The purpose of this lesson is to help students learn and choose strategies to manage impulsive behaviors.

Impulsive behavior is characterized by acting quickly without thinking about the consequences. As a result, impulsivity often leads to poor decision-making and negative outcomes. Impulsive students may struggle with emotional regulation and self-control. It is important to recognize that impulsivity can take over in the moment, making it difficult for students to talk about what they should be doing or make thoughtful choices. When students are impulsive, give them space, suggest a preferred activity, and allow time for them to calm down. Think of it as the student being in their “downstairs brain,” where emotions and reactions take over. Climbing the ladder to the “upstairs brain,” where thinking and self-control occur, takes time. Students need an opportunity to cool down before they can make that climb.

Note: This lesson is designed to support students who are exhibiting impulsive behaviors. These strategies are meant to be implemented with individual students and taught by a counselor, behavior technician, or administrator. Not every strategy works for every student. It is important to have a flexible mindset and not be quick to react to a behavior unless it is a safety concern. 

For additional guidance on supporting students with challenging behaviors, review the article ”Supporting Students Through Challenging Behaviors: Practical Tips for Adults” as well as the Check In, Check Out Goal handout.

impulsive, self-control, self-monitoring

Activity 1: (ongoing) BACKGROUND INFORMATION

Materials Needed: Impulsivity Intervention Planning guide

Counselor Tip: When a student is exhibiting repeated or high-risk behaviors like impulsivity, follow the steps from the Impulsivity Intervention Planning guide to support your decision-making, identify the function of the behavior, and select appropriate replacement behavior strategies.

The “Why” Behind Impulsivity

A student’s impulsivity is often connected to a developing brain that is still learning how to pause, regulate emotions, and think through consequences before acting. Many students act quickly not because they want to misbehave, but because their ability to manage strong feelings, excitement, frustration, or distractions is still growing. 

The “why” behind the behavior is also known as the “function of the behavior.”  The function of the student’s impulsive behavior may include:

• Underdeveloped Executive Functioning/Impulse Control: The student’s brain is still learning how to pause, plan, and think through consequences before acting. (“I act before I think.”)
  • Look for: Blurting, interrupting, difficulty waiting, quick reactions without reflection
• Emotional Overwhelm: The student becomes emotionally flooded and cannot slow down their reaction in the moment. (“My feelings take over fast.”)
  • Look for: Sudden reactions, difficulty calming once activated, impulsive emotional responses
• Stress, Anxiety, or Trauma Responses: The student’s nervous system is in a heightened state, leading to faster, more reactive behavior. (“My body feels on alert.”)
  • Look for: Hyperreactivity, startle responses, impulsive avoidance or defensiveness
• Attention or Self-Regulation Difficulties: The student may struggle to sustain attention or inhibit responses due to attention-related challenges. (“I react before I can stop myself.”)
  • Look for: Frequent calling out, difficulty waiting turns, constant movement or shifting focus
• Sensory or Physiological Overload: The student’s body may be overstimulated (noise, fatigue, hunger, environment), reducing their ability to regulate behavior. (“My body feels too activated.”)
  • Look for: Restlessness, impulsive movement, escalation in busy environments, difficulty settling
• High Energy/Need for Movement or Stimulation: The student’s system may seek movement or input and express it in quick, unfiltered actions. (“I need to move now.”)
  • Look for: Fidgeting, leaving seat, impulsive physical actions, difficulty staying still

Understanding the “why” behind impulsivity helps adults respond with patience, structure, clear expectations, and skill-building rather than punishment alone, allowing students to learn the self-regulation strategies they need to be successful over time. 

Strategies to Support Impulsive Behavior

These strategies are designed to help students develop safe, effective replacement behaviors for impulsivity. Supports should be selected based on the identified function of behavior and taught when the student is calm. The goal is to replace impulsive responses with skills that help the student regulate emotions, communicate needs, and remain safe in the school environment.

With the student, select 1–2 strategies to practice and include in their coping plan. Keep strategies simple, predictable, and easy to access during moments of escalation. Strategies are grouped into 3 sections: Regulation Supports, Task Engagement & Completion Supports, and Movement & Energy Regulation Supports. 

