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December can be emotionally complicated for children.

There may be excitement about Christmas, classroom parties, gifts, winter break, concerts, crafts, and special events.

At the same time, there may also be tiredness, worry, family changes, disappointment, sensory overwhelm, friendship stress, grief, or uncertainty about what the holidays will look like at home.

A simple Christmas feelings check-in can give children an easier way to communicate some of that without beginning with the direct question:

“How are you feeling?”

One of my favorite ways to make the check-in more concrete is to use ornaments.

Children can choose an emotion ornament, decorate one with colors that represent their mood, select two ornaments for mixed feelings, or pair a feeling with something they need.

The result can look festive enough for December while still serving a real social-emotional purpose.

And it does not need to become a public display of children’s private emotions.

Used thoughtfully, feelings ornaments can become a flexible SEL tool for classrooms, school counseling offices, small groups, and home.

If you are looking for more craft variations first, start with 21 Christmas Ornament Ideas for Kids That Build Emotional Awareness.

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What Is a Christmas Feelings Check-In?

A Christmas feelings check-in is a brief social-emotional activity that helps a child identify or communicate how they are feeling using seasonal visuals such as ornaments, stars, snowflakes, or Christmas-tree shapes.

Instead of requiring a verbal answer, a child might:

• choose an emotion ornament
• select two ornaments for mixed feelings
• decorate an ornament using colors that represent their mood
• match a feeling with a support need
• choose an ornament for a fictional character
• place an ornament privately rather than sharing with the group

The ornament is simply the communication tool.

It should not be used as a test, diagnosis, or way to interpret a child’s emotional state without asking them.

Why Use Ornaments for a Feelings Check-In?

Feelings are abstract.

An ornament gives the child something concrete to look at, hold, point to, move, or decorate.

For some children, this makes starting the conversation easier.

It also creates several levels of participation.

One student might say:

“I’m excited because my cousins are coming.”

Another may only point to tired.

Another may choose two feelings.

Another may not want to answer personally at all and instead discuss what a fictional character might choose.

All of those can be valid ways to participate.

This flexibility is particularly important during December, when adults sometimes unintentionally assume children should feel happy simply because it is Christmas.

What You Need

You can create a Christmas emotion check-in almost entirely from paper.

For a reusable or more craft-focused version, useful supplies include:

• paper ornament templates
• cardstock
• markers
• unfinished wooden ornament blanks
• clear fillable plastic ornaments
• ribbon
• removable labels
• small paper slips
• stickers
• craft trays

For a group doing several ornament activities, unfinished wood rounds are versatile because they can be painted, drawn on, or labeled and reused for different SEL prompts.

Natural wood ornament blanks on Amazon

These particular wood slices are predrilled for hanging and sold as unfinished craft pieces, making them suitable for DIY ornament projects.

For gratitude slips, coping prompts, or color-based feelings activities, clear plastic fillable ornaments create another useful format:

Clear fillable plastic ornaments on Amazon

The linked set is plastic rather than glass and is designed to open for filling with craft materials.

For detailed designs on wood or other suitable craft surfaces, paint markers are another option:

POSCA fine paint marker set on Amazon

The current Amazon listing describes these as water-based opaque paint markers intended for multiple craft surfaces.

Always follow the manufacturer’s instructions for the specific materials you use, and choose supplies according to the age and needs of the children in your setting.

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1. Create a Set of Reusable Emotion Ornaments

The simplest setup is to make a small collection of ornaments labeled with common emotions.

For example:

excited

happy

calm

worried

sad

frustrated

tired

lonely

confused

proud

You can use paper ornament shapes, wooden blanks, or laminated cards.

Place them in a small basket.

When children arrive, ask:

“Which ornament fits how today feels?”

Notice the wording.

It is softer than:

“Tell everyone how you feel.”

Students can point, choose, or pass.

2. Let Children Choose Two Feelings

One of the most useful adaptations is also one of the simplest:

Allow two ornaments.

