Changing Emotions PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce the emotional changes that come with growing up, using a structured, ready-to-teach lesson. Pupils learn to recognise shifting emotions during adolescence, build language for difficult feelings, and practise simple coping and self-regulation strategies. The lesson gives teachers a calm, structured way to open a conversation about emotional changes without needing specialist mental health training.
Emotional Regulation & Mental Health
Snapshot
Changing Emotions
This lesson gives teachers a structured way to introduce the emotional changes of adolescence and support pupils to build practical coping skills. Feedback: 4.2/5 from 77 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and managing emotional changes during adolescence
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 that emotional changes are a normal part of growing up
recognise physical and emotional signs that feelings are becoming harder to manage
recognise situations that commonly trigger stronger emotional reactions during adolescence
Understand
understand why emotions can feel more intense or unpredictable during this stage of life
understand the difference between a difficult feeling and a feeling that needs extra support
Practise
practise naming and describing emotions using clear, everyday language
practise simple coping strategies for managing difficult feelings
practise identifying a trusted adult or support option to speak to when needed
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are beginning to navigate the emotional changes that come with adolescence. It works well for pupils who are ready to talk about feelings in general terms, using shared examples rather than personal disclosures.
It is suitable for:
secondary PSHE lessons
relationships and health education
pastoral care and form time
wellbeing focus sessions
transition and personal development programmes
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 wellbeing Use when pupils need a starting point for talking about emotional changes and self-regulation.
Reinforcing coping skills Use when revisiting strategies pupils can use when emotions feel difficult to manage.
Supporting a year group through transition Use when pupils are adjusting to new routines, friendship groups or increased academic demands.
Building a shared emotional vocabulary Use when pupils need consistent language for describing how they feel.
Strengthening help-seeking confidence Use when pupils need to understand how and when to ask for support.
Creating a structured PSHE discussion Use when you want a calm, teacher-led session on emotional awareness and regulation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Adolescence brings noticeable emotional changes, and pupils often need support to make sense of what they are feeling before these patterns become confusing or overwhelming. Building emotional awareness early gives pupils practical tools they can use across school and home life, rather than waiting until a difficult moment to introduce new language or strategies. This lesson supports a calmer, more supportive classroom culture by helping pupils understand that changing emotions are a normal part of growing up, and that support is available when feelings become harder 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 learn to notice and name changing emotions as they occur.
Self-regulation Pupils practise simple strategies for managing difficult or intense feelings.
Coping skills Pupils build a small set of practical responses to use when emotions feel overwhelming.
Communication Pupils practise describing feelings using clear, shared language.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Resilience Pupils build confidence in managing normal emotional ups and downs.
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 to use general examples rather than sharing personal experiences or naming classmates
Frame discussion around shared scenarios rather than individual disclosures
Identify trusted adults pupils can speak to at school
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
During delivery
Use everyday examples of emotional change, such as mood shifts, friendship stress or feeling misunderstood
Give pupils time to practise naming feelings and describing coping strategies
Reinforce that changing emotions are a normal part of growing up
Allow pupils to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Reinforce that asking for support is a sign of good self-awareness, not weakness
Remind pupils that classroom discussion is not a space for confidentiality, and that safety concerns will be followed up appropriately
Encourage pupils to use agreed support options if they need to talk further after the lesson
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking to the whole class
Use written reflection for pupils who prefer to process feelings privately
Spend more time on support pathways if pupils need help identifying who to speak to
