Together in Change: Navigating Stressful News and Events

Before you teach, we strongly recommend you review our supporting resources:

Educator Workbook

‍Mental Health 101

Safer Language

Classroom Discussion Guide

Trauma Informed Teaching

This lesson is best used alongside additional learning about mental health, including warning signs, coping strategies, and help-seeking supports.

This lesson begins by helping students notice how local and global events can impact young people’s feelings, thoughts, and behaviours. Students learn about common emotional and social reactions, such as worry, fear, withdrawal, or changes in routines, and reflect on the pressures to have an opinion in a world where news and social media are constant. The speakers in the video help normalize these responses and create a safe space for students to think about their own well-being.

The lesson emphasizes trauma-informed principles by offering choice, normalizing diverse reactions, and supporting reflection without requiring personal disclosure. Students leave the lesson with concrete strategies to manage stress, set boundaries, and maintain connection during uncertain times.

By the end of this lesson, students will be able to:

1. Describe how political and world events can affect emotions, stress, and daily life.
2. Identify common emotional and social reactions to stressful events.
3. Use practical strategies to manage stress and balance news or social media exposure.
4. Recognize trusted people, spaces, and supports they can turn to during uncertainty.
5. Reflect on ways to care for themselves and support peers while maintaining well-being.

Note: Students are not expected to share personal experiences to meet these goals.

Slide Deck

Navigating News and Stressful Events 

Video

‍Note: This video makes reference to mental health struggle, including self harm. We encourage educators to consider the needs of their students before delivering this content in their classroom.

Handouts

Viewing Guide: Navigating Stressful News & Events 

Answer key

Additional Materials

• Teacher computer, projector, and speakers
• Paper, white board markers/chalk, sticky notes
• List of school/community support resources (e.g., counsellor, trusted adult, youth helplines)

1. Minds On (5 –10 minutes)
2. Action Tasks (50 – 60 minutes)
3. Consolidation (3 – 5 minutes)

Note: All parts of the lesson procedure can be found in the slide deck provided.

Slide 2: Land Acknowledgement 

In the slide deck, we have included Jack.org’s land acknowledgement. We encourage you to write your own, acknowledging the Nations, communities, territories and treaties upon which you live and work, and your calls to action for reconciliation / Self Pledge.

‍Here are some resources to support you:

• Why Acknowledge?
• Territory Acknowledgement - Native-Land.ca.  

Part 1: Minds-On (5 minutes)

Slides 3-5: Opening & Emotional Safety Setup (2-3 minutes)

Review Objectives and Ensuring a Positive Experience. 

Teacher Prompt: “Today we’ll be learning about how constant exposure to news and world events can affect us and our well being. As we explore these topics today, it’s important to be mindful that we all have our unique reactions based on our lived experience and values. Please ensure to check in with yourself and know it's okay to step back, take a break, or ask for support at any time.”

Grounding Check-In (Choice-Based)

Invite students to choose one option from the list.*

On the board or wall, create a continuum labelled Not very affected → Very affected (for sticky notes). Students who prefer privacy may write one word in their notes or choose quiet grounding instead.

• Private reflection: Write one word that describes how news or world events often make young people feel.
• Continuum activity: Place a sticky note on a continuum labeled Not very affected → Very affected (this can represent how youth in general may feel).
• Quiet grounding: Sit comfortably and notice breathing or body sensations for 30 seconds.

Teacher Prompt: “You can choose one of these options. If none feel right today, it’s okay to simply sit quietly.”

*Important Notes: 

1. Choose the format that best supports your students’ sense of safety. The goal is noticing variety, not identifying individuals.
2. Avoid asking students to share political opinions or personal experiences. Keep the focus on emotional impact, stress responses, and well-being. Students may pass on any activity.

Suggested wrap-up:

“Thank you for taking a moment to notice how young people might feel when world events happen. Everyone experiences this differently, and there’s no right or wrong response. Some people may feel more affected, others less, and all reactions are valid. Paying attention to these signs of stress and our own reactions helps us make choices to take care of ourselves and others. Let’s carry this awareness forward as we move through the lesson today.”

Slide 6: Pre-Viewing Framing & Protective Factors (2-3 minutes)

Teacher Prompt:

“Today’s video features two people talking about how world events can affect us, and what supports our well-being during uncertain times.

