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Start With Hello - Educator Resources
Start With Hello 2025
Program Resources
SWH | FAMILY PAGE
(PROGRAM INFORMATION FOR FAMILIES)
Some items require an account to download or use interactively.
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Signature Program Guides |
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Additional guides are available below and online (use the link above to sign up, if interested). |
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SIGNATURE ACTIVITIES |
K-2 EDUCATOR'S GUIDE |
3-5 EDUCATOR'S GUIDE |
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Foundational Guides
SIGNATURE ACTIVITIES
K-2 EDUCATOR'S GUIDE
3-5 EDUCATOR'S GUIDE
Additional Instructional Guides
CURRICULUM WORKBOOK
INSTRUCTIONAL PRACTICIES
CONVERSATION STARTERS KIT
BACK-TO-SCHOOL GUIDE
Family Guides
ENGLISH
SPANISH
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ACTIVITIES & LESSONS
Acitivities may be used individually, or as part of a longer unit of study.
Grade levels are recommendations; many activities may be modified K-12.
OPTIONAL EDUCATOR GUIDES SIGNATURE ACTIVITIES
K-2 EDUCATOR'S GUIDE
3-5 EDUCATOR'S GUIDE
CURRICULUM WORKBOOK
INSTRUCTIONAL PRACTICIES
BACK-TO-SCHOOL GUIDE
Mix & Match Activities
The following guides support participation in the Start With Hello Week program.
Additional Guides are available below and online (use the link above to sign up, if interested).
K-5 Slides & Workbook
6-8 Slides & Workbook
Introductory Presentation
This presentation introduces students to the three Start With Hello steps as well as strategies students can use to apply these steps everyday in their school community.
Recess on the Moon
(autoplay – not interactive)
An interactive moon-set storybook. Students practice spotting someone alone, reaching out to help, and using their unique Hello Style during “recess on the moon.”
After School Dismissal Video
After dismissal, a student is mocked in the hallway. The video admits reaching out can feel scary, but shows how an empathetic “hello” helps others feel included and comfortable with their differences.
Playground Video
Students are taken to a familiar and favorite scene, the playground, but see that Naomi is excluded from a game because she is in a wheelchair. Students leave the video with an open-ended question asking them to consider how they could find ways to include Naomi in their game.
Arts & Crafts Video
In an animated classroom arts-and-crafts scene, a student feels excluded until a peer “starts with hello.” Using the three steps, the class models how a simple hello turns exclusion into belonging.
Lunch Time Video
A new student, Jasmine, faces lunch alone while another student hesitates to reach out. Through dual inner monologues, the video ends unresolved, prompting viewers to brainstorm ways to help Jasmine not eat alone
MEET & GREET LESSONS UPSTANDER LESSONS EMPATHY LESSONS
Understanding Empathy Conversation Kit
Connection Strategies
Classmate Bingo
Hey Day Name Tags
Lunch Talk Lesson
Table Talk Cards
Conversation Cards
Hello Grams
Appreciation Cards
Affirmation Cards
Empathy Cards
Cups & Compliments
Gratitude Cards
Identity Wheel
Who Am I ?
Mindful Moments
Certificate of Gratitude
Upstander Crowns
Upstander Mood Meter
Treasure Hunt
Why I Start With Hello
Trusted Adult Turntable
Trusted Adult Door Sign
Friendship Agreements
Promise Pledge
SWH Pledge
Promise Chain
Continuing the Journey
Photo Booth
Coloring Book
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CASEL 5 Competencies &
Transformative Social-Emotional Learning (tSEL) Focal Constructs
Each lesson plan aligns with at least one of the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies (the CASEL 5) and tSEL Focal Constructs: Identity and Self-Awareness
Agency and Self-Management Belonging and Social Awareness Collaborative Problem-Solving and Relationship Skills Curiosity and Responsible Decision-Making
Learning for Justice Social Justice Standards
Most lesson plans also align with a Learning for Justice Social Justice Standard.
The standards are divided into four domains—identity, diversity, justice, and action—and are designed to promote anti-bias education.