December often contains mixed emotions.

A student may choose:

excited + worried

because relatives are visiting.

Another may choose:

happy + tired

after several late holiday events.

Another may be:

proud + nervous

before a concert.

This helps move emotional learning beyond the assumption that one situation produces one feeling.

You can ask:

“Do both feelings feel equally big, or is one stronger?”

But children do not need to quantify them unless that helps.

3. Add a “What Do I Need?” Ornament Set

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Identifying a feeling is useful.

Knowing what to do with that information is often even more useful.

Create a second set of ornament-shaped cards representing needs or possible next steps.

For example:

I need quiet.

I need movement.

I need help.

I want to talk.

I need more information.

I want some space.

I want to draw.

I’m okay for now.

A child might choose:

worried

plus:

I need more information.

That gives the adult something much more practical to respond to than the emotion label alone.

This approach also fits beautifully with a seasonal regulation space. If you are building one, see Christmas Calm Corner Ideas for School Counselors & Classrooms.

4. Try a Color-Your-Feeling Ornament

Give each child a blank paper or wooden ornament.

Ask:

“If today had colors, what colors would it have?”

Then let them decorate.

Do not provide a rigid chart that says:

red = angry
blue = sad
green = calm

unless the child is already using a specific agreed visual system.

Instead ask:

“What does this color mean for you?”

One child might associate yellow with happiness.

Another might use yellow for nervous energy.

A third may choose yellow simply because it looks nice.

The meaning belongs to the child.

5. Make a Clear Feelings Ornament

Clear fillable ornaments can work especially well for visual activities.

Cut small strips of colored paper.

Ask the child to choose one strip for each feeling they have experienced recently.

The finished ornament might contain:

• a lot of green
• two pieces of purple
• one yellow strip
• several colors mixed together

Again, do not decide what those colors mean for them.

Let the child define the system—or simply enjoy filling the ornament.

This can also become a My December in Colors activity rather than a direct mental-health check-in.

6. Use Ornaments for a Morning Classroom Check-In

A classroom check-in should be fast enough that it does not consume the first twenty minutes of the day.

Set several reusable ornament cards near the entrance.

Students can privately indicate one feeling as they arrive.

Depending on your classroom routine, they might:

• clip their name behind an emotion
• place a small token beneath an ornament
• point to one during morning greeting
• tell the teacher quietly
• record it on an individual sheet

Public emotion charts need more caution.

A student should not have to announce sad, worried, or lonely to the entire classroom in order to participate.

7. Use a Private Ornament Check-In

For school counselors, a private version may be even more useful.

Place the ornaments face up on the table.

Ask:

“Which one feels closest to today?”

Then follow the child’s lead.

If they choose frustrated, you might ask:

“Want to tell me about it, or should we keep building first?”

If they choose worried:

“Does the worry need a plan, information, help, or just someone to listen?”

The ornament helps open the door.

It does not require the child to walk through it immediately.

8. Use a Fictional Character Instead

Not every child wants to talk about themselves.

That does not mean the activity has failed.

Use a character.

For example:

Maya is going to visit relatives she has not seen for a long time. She is excited, but she knows the house will be loud and crowded.

Ask:

“Which ornaments might Maya choose?”

Then:

“What might help her?”

Another scenario:

Leo’s best friend is going away for winter break, and he will not see them for two weeks.

Or:

The class party was changed to another day.

Children can practice emotional vocabulary and perspective-taking without revealing anything personal.

For more activities built around noticing another person’s experience, see Empathy Activities for Kids.

9. Create an Ornament Feelings Scale

For some children, the important distinction is not only what they feel but how strongly they feel it.

Use three ornament sizes:

small

medium

large

A child can choose:

small worry

or:

big excitement

This is often easier than asking for a number from one to ten.

You can also use:

a little

some

a lot

Keep the scale simple.

10. Try an End-of-Day Ornament Check-Out

Feelings change.