The key terms “impulsive,” “self-control,” and “self-monitoring” are included on the slides and can be reviewed with students as needed.

Activity 2: (varies) REGULATION SUPPORTS

Counselor Tip: Regulation supports are used when a student’s impulsive behavior is linked to difficulty slowing down, managing emotions, or controlling reactions in the moment. The goal is not to correct behavior during moments of impulsivity, but to help the student pause, regain emotional and behavioral control, and make safer choices. These strategies should be taught and practiced when the student is calm so they can be used more independently when impulsive reactions begin.

Option 1: (20 minutes) REGULATION STRATEGIES

Materials Needed: Index card, Regulation Strategies slides

Prior to this activity, visit the Regulation Strategies slides and select 10–15 strategies for the student to choose from.

Introduce regulation strategies as tools the student can use to bring their body and emotions back to a manageable level before they begin to feel “too fast,” restless, or out of control. Explain that the goal is to “lower the intensity” of big feelings so the student can pause, think, and choose safe behaviors instead of reacting quickly. Review the term “impulsive” from the slides. 

Display the Regulation Strategies slides and invite the student to try a few that you preselected. Ask them to identify 2–3 strategies that feel most helpful. Explain that these strategies can be used during classwork or other school times to help manage emotions and stay regulated.

Have the student write their chosen strategies on an index card, including simple reminders for how to use each one. Encourage them to keep the card in their desk, folder, or backpack for quick and easy access.

Facilitate a conversation between the student and teacher so the student can share their chosen regulation strategies and how they plan to use them. This helps the teacher reinforce and support consistent use throughout the school day.

Option 2: (5–10 minutes) COUNT DOWN FROM 10

Explain to the student that when they start to feel upset, overstimulated, or like they may react too quickly, it is important for them to stop what they are doing, take a deep breath, and count back from 10. Counting backwards from 10 gives their brain something to think about other than what has them upset. It is also a bit trickier to count backwards than it is forwards so it may take more concentration.

Invite the student to practice counting backwards from 10. Before they

begin counting, ask for the student to think about a situation where they might react too quickly or feel overwhelmed. Have them try to feel the emotion that they are picturing. Once the student feels upset, ask for them to take a deep breath and then start counting backwards from 10. Have a discussion:

• How did it feel to count backwards? (EQ)
• Did counting backwards help you control the anger at all? 

Counselor Tip: Suggest to the student to count backward from a higher number, if counting back from 10 did not help them.

Option 3: (15 minutes)  MODELS OF SELF-CONTROL

Materials Needed: Index Card

Explain that one way to strengthen impulse control is by learning from peers who consistently demonstrate strong self-control and self-regulation. Review the definition of “self-control” from the slides.

Ask the student to describe what a “good example” of staying calm and in control looks like, and record their ideas on the whiteboard. If needed, guide the discussion with examples such as:

• Wait before responding.
• Follow directions the first time.
• Raise a hand to ask for help.
• Stay focused on a task.
• Use breaks appropriately.
• Control body movements and voice volume.
• Accept “no” or disappointment appropriately.
• Transition smoothly between activities.
• Use calm and respectful communication.

Display several pictures from the slides of fictional peers experiencing different classroom situations. Invite the student to look closely at the pictures and identify the observable behaviors that demonstrate strong self-control. These may include behaviors that are NOT occurring as well as those that ARE occurring. If needed, guide the discussion by pointing out the following observable behaviors (or identify your own):

• Image #1: Eyes on teacher, no distractions out
• Image #2: Focused on task, no distracting peers
• Image #3: Respects personal space, works cooperatively
• Image #4: Raises hand before speaking, no calling out
• Image #5: Collaborates respectfully, no off-task talking
• Image #6: Eyes on whiteboard, focused on instruction

Once the student has identified several positive behaviors, explain that the goal is to notice what these fictional students are doing and practice making similar choices themselves. Emphasize that this is about learning positive habits by observing effective behaviors, not copying a specific person.

Pass out an index card. Invite the student to select 1–2 observable self-control behaviors (e.g., I will raise my hand before speaking or I will wait 5 seconds before responding when I feel upset) that they will practice over the next week, and have them write these goals on their index card. Encourage the student to place the index card somewhere they will see it often as a reminder of the behaviors they are working to build. Explain that they should look for opportunities to practice these behaviors throughout the week and will reflect on their progress during a future check-in.