An example of a standard applied to Start With Hello program lessons is the Diversity Anchor, Standard 9. It says: Students will respond to diversity by building empathy, respect, understanding, and connection. For example, students explore how dignity and respect play a role in reaching out to classmates who are being excluded or left out of social activities at school.
Curriculum Alignment to a Trauma-Informed Approach
The curriculum is trauma-informed in its approach and aligns with each of the Substance Abuse and Mental Health Services Administration’s (SAMHSA) six principles:
(1) Safety, (2) Trustworthiness and Transparency, (3) Peer Support, (4) Collaboration and Mutuality, (5) Empowerment, Voice, and Choice, and (6) Cultural, Historical, and Gender Issues.
Violence prevention work requires an investment in understanding trauma, as it is experienced uniquely and to various degrees by diverse individuals and communities.
PRINCIPLE 1
PRINCIPLE 2 PRINCIPLE 3 Safety
According to this principle, schools seek to understand safety from the perspective of the students, families, and communities they serve.
Essential objectives for this principle are for staff and students to:
Feel physically and psychologically safe.
Develop healthy interpersonal interactions.
Trustworthiness and Transparency
According to this principle, schools seek to build and maintain trust among students, families, and communities.
Essential objectives for this principle are for staff and students to:
Build and maintain trust.
Be transparent, open, and honest.
Be real.
Peer Support
According to this principle, individuals and communities come together with shared experiences of trauma.
Essential objectives for this principle are for staff and students to:
Seek and gain support from individuals with similar experiences with trauma.
Create safe spaces where children and youth can discuss trauma and share traumatic experiences and events.
Collaboration and Mutuality
According to this principle, the whole community understands that everyone plays a role in a trauma-informed approach.
Essential objectives for this principle are for staff and students to:
Heal with your community.
Build an understanding that healing happens in relationships.
Share power.
Engage in collaborative decision-making.
PRINCIPLE 5
Empowerment, Voice, and Choice
According to this principle, individual student and Trusted Adult strengths are built on agency, and students are empowered to use it.
Essential objectives for this principle are for staff and students to:
Cultivate self-advocacy skills.
Constructively use voice for self and community advocacy.
Foster empowerment.
Provide avenues for staff to become “facilitators of recovery.”
Cultural, Historical, and Gender Issues
According to this principle, schools actively move toward building an inclusive and anti-racist community.
Essential objectives for this principle are for staff and students to:
Move past cultural stereotypes and biases.
Underscore the healing power of cultural traditions.
Develop cultural competency.
Start With Hello Units
Essential Questions By Unit
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| BELONGING | How can I make a big difference and include others? | What can we do to manage conflicts and create a safer space for learning and exploring? | |
| EMPATHY | |||
| IDENTITY | How have I analyzed and discovered awareness of my strengths, values, and identity along with the unique identities of others? | ||
| WARNNG SIGNS | |||
| AGENCY |
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BELONGING RESOURCES K-3 4-5 6-8 EDUCATOR
UNIT
STUDENT
WORKBOOK
SAMPLE
LESSONS
Top Five Ways to Connect K-12 Continue the Conversation K-12 Courageous and Creative Hello Style K-12
Start With Hello Plan K-12 Six Degrees to Start With Hello K-12
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EMPATHY RESOURCES K-3 4-5 6-8 EDUCATOR
UNIT
STUDENT
WORKBOOK
SAMPLE
LESSONS
Bullying is Bullying is Not Lesson K-3
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IDENTITY RESOURCES K-3 4-5 6-8 EDUCATOR
UNIT
STUDENT
WORKBOOK
SAMPLE
LESSONS
Discovering Me Lesson K-3
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WARNING SIGNS RESOURCES K-3 4-5 6-8 EDUCATOR
UNIT
STUDENT
WORKBOOK
SAMPLE
LESSONS
Turn to a Trusted Adult Lesson 6-8
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AGENCY RESOURCES K-3 4-5 6-8 EDUCATOR
UNIT
STUDENT
WORKBOOK
SAMPLE
LESSONS
What is Agency Lesson K-3