That makes an end-of-day check-out useful.

Ask:

“Would you choose the same ornament now?”

A child might say:

“I was worried this morning, but now I’m proud.”

Or:

“I’m still tired.”

There does not need to be an improvement.

The goal is noticing change, not proving that school successfully turned every unpleasant feeling into happiness.

11. Use Ornaments in a Small Counseling Group

In a small group, place the emotion ornaments in the center.

Children can choose for themselves or for a hypothetical situation.

Possible group prompts:

Which feeling is easiest to notice in yourself?

Which feeling is hard to explain?

Can two people choose different ornaments for the same situation?

What might someone need when they choose this one?

The final question is particularly useful because it moves the discussion toward empathy and support.

For more upper-elementary discussion and SEL ideas, see Mental Health Awareness Activities for Upper Elementary Students.

12. Turn Feelings Ornaments Into Coping Ornaments

After the feelings check-in, add another layer.

Create ornaments that show possible strategies.

Examples:

draw

move

ask for help

take a short pause

sit somewhere quieter

talk

read

drink water

Then present a scenario.

Ask:

“Which feeling ornament fits?”

followed by:

“Which coping ornament might help?”

More than one answer can be reasonable.

A worried child might want information.

Another may want to talk.

Another may want a few quiet minutes first.

13. Make a Support-Person Ornament

Add ornaments showing possible people a child can approach.

For example:

• teacher
• counselor
• caregiver
• grandparent
• coach
• trusted staff member

Then ask:

“If this feeling got really big, who could help?”

For a personal activity, children can create their own support ornament.

For classroom use, hypothetical characters may be more appropriate.

14. Create a Feelings Christmas Tree

A small tabletop tree can hold reusable emotion ornaments.

But think carefully about how it will be used.

A beautiful public tree showing every student’s current emotional state may be Pinterest-friendly and privacy-unfriendly.

Better options include:

Option A: Demonstration Tree

Use it during SEL lessons with fictional scenarios.

Option B: Counselor Tree

Children choose ornaments privately during individual sessions.

Option C: Coping Tree

Display strategies rather than children’s personal emotions.

Option D: Classroom Strengths Tree

Use strengths, kindness, or hopes rather than private feelings.

The visual can still be beautiful without becoming an emotional bulletin board about individual students.

15. Pair the Check-In With a December Reflection

Once children understand the system, occasionally broaden the prompt.

Try:

An emotion I felt a lot this month

Something that surprised me

Something that helped

A moment I felt proud

Someone who supported me

Something I hope for next month

This connects naturally with later December and January reflection.

When you are ready to transition into the New Year, New Year Reflection Crafts for Kids offers another seasonal bridge.

What Should You Do After a Child Chooses an Emotion?

This is where a feelings check-in either becomes useful or stays decorative.

You do not need to begin a long counseling conversation every time a student chooses worried.

But the response should make sense.

Try:

“Do you want to tell me more?”

This gives the child a choice.

“What would help right now?”

Useful when action is needed.

“Do you want help, space, or just for me to know?”

This can clarify what the child expects from the check-in.

“Is there an adult you need to talk to?”

Important when more support is needed.

And sometimes the response can simply be:

“Thanks for letting me know.”

Not every emotion needs fixing.

How to Keep a Christmas Feelings Check-In Emotionally Safe

Do Not Require Public Disclosure

A classroom check-in should not force students to reveal private emotions to peers.

Use private alternatives when needed.

Do Not Interpret Artwork

Dark colors, scribbles, unusual symbols, or a broken ornament design do not automatically reveal a hidden emotional meaning.

Ask:

“Tell me about it.”

rather than:

“I see you used black, so you must feel sad.”

Do Not Correct the Feeling

If a child chooses sad during Christmas week, avoid:

“But it’s Christmas!”

The holiday does not cancel difficult emotions.