Have a discussion: 

• What behaviors do some students use to stay calm and in control?
• Why is it helpful to notice what people with strong self-control do? (EQ)
• Which of these behaviors do you think will be most helpful for you to practice?

Counselor Tip: If possible, observe the student in class after they have selected their 1–2 observable self-control behaviors. Emphasize that no student is perfect. Provide gentle, real-time feedback to help them notice and practice the specific behaviors they are trying to build. Compliment the student as often as possible as they are practicing behaviors.

Option 5: (15 minutes) FOCUS IN MOTION

Materials Needed: Beanbag

Explain to the student that sometimes their brain wants to act really fast. Blurting out, grabbing things, interrupting, or reacting without thinking are all examples of impulsive behavior. The activities they will practice today help train their brain and body to work together so they can pause, think, and choose what to do instead of reacting right away. 

Explain to the student that this Focus in Motion activity teaches timing instead of rushing, helps the student pay attention longer, and helps their body to wait and follow patterns. (Adapted from the Bal-A-Vis-X program)

Create a simple pattern like, Clap – Pause – Clap Clap. Invite the student to repeat the pattern exactly as you did it. Gradually make the pattern more complex. (Counselor Tip: If the student rushes, remind them to wait for the pattern and not to guess.) 

Pass out a beanbag to the student. Ask them to toss the beanbag from one hand to the other. After a few minutes, have the student add a rhythm. Something like, Toss – Clap – Catch. Remind the student to keep it slow and steady. They must wait before catching because that builds impulse control.

Invite the student to do a cross-body toss. They will toss the beanbag from their right hand to their left hand, across their body. After a few minutes, have the student add a rhythm. Something like, Toss – Clap – Catch. Remind the student to keep their eyes tracking the beanbag. This activity will strengthen coordination and attention control. 

For the last activity, stand across from the student. Toss the beanbag back and forth in a steady rhythm. After a few minutes, add a clap before catching the beanbag. If things start to move too fast, or you fall out of rhythm, pause and restart. 

Have a discussion:

• Did you notice when you wanted to go faster?
• What helped you slow down and stay in control?
• How was this activity like staying calm in class? (EQ)

Emphasize that just as they paused and waited before catching the beanbag, they can also pause, think, and make a safe choice before reacting when they feel upset, excited, or frustrated.

Counselor Tip: Teach the activity to the student’s teacher so the student can continue practicing simple rhythm or beanbag activities when signs of impulsivity appear.

Option 5: (20 minutes) PREFERRED ACTIVITIES

Materials Needed: Preferred Activities handout, timer (optional)

Ask the student to identify activities they enjoy at school and activities that help them feel successful. Record responses on the whiteboard.

Explain that a preferred activity is something the student can use to calm their body and support a return to learning. These activities are short, structured, and designed to help the student transition back into classwork. They act as a bridge from defiant behavior to calm, engaged participation. Pass out the Preferred Activities handout to the student. 

Work together to complete the handout by identifying activities the student can use at school. Counselor Tip: Clarify the difference between school-appropriate activities (e.g., drawing) and home activities (e.g., video games).

Explain that when the teacher signals that the activity is over, the expectation is that the student will stop and rejoin class expectations. Counselor Tip: A timer can help both the student and teacher clearly see how long the break will last and when it is time to rejoin the class.

Keep the Preferred Activities handout in a safe, accessible place so that the student can refer back to it as needed. 

Activity 3: (varies) TASK ENGAGEMENT & COMPLETION SUPPORTS 

Counselor Tip: These strategies are most effective for students whose impulsive behavior is triggered by academic demands, frustration, task difficulty, or feeling rushed during work.

Option 1: (20 minutes) HEADPHONES

Materials Needed: Puzzle or other focus-based task, noise-cancelling earbuds or headphones, student devices (extension only)

Prior to this activity, check with the student’s teacher(s) to ensure headphones are an appropriate support option in the classroom as needed.