Even when political or world events happen far away, they can still feel personal. Some people have direct connections to those places, while others do not, but everyone can still be affected. Our brains are wired to notice conflict, uncertainty, or injustice, which can trigger worry, fear, or concern.

It’s also important to know that constant exposure to news and social media can increase stress. When we’re taking in updates all day, our nervous system may not get a break, which can make things feel more intense or overwhelming. This is a common response.

During today’s video, try to notice any ideas that come up about coping, support, and hope.”

Part 2: Action Tasks (60-65 minutes)

Slide 6: Video (58 minutes)

Together in Change Video: Navigating Stressful News and Events

Share the Video Guide handout with your students and briefly review the instructions. Emphasize that the questions are meant to help them notice key ideas, and it’s okay if they don’t catch every answer. Students can use the space on the side for additional notes or thoughts, if they choose.

Note: Due to the length of the video, you may choose to view it over two class periods. Suggested points to pause include 20:46, following the Pause and Reflect segment, and 40:17, after the discussion on news and social media intake (Video Guide, Question 11).

Supportive Options During Viewing:

• Students may look down, stim, doodle, or take notes.
• Provide a quiet signal students can use if they need a short break.

Activity: Post-Viewing Regulation Pause (3-5 minutes)

Slides 7-8

In the video, the speaker mentions some strategies for helping with regulation. Share the videos on the slides, and invite your students to try the activities, if they are comfortable doing so.

• Breathing Balloon (Kids Help Phone)
• Coping Skill: 5, 4, 3, 2, 1 Grounding Technique (1:51)

Activity: Quick Pair-Share with Reflection Option (5 minutes)

Slide 9

1. Teacher Prompt: “We’ve spent some time learning how world events can affect emotions and stress, and explored ways to take care of ourselves and support others. Now we’ll do a short check-in. You can either share with a partner or reflect quietly on your own. It’s completely your choice.”
2. Options:- Share one thing you noticed today that stood out to you.- Share one small strategy you might try this week to take care of yourself or support a friend.- If you prefer to reflect individually, spend a minute quietly writing, drawing, or thinking about your own answer.
   
   
3. Optional Whole-Class Wrap (1–2 min):Invite 1–2 volunteers to share general insights (emphasize no pressure, and they don’t need to share in-depth details about their experience(s)).
   

Part 3: Consolidation (3-5 minutes)

Slide 10: Closing & Support Reminder

Teacher Prompt: “Overwhelming emotions in response to world events are normal and are to be expected. You don’t have to carry them alone, and you also don’t have to be informed all the time about all the details to make safe, caring choices for yourself and those around you.”

Remind students (and yourself) of:

• School supports (counsellor, child and youth worker, trusted adults).
• Crisis or community supports as appropriate.

Optional Exit Ticket (choice-based):

• One word for how you’re leaving today.
• One strategy you want to remember.

One coping strategy you can use to care for yourself when emotions come through.

Alberta

Health and Life Skills  (9)

Specific Outcomes

• R-9.3  Analyze, evaluate and refine personal strategies for managing stress/crises 
• W-9.11  Use personal resiliency skills 
• R-9.1  Identify appropriate strategies to foster positive feelings/attitudes 

CALM (10-12)

Specific Outcomes

• explain how feelings affect moods and behaviours
• discuss possible consequences of not constructively dealing with emotions
• develop strategies for managing stress; and investigate the benefits and limitations of stress and the negative, stressful and harmful responses to stress

British Columbia

Physical and Health Education 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others 
• Propose strategies for developing and maintaining healthy relationships (understanding personal boundaries and respecting the boundaries of others e.g., body boundaries, emotional boundaries; other strategies for maintaining healthy relationships could include: open communication, listening, trust, maintaining mutual respect)
  

Physical and Health Education 10

Curricular Competency

• Evaluate and explain strategies for promoting mental well-being
• Analyze the potential effects of social influences on health

