there is a story and a reason.
What are are the factors in childhood that predict success later in life? Watch the full TED Talk here
This is a good activity that can be varied depending on what the child enjoys, painting or drawing or collage. It can be used as a way to get to know the child, their likes and dislikes and discuss bigger issues that they might be dealing with. What you will need – Paper/card Paint (watercolour probably works best) Paintbrush Pens Straw Alternatively A few magazines to cut out pictures from Glue The young person can draw a self- portrait such as the one above, then start painting the with different colours to represent different things they like or highlight feelings that they have. To make the paint run, add more water and use the straw to blow the paint around the page to make patterns. Alternatively, pictures and words from magazines could be used to make a collage instead of the paint. You can get some more inspiration here … …or here!
There are many different variations of playdough that you can create, and these can be found by searching online or on YouTube for videos. If your young person loves making slime, then this might be a good alternative to try! Why not have a go at making on of the two variations below! Coconut Playdough: This is a very simple recipe with only two ingredients. What you will need – 1 cup of cornflour 5 tbsps. of coconut hair conditioner To make the playdough, all you need to do it put the cornflour into a bowl then add the conditioner. Mix each spoonful in one at a time and after the last one, take the mixture out of the bowl and knead it with your hands. If it is sticky, then continue to knead it while rolling it in more cornflour. Likewise, if it is too dry, add a few more drops of conditioner till it feels smooth and squishy! For more information click here! Glitter Playdough What you will need – 2 cups of plain flour 2 cups of salt 1 cup of warm water (may need more if mix is too dry) Glitter Gel food colouring in different shades. To start, mix the dry ingredients in a bowl, then stir in the warm water to the mixture. Once it begins to look like regular dough, begin to knead it out of the bowl. To add the colour, create a dent in the dough and add a small amount of the gel food colouring. Fold the dough over the colour until it is mixed – the gel colouring can stain hands so try not to touch it directly. You can solidify your creations that you make by putting the finished designs in the oven at about 100 degrees for
Kids love chalk! You could have a bean bag drop zone!This would be a great course to set up for your pupil and others in the playground! Why not setup a target penalty shootout? These are some ideas for chalk games that you can draw and play with your young person. This can be done outside and if time is limited, can be set up for the young person to use with their friends! There are loads of variations that you can do online – and all you need is some colourful chalk! If you couldn’t get outdoors, you could create a similar obstacle course with colourful tape (or even masking tape!) in a hallway or room. Google playground chalk ideas for more inspiration!
What you will need – Food Colouring Washing-up Liquid Water Plastic Straws Large plastic cups (one for each colour used) White card/coloured card Table cover or newspapers This could be quite messy so cover the table before you begin! Firstly, put approx. one centimetre of washing-up liquid into the large cups – the number of cups you use depends on the number of colours you have. Add a little bit of water to each cup and add some food colouring, using the straws to mix it together well. Blow into the cups using the straws to make the bubbles come over the top. Grab some paper or card and put it lightly on top of the foam so that the bubbles touch it. This will leave fancy patterns on the paper, and you can overlap the patterns using different colours. You can try different techniques such as letting the bubbles overflow onto the paper in order to create the bubble designs. Once dry the young person could draw on them to create a scene or picture. Get more examples here! Or watch some bubble painting here!
To complete this worksheet, the pupil circles 5 or 6 words that they think best describe them. The coach then takes the sheet and circles 5 words that they think best describe the pupil. These can be different words or the same. This worksheet is not a get-to-know you exercise but an activity that is best used when a relationship has been formed with the young person. This is a great exercise to build and chat about self-esteem within the coaching session. There is a mixture of positive and negative words, and the young person usually will select some negative. It is a good activity to highlight the personality traits that the young person may not see in themselves. They may want to take the sheet away and ask family members what they would choose as well! Click on the picture below to access the PDF!
This is a fun project to create with your young person especially if they like some competition with target shooting! What you will need – Polystyrene cups Balloons Marshmallows Scissors Paper and Pens for a target First of all, you need to tie the end of the balloons and then cut a hole at the side that isn’t tied. Then you need to cut out the bottom of the cup like the picture above and attach the balloon. This then becomes the marshmallow shooter – all you need to do it put the marshmallow in the cup, pull back the balloon and shoot! The young person could design a target for you to use. For more detailed instructions click here!