Have a discussion:

• What does impulsive mean?
• Have you ever interrupted, rushed, or acted before thinking?
• What kinds of sounds distract you most? (EQ)

Review the term “Impulsive” from the slides. Explain that sometimes our brains react quickly to sounds, conversations, or movement around us. Headphones can help reduce distractions so the brain has more time to think before acting. 

Discuss with the student when headphones would be appropriate in the classroom and when they are not. The goal is for the student to use the tool in a respectful way. Create a list on the whiteboard of different times the student could use headphones and have them tell you if they are appropriate times or not. For example:

• Wearing headphones while the teacher is instructing (not appropriate) 
• Wearing headphones when the class is getting too loud. (appropriate)

Provide a puzzle or other task that requires the student to focus. Tell them that they have 2 minutes to work on the puzzle and they should remain focused. While the student is working, introduce intentional distractions (e.g., light desk tapping, casual comments like “Did you watch the game?” or “I can’t find my pencil,” and general background interruptions). After time is up, have a discussion:

• Was it difficult to focus?
• Did you feel distracted or pulled away from your work?
• Did you rush or lose focus?

Have the student work on the puzzle for 2 minutes again, but this time, give them a pair of headphones to wear. Use the same distractions that you used in the first round. Once the 2 minutes are over, have a discussion:

• Was it easier to ignore distractions? 
• Did you feel calmer?
• Did you think before reacting? 

Explain that headphones are like a pause button. When students are feeling distracted and they want to elope they can put on headphones, take 3 slow breaths and focus on 1 task at a time. While using headphones, encourage students to reflect using the following questions: 

• “What am I supposed to do right now?”
• “Do I need to react?”

Display the scenarios from the slides. For each scenario, invite the student to decide if headphones would help and what they could do before reacting. Have a discussion: 

• When might headphones help in school? (EQ)

Extension: Help the student create a personal study playlist with calm music, using school-appropriate search tools and digital citizenship guidelines. Invite the student to pick songs that will help them be able to maintain their focus and eliminate outside distractions. Discuss which songs help them focus and which are too distracting. Encourage them to try a variety of music styles to discover which types work best for them. Some options are included on the slides to get students started. 

Option 2: (10–15 minutes) CLASS SCHEDULE PLANNING

Materials Needed: Class Schedule handout

Ask the student if there are specific subjects they avoid or find difficult. Validate their feelings. 

Explain that it can be hard to do things that they really do not want to do. Tasks we do not like or challenging tasks can lead to impulsive behavior. Instead of avoiding tasks, we can learn ways to prepare ourselves to handle difficult tasks. Have a discussion:

• Would it help to know when something hard is coming so you can get ready for it? (EQ)

Review the Class Schedule handout together. Review the different options on the class schedule. Explain that a class schedule can help the student prepare for the next subject that is coming up. As each subject or activity is completed, they can cross it off and focus on the next part of their day. Even challenging subjects can feel more manageable when students can see their progress and check them off as completed.

Have the student choose the schedule format that works best for them. Print and laminate the schedule, then place it on their desk or in another easily accessible location. The student can use a dry erase marker to cross off completed activities and erase it to reuse each day.

Model how to use the schedule by crossing off activities that have already been completed. Be sure to share the schedule with the teacher(s) and explain its purpose so they can support the student in using it consistently throughout the school day.

Option 3: (20 minutes) WRITTEN RESPONSES

Materials Needed: Lined paper

Explain to the student that their brain often thinks faster than their body can control. Sometimes this causes answers or reactions to come out before they are fully thought through. Writing first creates a “pause button” that gives the brain time to slow down, organize thoughts, and make intentional choices. Taking time to think before responding is a skill that helps people stay in control instead of acting quickly.

Pass out a lined paper. Ask the student to think quietly about 1 of the following questions (or create your own), then briefly write their response:

• Describe a time when you had trouble waiting for something you wanted.
• Describe a time when you said something you later wished you had not said.
• Describe a time when you wanted to do something right away but were told to wait.
• Describe a time when you had to stop yourself from reacting when you were upset.
• Describe a time when you made a quick decision that did not turn out the way you expected.

 Counselor Tip: Reinforce that their “pencil talks first,” meaning they write before they speak and raise their hand instead of calling out. If the student feels like blurting out, prompt them to pause, tap their pencil, and write their response instead. 