Manitoba

Physical Education and Health 10F

Specific Student Learning Outcome

• K.4.S1.B.1a Describe ways to treat others (e.g., show respect, consideration, support, encouragement, affection, understanding, forgiveness...) for developing healthy and meaningful relationships 
• K.4.S1.B.2b Identify appropriate social behaviours (e.g., use inclusive language, treat others with respect...) for developing meaningful interpersonal relationships
• S.4.S1.A.3 Apply interpersonal skills (e.g., use thoughtful language, acknowledge ideas and opinions of others, show respect, make a commitment...) in case scenarios related to developing close, meaningful relationships

Physical Education and Health 20F

Specific Student Learning Outcome

• K4S2C2.Describe situations that cause personal stress.
• K4S2C3 Examine the physiological and psychological effects of stress related to health and well-being.
• K4S2C4a. Examine the strategies and defence mechanisms that can be healthy or unhealthy ways of managing stress.
• K4S2B2a. Evaluate the benefits of effective communication skills for getting along with family, friends, and peers in school, community, and/or the workplace.
• K4S2C1a. Describe the behaviours necessary for providing others with support and promoting emotional health and well-being.
• S4S2A3. Apply communication skills and strategies in case scenarios for getting along with others in a variety of contexts.
• S.4.S2.A.5 Apply stress-management strategies (e.g., mental imagery, relaxation skills, rest habits, focusing...) and communication skills (e.g., listen, comfort, seek help...) for stress reduction for self and/or others in case scenarios related to stressful situations (e.g., family breakdown, violence...).

Active Healthy Lifestyles 30F 

Specific Student Learning Outcome

• 11.MH.1 Identify and apply positive health strategies to deal with issues such as stress, anxiety, depression, and eating disorders.
• 11.MH.2 Examine media influence(s) on self-image and behaviour.

New Brunswick

Personal Wellness 9

Big Idea: Positive Mental Health

Achievement Indicators

• Discuss the role of hope in positive mental health
• Assess how listening and empathy support the positive mental health of peers
• Discuss the value of emotional regulation in different contexts
• Demonstrate understanding of how stopping negative thought cycles and/or catastrophizing, overcoming fear of failure, and developing a positive mindset can build resilience

Big Idea: Helpful and Harmful Choices

• Analyze how food, screen time, and substances may affect an individual’s health (e.g., mental, social, emotional, and physical including brain development)
• Discuss how the use or misuse of food, screen time, and substances is personal and looks different for every individual

Newfoundland and Labrador

Grade 9 Health

Specific Curriculum Outcome

• Demonstrate positive communication strategies in a variety of social situations.
• Assess personal communication skills and their impact on relationships with others.
• Assess the role that respect for sensitive issues plays in relationships.
• Identify healthy ways of coping with stress.
• Reflect upon the effect decisions, choices, actions, and words may have on themselves and others.

Healthy Living 1200 

Specific Curriculum Outcome

• Demonstrate an understanding of stress and its impacts on individuals, relationships and society. (H-GCO4, KSCO1; FS:HD-GCO2, KSCO2)
• Demonstrate an understanding of the importance of communication, negotiation and conflict resolution skills in personal relationships. (H-GCO4, KSCO1; FS:HD-GCO1, KSCO5; PE-GCO2, KSCO5)
• Demonstrate an awareness of the role of emotions on decision making. (H-GCO4, KSCO4; FS:HD-GCO2, KSCO2; PE-GCO6, KSCO3)
• Identify and participate in activities that reduce stress, are financially viable, and enhance relationships. (H-GCO4, KSCO2; PE-GCO6, KSCO7)
• Identify and use strategies to balance work, study and leisure time. (H-GCO4, KSCO2; FS:HD-GCO2, KSCO3)

Northwest Territories

Health Education 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others
• Explore and describe factors that shape personal identities, including social and cultural factors
• Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others
• Propose strategies for developing and maintaining healthy relationships
• Create strategies for promoting the health and well-being of the home, school and community
• Propose healthy choices that support lifelong health and well-being

*Based upon NWT Adapted curriculum Implementation Draft, July 2024

Nova Scotia

Healthy Living 9

Specific Curriculum Outcome

• 9.1 analyze their health needs in times of change and apply strategies that enhance their capacity to manage change in their lives
• 9.2 recognize the warning signs of depressive disorders and the importance of seeking help for these disorders