This activity is great for those who are creative and can be adapted to create competitions for the young person. To create the catapult, first wrap a rubber band around the end of 5 lollipop sticks. Then grab two other lollipop sticks and tie a rubber band around one end. Separate these two sticks and place the stack of 5 between the two. To hold the catapult in place, you can wrap another elastic band around them. Stick the bottle cap on the raised end of the catapult and you are ready to go! The pupil can create a target or decorate the lollipop sticks to create a fun game for them to play! What you will need Lollipop Sticks Rubber Bands Pom Poms/mini marshmallows Bottlecap Click here for more detailed instructions!
This worksheet allows the young person to discuss issues surrounding trust and discuss who they can depend on. It can result in further discussions about school, home or family challenges. The young person has to decide who they would choose to guide them around the platform and draw them on the sheet. The follow up question asks why they chose them, and the young person can then discuss why, or they can label their drawing with the characteristics of the person. It is important for the young person to feel they have someone to turn to whether that is a family member or a friend that they trust. This worksheet can also help to identify the traits of a trustworthy person, for the young person to remember and take onboard. Click on the link below the picture to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/03/Who-would-you-choose-to-guide-you-completed.pdf
This is a worksheet for discussing emotions. If the young person has voiced they are struggling, this resource is useful to identify what is making them feel annoyed. T hey have to draw or write all the things that make them feel rubbish whether that be bullying, family troubles etc. It can lead to discussions surrounding why this specific idea makes them feel rubbish relating to previous situations that have happened to them, while discussing ways to deal with these situations if they ever appear again. Click on the picture below to access the PDF
Feelings Feelings is a worksheet that explores how a young person feels when they are angry or sad. To complete the resource, they have to draw or write on the person where and how they feel when they are sad or angry. It might be easier for some to draw or colour code the person; whereas others might like to label. This can lead to discussions on how they deal with the anger that builds or the sadness that they feel and who they can talk to for help dealing with the situations. Please click on the link below the image to access the PDF https://sparks121.org.uk/wp-content/uploads/2020/01/Feelings-feelings-Sad-NEW-DES.-affinity.pdf
Feelings Feelings is a worksheet that explores how a young person feels when they are angry or sad. To complete the resource, they have to draw or write on the person where and how they feel when they are sad or angry. It might be easier for some to draw or colour code the person; whereas others might like to label. This can lead to discussions on how they deal with the anger that builds or the sadness that they feel and who they can talk to for help dealing with the situations. Please click on the link below the image to access the PDF. https://sparks121.org.uk/wp-content/uploads/2020/01/Feelings-feelings-angry-NEW-DES.-affinity.pdf
This worksheet is another that can develop ideas surrounding trust, who the young person can rely on and what they value in life. The young person has to write or draw what is important to them in the tree. To start, they could write the most important thing to them in the tree trunk and work their way up to the branches in a scale. This can lead to follow on questions about why they feel this way, why these things are important to them, or even why there are certain things not on their list. Click on the picture below to access the PDF
This is a great activity sheet to do at the start of a session in order to gauge how the young person is feeling that day. It is a simple exercise where the young person can draw, write or colour the parts of the bag to represent how they are feeling. It allows for discussion on why they are feeling that way. If they are worried or sad about a certain situation then this can be addressed further. This activity can be done regularly if the young person responds well. Click on the picture below to access the PDF
This is a great game which is really simple to put together! Just get a cap, a magnet, some paperclips, a clothes peg and pipe cleaner and away you go… To start, Tape the magnet to one end of the pipe cleaner Or loop the pipe cleaner securely round the magnet Clip the other end of the cleaner to the front of the cap using the clothes peg so that it dangles down from the cap Then using the paper and pens, create some colourful fish or creatures to catch – attaching a paper clip to the design when they are done The game is therefore to catch as many fish using only the fishing rod, so no hands! You can add points to the fish in order to make the game competitive if that is something the young person will enjoy. You could also time how long it takes to pick up all the paper clip fish and see who is quickest. Other ideas… Have a race to see who can collect the most the fastest… Ask the young person to just collect a certain colour… Get them to transport the paperclip across the room… Ask them to come up with their own challenge Then you can maybe ask if there is anyone anyone in their life they like to stick with?
Where do you feel anger in your body? How long do you think it takes you to calm down…
Why not try setting up a sensory path which can be set up during your session or even left in the school for other pupils? This could be done indoors with masking tape or outdoors with chalk? Here’s an example…