Have a discussion:

• Did writing your answer help you slow down your thinking?
• Did you change your answer after writing it down?
• Do you think writing your thoughts first would help you feel more in control of your response? Why? (EQ)

Emphasize that writing first acts like a checkpoint for the brain. Instead of reacting immediately, students are creating space to think about what they want to say or do. This pause can help them make thoughtful choices, communicate more effectively, and respond to challenges without acting too quickly. 

Option 4: (10–15 minutes) OPTIMIZE YOUR WORKSPACE

Talk to the student and their teacher to identify impulsive behaviors that frequently occur during class (e.g., repeatedly opening the desk, fidgeting with items, playing with personal belongings, or becoming distracted by materials). Explain that when attention is constantly pulled toward these items, it can be more difficult to stay focused and make thoughtful choices.

Explain that reducing access to distractions can help support self-control. If needed, adjust the student’s environment in simple ways, such as:

• Turn the student’s desk so they cannot easily access items inside it.
• Seat the student away from personal belongings (e.g., at a side or back table).
• Store distracting items in a container and provide them only when needed.
• Keep only essential materials on the desk during work time.

Explain that these supports are not consequences, they are tools to help reduce impulsive distractions so the student can focus on learning.

Reinforce that removing or limiting access to distracting items helps the student’s brain stay on task and reduces opportunities for impulsive choices. If the student feels singled out, consider implementing the same structure for the whole class to maintain privacy and fairness.

Option 5: (20 minutes) SELF-MONITORING CHECKLIST

Materials Needed: Self-Monitoring Checklist handout

Display the terms “impulsive” and “self-monitoring” from the slides. Ask the student to list examples of impulsive behaviors they see at school and record them on the whiteboard (e.g., call out answers, interrupt, grab materials, send messages too quickly, leave seat without permission, react emotionally right away). 

Ask the student to reflect on if they have ever done something before fully thinking it through. Reinforce that self-monitoring helps you notice your behavior as it is happening so you can correct it, if needed. Have the student brainstorm situations when impulsive behavior is more likely to occur (e.g., bored, frustrated, group work, excited, transitions, annoyed). Record their ideas on the whiteboard. Then, review the signs from the slides that suggest a person is about to act impulsively. 

Pass out the Self-Monitoring Checklist handout. Explain that an effective self-monitoring checklist is brief, uses simple language, and helps students pause before reacting.

Review the checklist together. Discuss each question and explain how the checklist can be used to help the student slow down and make thoughtful choices. Emphasize that when a challenging situation occurs, the student can pause and quickly work through the checklist before responding. Invite the student to personalize the checklist by adding 2–3 behaviors they would like to improve. Examples to add may include:

• “Did I raise my hand?”
• “Did I stay on task?”
• “Did I use kind words?”
• “Did I ask for help instead of reacting?”

Display the scenarios from the slides. After each scenario, have the student review the questions from the Self-Monitoring Checklist handout and discuss the following questions:

• What impulsive choice might be made?
• What is a better choice you could make?

Have a discussion:

• Which checklist item do you think will help you the most? (EQ)
• When do you think using this checklist will be most difficult?
• How could this strategy help you outside of school?

Reinforce that self-monitoring is a skill that improves with practice. The goal is not to be perfect, but to become more aware of thoughts, feelings, and behaviors so that better choices can be made before acting impulsively.

Activity 4: (varies) MOVEMENT & ENERGY REGULATION SUPPORTS 

Counselor Tip: These strategies support students whose impulsive behavior is driven by excess energy, difficulty staying still, or acting before their body has had a chance to calm down. Movement-based supports help the student safely release energy so they can slow down, think, and make more controlled choices.

Option 1: (15–20 minutes) MOVEMENT BREAK 

Materials Needed: Index card, art supplies

Explain that when students feel frustrated, overwhelmed, or restless, their bodies can build up extra energy that makes it harder to stay calm and focused. Taking a short movement break can help release that energy, regulate the body, and make it easier to make safe choices. Have a discussion: 

• Have your emotions ever felt so big that you just wanted to get away from the situation?
• What helps your body calm down? (EQ)

Pass out an index card and art supplies. On one side of the index card, have them write a break request phrase they can use when they need movement support. Have them decorate it. Examples include: 

• “Can I take a quick break?”
• “I need a movement break.”
• “Can I step away for a minute?” 

