Welcome everyone. Introduce today’s session goal: by the end, you’ll understand what triggers are and why noticing them early helps you manage your reactions.

Explain that a trigger is any cue—internal or external—that sparks a strong reaction. Use the cut-in-line example to ground the definition.

Show two side-by-side images: one of someone looking embarrassed and one of a crowded hallway. Ask students if they’ve felt similar reactions.

Briefly explain how the brain’s alarm system works. Highlight the role of the amygdala in fight-or-flight responses.

Highlight each bullet and invite students to give a thumbs-up if they agree. Emphasize that identifying triggers is the first step toward control.

Display this slide as you hand out notebooks or worksheets. Walk through each step slowly and model note-taking.

Explain the activity: think quietly for 30 seconds, write for 30 seconds, then share with a partner. Circulate to support students who need examples.

Prepare students for the next part of the lesson: the guided discussion and checklist creation. Answer any quick logistical questions.