Ontario

Healthy Active Living, PPL1O

Specific Expectations

• C3.2 Identify warning signs and symptoms that could be related to mental health concerns (e.g., inability to cope with stress; feelings of sadness, anxiety, hopelessness, or worthlessness; negative thoughts about oneself, others, and the future; thoughts of suicide), and describe a variety of strategies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/ classmate, supporting others who are struggling with their emotional well-being) 

Healthy Active Living, PPL2O

Specific Expectations

• C1.1 demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-being [PS, IS]

Career Studies, GLC2O

Specific Expectations

• A1.1 demonstrate an understanding of the importance of resilience and perseverance in school, life, and work – why it is helpful to acquire skills for adapting to change, persevering in the face of adversity, learning from mistakes, and thinking positively about setbacks – and analyse how developing resilience and perseverance can help them in all areas of their lives
• A1.2 identify a range of strategies to help manage stress as they navigate a healthy school/life/work balance; explain how they have used such strategies in their lives so far and how they might apply them in the future; and recognize signs that could indicate stress is becoming problematic
• A1.3 identify people, resources, and services in the school and the community that can provide support when a person is experiencing mental health concerns, and describe how to access these supports

Healthy Active Living, PPL3O

Specific Expectations

• C3.4 describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) 

Health for Life, PPZ3C

Specific Expectations

• A1.2 demonstrate an understanding of resilience and its impact on personal health, and explain how personal factors (e.g., ability to self-monitor, self-awareness, assertiveness, ability to solve problems, coping skills, empathy and compassion, sense of humour, good physical and mental health, having goals and aspirations) contribute to the development of resilience
• A1.3 explain how personal health practices, health knowledge, and healthy behaviours and attitudes contribute to the protection and improvement of an individual’s health
• A2.1 explain how a strong social support network (e.g., family, friends, trusted adults, connections to school and community supports) contributes to better personal health (e.g., provides help to solve problems and deal with adversity; increases feelings of self-worth by reinforcing a sense of belonging and connection; helps to prevent depression and anxiety), and describe ways of enhancing their personal social networks

Healthy Active Living, PPL4O

Specific Expectations

• C2.3 describe how coping and interpersonal skills and their knowledge of personal protective and risk factors can be used to develop resilience and enhance their ability to make healthy choices, including the avoidance of substance use and addictive behaviours [PS, IS, CT]
• C2.5 identify the skills and resources that they will need to maintain their personal health and well-being as they become more independent (e.g., budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports) [PS, CT]
  

Recreation and Healthy Active Living Leadership (PLF4M)

Specific Expectations

C2.1 Describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility benefits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being (ON)

Prince Edward Island

Physical and Health Education 9

Specific Curriculum Outcome

• identify personal strengths and challenges related to mental health, including resilience, coping strategies, and risk factors
• practice active listening and empathy to understand and respect the boundaries and preferences of others, while acknowledging and asserting personal boundaries as well 
• describe the importance of ongoing self-assessment and adjustment to maintain positive mental health and prevent relapse
• identify and describe resources and support systems that can be accessed if mental health challenges arise
• describe common risk factors and warning signs of suicide, such as changes in behavior, mood, or interpersonal relationships
• demonstrate an understanding of the importance of seeking professional support for self and individuals who are at risk of suicide or experiencing suicidal ideation or behavior
  

