Calming Down Big Feelings PSHE lesson plan
A primary PSHE lesson that helps UK teachers introduce big feelings, calming strategies and self-regulation through a structured, ready-to-teach lesson. Pupils learn to recognise strong emotions as they arise, understand what helps them settle, and practise simple strategies for calming down. The lesson gives teachers a clear, low-prep way to build early emotional regulation skills without needing specialist mental health training.
Emotional Regulation & Mental Health
Snapshot
Calming Down Big Feelings
The lesson gives teachers a structured way to introduce emotional regulation using simple, practical language pupils can apply straight away.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising big feelings and practising calming strategies
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common signs of big feelings, such as a racing heart, clenched fists or wanting to shout
identify situations that can trigger strong emotions, such as frustration, disappointment or worry
recognise that everyone experiences big feelings sometimes
Understand
understand that feelings are normal and can be managed with practise
describe how calming down can help a person think more clearly
Practise
practise at least one simple calming strategy, such as slow breathing or counting
use calm language to describe how they are feeling
identify a trusted adult they can talk to when feelings feel too big to manage alone
Who this lesson is for?
This lesson is designed for primary pupils who are learning to notice and name their emotions and are beginning to build early self-regulation skills.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
whole-class emotional literacy work
small group wellbeing support
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing emotional regulation Use when pupils need simple language for naming and managing strong feelings.
Building classroom culture Use when reinforcing calm, respectful ways of expressing emotion in class.
Supporting a settling routine Use to establish shared calming strategies pupils can return to across the year.
Practising safe responses Use when pupils are learning how to pause and calm down rather than react straight away.
Building help-seeking confidence Use when pupils need to understand when and how to ask a trusted adult for support.
Preparing for a change or transition Use when new routines or changes may bring up strong feelings for some pupils.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need simple, usable language for recognising big feelings and knowing how to calm down before emotions become overwhelming. Emotional regulation is not only about managing difficult moments as they happen. It is also about teaching pupils early how to notice their feelings, use calming strategies and know when to ask for support. This lesson supports a calmer classroom culture by helping pupils understand that big feelings are normal and manageable. Pupils learn that they have strategies they can use themselves, and that trusted adults are there to help when feelings are hard to manage alone.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Emotional awareness Pupils notice and name their own big feelings as they arise.
Self-regulation Pupils practise simple calming strategies they can use independently.
Self-talk Pupils build calm language for describing how they feel.
Coping strategies Pupils learn practical steps to settle before reacting.
Help-seeking Pupils understand when and how to ask a trusted adult for support.
Classroom belonging Pupils reinforce that everyone experiences big feelings sometimes.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
remind pupils not to name classmates or share stories about other people
frame the discussion around general situations and scenarios, not personal disclosures
explain that everyone experiences big feelings and there is no wrong way to feel
identify trusted adults pupils can speak to at school
During delivery
use simple, everyday examples such as feeling frustrated, worried or overwhelmed
give pupils time to practise calming strategies aloud or through discussion
reinforce that pupils do not need to manage big feelings alone
allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
keep language calm and non judgemental when discussing strong emotions
reinforce that asking for help is a sensible and responsible choice
be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
Adaptation options
use partner talk or drawing for quieter groups
spend more time on calming strategies if pupils need extra practise
revisit trusted adults more than once if pupils need support identifying help pathways