On the other side of the index card, help the student choose 1–2 quick exercises they can safely do at school, such as wall push-ups, jumping jacks, running in place, or chair squats. 

Counselor Tip: Keep movement activities brief (30–60 seconds). The goal is to help the student reset and return to learning, not avoid tasks or remain out of class for extended periods.

Teach and practice the following break routine:

1. Notice the feeling. (“I am feeling frustrated.”)
2. Ask for a break. (Use the phrase on the card.)
3. Move your body. (Complete one of the exercises on the card.)
4. Return ready to learn. (Go back to class and try again.)

Practice the routine 2–3 times with the student, then have a discussion:

• When would this help you stop yourself from reacting too fast? (EQ)
• Which movement helps your body calm down the most?

Coordinate with the classroom teacher(s) so the student understands when and how movement breaks can be used appropriately during the school day.

Option 2: (15–20 minutes) SPORTS BREAK 

Materials Needed: P.E. equipment 

Engage in a supervised sports-themed movement break with the student. Before using this strategy, confirm that a supervised space, like the gym or playground, is available, along with simple P.E. equipment (e.g., basketball, jump rope, tennis ball, or wall ball).

Check in with the student to check whether their body is currently feeling low, medium, or high energy. If high, explain this is a sign they need a structured movement break to reset and prevent impulsive behavior. Reinforce that a sports break can be helpful in the following situations:

• When feeling restless or wiggly
• When frustration is building
• Before starting a difficult task
• After sitting for a long period of time

Invite the student to choose one structured activity:

• Dribble & Count: Dribble a basketball while counting slowly to 20
• Toss & Catch: Toss a ball → clap → catch (repeat in rhythm)
• Circuit: 10 jumping jacks, 10 wall push-ups, 10 high knees (repeat 3–4 rounds)
• Jump Rope: Steady jumping for 30–60 seconds, repeat 3–4 times

Set a clear time limit (e.g., 5 minutes total). Remind the student that this is a controlled break, not free play, and they must stop immediately when time is up.

Finish with 3–5 slow deep breaths and hands placed on knees or head to help the body cool down.

Option 3: (20 minutes) SENSORY RESET BREAK 

Materials Needed: Stress ball or putty

Explain to the student that not all bodies respond the same way when they are too activated or overstimulated, making it harder to pause, think, and make safe choices. Sometimes movement helps, but other times the body needs something calmer to reset. A sensory reset break is another option the student can use to help their body calm down so they can return to learning. Sensory reset breaks are quiet, simple activities that help the body feel calm, steady, and in control again.

Introduce several sensory reset strategies the student can try from the slides. If possible, allow the student to briefly practice each strategy and notice how their body responds in real time.

Then, help the student identify which strategies feel calming and which feel too activating. Support them in choosing 1–2 sensory reset strategies that work best for their body.

If possible, allow the student to briefly try each option so they can notice how their body responds in real time.

Have a discussion:

• Which strategies helped your body feel calmer?
• When might a sensory reset be more helpful than a movement break? (EQ)
• How can you tell when your body needs a sensory reset?

Encourage the student to use their chosen sensory reset strategies when they begin to notice early warning signs of overstimulation or activation. Reinforce that the goal is to help their body feel regulated so they can make safe choices and return to learning successfully.

Option 4: (10–15 minutes) COMFORTABLE SEATING

Materials Needed: Alternative seating options (e.g., resistance band, yoga ball, wiggle chair)

Ask the student whether their classroom seat is comfortable or not. Consider what could reasonably be changed to make the student’s seating more comfortable within a classroom setting. (Counselor Tip: Guide the student toward realistic classroom seating options. While items like couches or recliners may feel comfortable, they are not typically available in a school environment.)

Show the student available seating options and allow them to try each one. Invite the student to decide whether any of the options help them feel more comfortable and able to sit and focus during class. Discuss whether having the ability to move slightly while sitting is helpful for their learning and attention.

