Visual support ideas
Visual support: Emotions check-in
Saying how you feel needs you to notice the feeling, find the word, and say it to an adult, usually in front of others. For many autistic and neurodivergent students one or more of those steps is not available, especially when the feeling is big, so the first anyone knows is the reaction.
An emotions check-in gives the student a set of faces to point to instead. Used at the door in the morning and after breaks, it catches the hard days early and gives the teacher a word to use. Keep the faces simple and the set small; six feelings is plenty for most students.
Sample cards
A typical set
- Happy
- Calm
- Sad
- Angry
A sample made with HandsOnTop. Yours is written for your student.
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Tips for using it
- Check in at fixed times, such as arrival and after lunch, not only when things go wrong.
- Accept the pointed answer without questioning it; the point is noticing, not fixing.
- Pair each feeling with a calm-down strategy card the student can choose.
Common questions
Which emotions should I include?
Start with happy, calm, sad, worried, angry and tired. Add others only if the student uses them. A long list makes the check-in harder, not more precise.
Are the faces clear enough for young students?
Yes. Each card shows one face with one clear expression and the word underneath. If you cover the word, the feeling is still obvious, which is the test every card is drawn to pass.
Can I use it with the whole class?
Yes. Many teachers run a whole-class check-in with the same cards so the student who needs it most is not singled out.