Do Not Promise Privacy You Cannot Provide

If you are a teacher or counselor, follow the safeguarding, reporting, and professional responsibilities that apply in your setting.

Keep Participation Flexible

A student can:

• choose an ornament
• answer for a character
• draw
• pass
• participate later

The check-in should help communication, not become another performance demand.

How to Include Children Who Do Not Celebrate Christmas

The easiest solution is to build the activity around winter shapes rather than requiring Christmas symbolism.

Use:

• snowflakes
• stars
• mittens
• circles
• winter trees
• colored tags

You can call it:

December Feelings Check-In

or:

Winter Feelings Check-In

The social-emotional purpose stays exactly the same.

This also makes the materials reusable into January.

The Simplest Version Costs Almost Nothing

You do not need craft supplies at all.

Cut five ornament shapes from cardstock.

Write:

excited

calm

worried

frustrated

tired

Add blank cards for other feelings.

That is enough to begin.

The reusable wooden blanks, fillable ornaments, and paint markers are useful when you want a more permanent classroom set or a hands-on ornament craft, but they are optional.

That balance is important: the activity should remain useful even if the reader buys nothing, which is exactly how Eveyou’s SEL and mixed-content guidance recommends handling product integration.

Shop the Simple Ornament Check-In Setup

If you are creating a reusable set rather than using paper, these three products cover most of the activities in this guide:

For reusable emotion and coping ornaments:
Natural unfinished wood slices with hanging holes

For gratitude slips, colors, hopes, or coping prompts:
Clear fillable plastic Christmas ornaments

For detailed writing and designs on suitable craft surfaces:
POSCA fine paint marker set

I would not buy all three automatically.

For a teacher making one reusable set, the wood pieces may be enough.

For a take-home craft, clear ornaments may create more possibilities.

For a low-budget classroom, paper ornaments and ordinary markers are completely sufficient.

Frequently Asked Questions

How do you use Christmas ornaments for a feelings check-in?

Create ornament-shaped cards or reusable ornaments representing emotions such as excited, worried, tired, calm, proud, or frustrated. Ask children to select one or two ornaments that best fit how they feel. They can then share more if they want, pair the feeling with a need, or simply use the ornament as a nonverbal check-in.

Can teachers use emotion ornaments in the classroom?

Yes. Emotion ornaments can be used during morning meetings, SEL lessons, fictional scenarios, or private check-ins. Avoid requiring students to publicly display sensitive emotional information.

What feelings should be included?

Start with a manageable set such as happy, excited, calm, worried, sad, frustrated, tired, proud, confused, and lonely. Keep blank options available because children may want a feeling that is not on the original list.

Can children choose more than one emotion?

Yes. Allowing two or more feelings can help children recognize mixed emotions, such as being excited and worried at the same time.

Are feelings ornaments a therapy tool?

They are craft or communication materials that can be used within SEL, counseling, teaching, or parent-child conversations. The ornaments themselves do not provide treatment or diagnose emotional difficulties.

What is the best material for reusable feelings ornaments?

Cardstock is the cheapest option. Laminated paper is easy to reuse. Unfinished wooden ornament blanks are more durable and work well if you want a permanent set. Clear fillable ornaments are better for activities involving paper slips, gratitude, coping prompts, or color-based reflection.

Final Thoughts

A Christmas feelings check-in does not need to be elaborate.

You do not need a perfectly styled tree.

You do not need twenty emotion cards.

And you certainly do not need children publicly displaying their hardest feelings in order for the activity to count as SEL.

Start with a few ornaments.

Ask:

“Which one feels closest to today?”

Allow two feelings.

Give children an option to pass.

Follow with:

“What would help?”

when it is useful.

And remember that identifying the emotion is only part of the process.

Sometimes the child wants help.

Sometimes they need information.

Sometimes they want space.

Sometimes they want someone to listen.

And sometimes they simply want an adult to know:

“This is how today feels.”

That alone can make the ornament more meaningful than any decoration hanging on the tree.