Conflict Resolution Steps Lesson Plan

Standards Addressed

• Self-Awareness: Recognizing one's emotions and values as well as one's strengths and limitations.
• Self-Management: The ability to regulate one's emotions, thoughts, and behaviors effectively in different situations.
• Relationship Skills: The ability to express needs and opinions confidently.

Objectives

Students will be able to:

• Understand the importance of regulation before problem-solving
• Understand the difference between facts and interpretations in conflict
• Recognize emotions and underlying needs
• Learn a structured approach to resolving conflict

Assessments

Students can be assessed in the following areas:

• Correctly identifying facts vs. interpretations in a scenario
• Naming at least one underlying need
• Participating in a guided conflict discussion

Materials

• 5-Step Conflict Resolution poster (copies for each student)
• Chart paper or whiteboard

Activating Prior Knowledge

Give students the following prompts on the board or chart paper:

• What is the difference between a fact versus a feeling?
• What helps you feel ready to talk after you are upset?

Facilitate a short discussion about what students already know about conflict. Ask students to share common advice they have heard, such as “just ignore it” or “say sorry.” Record responses. Ask students whether those strategies always work. Encourage students to explain why or why not. Guide students to recognize that sometimes conflict feels bigger because something feels unfair, confusing, or overwhelming.

Introduce the idea that conflict is information, not misbehavior. Explain that today’s lesson focuses on solving conflict in a way that works for different kinds of brains.

Lesson Steps

1) Introduce the 5-Step Conflict Resolution poster. Display the poster and briefly explain each step: pause and regulate, share the facts, clarify what felt hard or unfair, identify needs, solve together. Emphasize that regulation is a necessary first step before the other steps.

2) Model the framework using a low-stakes classroom scenario, such as Amy has her laptop taken by Lori during a group project, and Lori starts typing on the group document. Think aloud through each step during a whole-class discussion.

• Pause & Regulate - Teacher notices some raised voices in class and says, “Let’s pause. We’re not solving anything until bodies are calmer. Take 30 seconds.”
• Share the Facts- Demonstrate separating facts from interpretation. Highlight the difference between “She took my laptop without asking” and “She hates me and did it on purpose.”
• Clarify What Felt Hard or Unfair - Such as “It felt unfair because I was in the middle of typing” (Amy), but also “I was confused because I thought it was my turn” (Lori).
• Identify Needs: For example, “I need time to finish my part” (Amy), and “I need a clear turn so I know when to work” (Lori).
• Solve Together/Repair- Set a 10-minute timer to indicate when each student’s turn is.

3) Practice identifying more facts versus interpretations. Write/share the example scenarios below. Ask students to identify which parts are facts and which parts are feelings or assumptions.

Example scenarios:

• During independent work time, Jordan reaches across the table and takes the blue marker Sam was using. Sam immediately says, “You did that on purpose. You’re always trying to mess me up.”
• Jenny is giving a presentation to the class. Two students sitting nearby whisper and laugh. Jenny stops talking, puts her paper down, and asks, “Why are you trying to embarrass me?”

4) Using the same scenarios, ask students to identify possible needs for all the students involved in the examples. Record their responses. Encourage concrete needs such as “the student needs their item back,” “a turn,” “clear directions,” “quiet,” or “an explanation.” Reinforce that needs are not weaknesses, and that needs can differ from person to person.

5) Give students additional scenarios if you feel they need more practice. Instruct students to identify what happened (facts only), what felt hard or unfair, what each student might need, and what a good solution might be. Circulate to support students and offer guidance if they get stuck on a step.

Reflection

Facilitate a closing discussion. Ask students:

• Which step of conflict resolution feels easiest for you?
• Which step feels hardest?

Encourage students to keep the one-pager accessible for future use. Reinforce that conflict resolution is a skill that improves with practice and that taking time to regulate is always allowed.

Digging Deeper

Students learn that resolving a conflict is not always the end of the work. Sometimes, repair is needed to restore trust, access, fairness, or safety. Repair focuses on impact, not intent, and allows for multiple ways to make things right; repair is not about proving someone is sorry.

Use the Repair Strategies After Conflict Lesson Plan to extend learning.

‍

Here is the printable version of  Conflict Resolution Lesson Plan.

‍

Our online SEL video game Ava and its supplemental curriculum have already impacted students in 200+ schools and therapy centers throughout the world. Want to learn how Ava can enhance your SEL program? Let's talk.

‍