Explain that when a student feels physically comfortable in their seat, it may be easier for their body to stay settled, which can reduce the urge to act out impulsively and support better focus on learning tasks. Have a discussion:

• How can having a comfortable seat in class help you get your work done? (EQ)

Once the student selects a preferred seating option, meet with the classroom teacher together to discuss implementation. Share the student’s preference and collaborate with the teacher to identify feasible seating arrangements within the classroom. (Counselor Tip: Additional options may include working at a back table, standing at a desk, or sitting on the floor if appropriate for the classroom environment.)

For the following week, encourage the student to use the selected seating option consistently and check in with them about whether it helps them stay more comfortable, focused, and engaged in class.

Option 5: (15–20 minutes) CLASSROOM HELPER

Counselor Tip: Offering students short, purposeful responsibilities can help redirect excess energy in a productive way. These tasks provide movement, a sense of purpose, and brief adult connection, all of which can support regulation. They are most effective when used proactively (before impulsive behavior increases) or early in signs of restlessness.

Prior to the activity, identify a few simple classroom tasks the student can help with (e.g., cutting materials, organizing supplies, or tidying areas).

Tell the student that you need some help. You have so many tasks to do, and you would appreciate an extra pair of hands. Have the student help you with a task or two, depending on how large the tasks are. As the student is helping you, have a discussion:

• When you have a lot of energy, would helping your teacher or another adult be helpful to help you calm down? (EQ)
• What kinds of helping jobs do you enjoy doing?

Explain to the student that being a helper and doing tasks around the

classroom can help them release energy and feel helpful. (Counselor Tip: Make sure to mention that they do not get to be a helper instead of doing their work. They can be a helper for a few minutes and then do their required work, or even do their work first and then help out.)

Support a conversation between the student and teacher about possible classroom helper roles and establish clear expectations for when and how the student can participate in helping tasks.  

Option 6: (10 minutes) ERRANDS

Materials Needed: Sealed manilla envelope

Counselor Tip: Errand-based movement can be an effective structured outlet for students who need to release energy. Running a short errand (e.g., delivering a note or item to another staff member) allows movement while maintaining adult supervision and clear expectations.

Prior to this activity, coordinate with another staff member (such as the teacher(s) or secretary) to set up a simple errand for the student to complete. The student should not be told that the errand was prearranged.

Explain to the student that teachers sometimes need to send materials to other adults in the building, but they cannot leave the classroom unsupervised. For this reason, they may ask a student to help deliver something as a short, structured break. Ask the student if they would like to try being an “errand runner.”

Let the student practice being an errand runner. Give the student a sealed manilla envelope. Tell the student that you need the envelope taken to the staff member that you have already spoken with. Remind the student that they must use walking feet in the hallway, be as quiet as possible, and return back to you as soon as the errand is complete.

Once the student returns, ask them how the experience was. Have a discussion:

• How can running errands help you avoid acting impulsively? (EQ)

If the student enjoys the activity, collaborate with the teacher(s) to build occasional structured errand opportunities as an approved way for the student to take brief, supervised breaks and release energy appropriately. Reinforce that errands should be brief and framed as a privilege that supports regulation and helps the student return to class ready to engage.

Counselor Tip: If the student responds well to this strategy, the teacher(s) can later arrange additional supervised errands with other school staff as a structured way for the student to take a short, purposeful break and release energy. The student can simply deliver an empty manilla envelope to the staff member.

Activity 5: (ongoing) ONGOING SUPPORT & PROGRESS MONITORING

Materials Needed: Check In, Check Out Goal handout

After meeting with the student and selecting 1–2 strategies to implement, schedule a meeting with the student’s teacher to review the support plan, identify the function of the behavior, and determine how strategies will be reinforced throughout the school day. Ensure relevant staff and caregivers are also informed so the student receives consistent support across settings.

Counselor Tip: Challenging behaviors can be difficult and frustrating for teachers to manage. Take time to acknowledge the efforts they have already made to support the student and recognize what is working well.

Monitor progress through regular check-ins using the Check In, Check Out Goal handout 2–3 times a day (beginning, middle, end), for a period of 2 weeks. Use this time to reinforce progress, problem-solve challenges, and adjust strategies as needed.