Wellness PED401A

Indicators

• Investigate the multitude of factors that exert influences on life balance (e.g., relationships, gender, culture, stress, sense of belonging, leisure, traditions, socio-economic factors, physical and mental fitness, technology use).
• Assess one’s motivations, (e.g., appearance, health, ability), and limitations (e.g., time management) that improve and/or impede one’s personal wellness.
• Analyse individual and civic responsibility in nurturing well-being and examine the social factors (including expectations of self and others) that influence personal wellness.
• Examine available supports (both formal and informal) for attaining and maintaining optimal wellness and establish strategies to effectively access these supports.
• Describe, with information from a variety of mental health experts, the factors that contribute to positive mental health (e.g., involvement in extracurricular activities, belonging to a team/group).
• Discuss prior understandings of how thoughts, actions, and behaviours are all connected to brain function.
• Investigate various personal, environmental, biological, and social influences (e.g., sports competitions, use of cannabis, support networks) on mental health and determine one’s relationship to these infl uences.
• Investigate the relationships between personal mental health and personal wellness (e.g., feeling well, functioning well and being resilient, making positive changes, being physically fit).
• Examine the relationships among defense mechanisms, feelings, behaviours, and mental health (i.e., ways we protect ourselves from things we do not want to think about or deal with).
• Examine the interconnectedness and interdependence of mental health and a variety of activities (e.g., leisure activities, competitive sports, physical activities, helping someone or some cause).
• Analyse mental fitness factors (e.g., placing things in perspective, using stress management strategies, cultivating and maintaining a strong sense of humour) as they relate to personal well-being.
• Examine the benefits (e.g., staying connected to a friend who has moved, enhanced opportunity to engage in social justice or political issues) and the harm (e.g., online bullying, inadequate sleep, scams) that may result from the use of technology, such as social networking, online shopping, and internet gambling.

Quebec

Physical Education and Health / PED 302, 402

Knowledge and Skills

• Uses techniques to relax after a physical effort or to manage his/her stress
• Names stressful situations that have an effect on his/her daily life (e.g. winning a competition, writing an exam)
• Names the effects of an excessive use of multimedia technology on his/her psychological or physical state
• Indicates strategies for managing the use of multimedia technology on a daily basis
• Names the repercussions of poor stress management for his/her health and well-being (e.g. anxiety, fatigue, sleep disturbances, depression)
• Indicates strategies for relaxing (e.g. taking a warm bath, reading, exercising, using a relaxation technique)

Saskatchewan 

Wellness 10

Indicator

• Investigate the multitude of factors that exert influences on life balance (e.g., relationships, gender, culture, stress, sense of belonging, leisure, traditions, socio-economic factors, physical and mental fitness, technology use).
• Assess one’s motivations (e.g., appearance) and limitations (e.g., time management) that improve and/or impede one’s personal wellness.
• Analyze individual and civic responsibility in nurturing well-being and examine the social factors (including expectations of self and others) that influence personal wellness.
• Discuss prior understandings of how thoughts, actions, and behaviours are all connected to brain function.
• Investigate various personal, environmental, biological, and social influences (e.g., sports competitions, use of cannabis, support networks) on mental health and determine one’s relationship to these influences.
• Examine the interconnectedness and interdependence of mental health and a variety of activities (e.g., leisure activities, competitive sports, physical activities, helping someone or some cause).
• Analyze mental fitness factors (e.g., placing things in perspective, using stress management strategies, cultivating and maintaining a strong sense of humour) as they relate to personal well-being.
• Reflect on one’s ability to recognize and manage emotions in self and in personal relationships.
• Examine emotional and behavioural patterns of self and others and determine related impact on optimal wellness.
• Practise and reflect on variety of self-awareness strategies (e.g., treat feelings as good or bad, identify triggers, seek feedback, keep a journal of emotions, observe others’ reactions to your emotions).
• Examine the benefits (e.g., staying connected to a friend who has moved, enhanced opportunity to engage in social justice or political issues) and the harm (e.g., online bullying, inadequate sleep, scams) that may result from the use of social networking, online shopping, internet gambling, etc.
• Investigate the value of silence, stillness, solitude, and an inward focus on one’s overall wellness
• Examine the role individual activities (e.g., cooking, travelling, dancing, running) may have in one’s spirituality and wellness.
• Determine how one is influenced by norms, trends, images, and values in various cultures, communities, and groups.

Yukon

*Yukon schools follow the British Columbia (B.C.) curriculum, with adaptations to include Yukon content and Yukon First Nations’ ways of knowing and doing. (https://yukon.ca/en/school-curriculum)

Physical and Health Education 9

Curricular Competency

• Analyze strategies for promoting mental well-being, for self and others 
• Propose strategies for developing and maintaining healthy relationships (understanding personal boundaries and respecting the boundaries of others e.g., body boundaries, emotional boundaries; other strategies for maintaining healthy relationships could include: open communication, listening, trust, maintaining mutual respect)
  

Physical and Health Education 10

Curricular Competency

• Evaluate and explain strategies for promoting mental well-being
• Analyze the potential effects of social influences on health