Controlling Our Emotions PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce emotional regulation through a structured, ready-to-teach lesson. Pupils learn to recognise strong emotions in challenging situations, understand what can influence their reactions, and practise simple strategies for managing feelings calmly. The lesson gives teachers a clear, practical way to talk about difficult emotions without needing specialist training, using everyday school situations pupils are likely to recognise.
Emotional Regulation & Mental Health
Snapshot
Controlling Our Emotions
This lesson gives teachers a structured way to introduce emotional regulation skills that pupils can use in everyday school situations. Feedback: 4.0/5 from 150 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Managing emotions in challenging situations
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 early signs of strong emotions such as frustration, stress or anger
recognise situations that can make emotional regulation more difficult
recognise when a feeling may need extra support from a trusted adult
Understand
understand that emotional reactions can be influenced by triggers, thoughts and the situation
understand why pausing before reacting can help in difficult moments
Practise
practise using simple language to describe how they are feeling
practise a coping strategy to help manage strong emotions
practise deciding when and how to ask for support
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing the language and strategies needed to manage strong emotions in everyday situations. It works well for pupils who are becoming more aware of their own emotional responses and are ready to explore practical coping strategies in a structured way.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time or wellbeing sessions
personal development programmes
emotional literacy or self regulation work
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 a clear starting point for recognising and naming strong emotions.
Building classroom culture Use when reinforcing calm, respectful responses to frustration or stress.
Supporting a personal development programme Use as part of a wider sequence on emotional literacy or self awareness.
Practising coping strategies Use when pupils need structured time to try out and discuss different ways of managing strong feelings.
Preparing for transition Use when pupils are moving into a new year group or facing changing academic or social demands.
Reinforcing help seeking confidence Use when pupils need to understand when and how to ask a trusted adult for support.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils experience strong emotions regularly at school, whether from academic pressure, friendship changes or everyday setbacks. Having simple, shared language and practical strategies for managing these moments can help pupils respond calmly rather than react without thinking. Teaching emotional regulation proactively gives pupils tools they can use before a difficult moment escalates, rather than only addressing feelings after something has gone wrong. This supports a calmer classroom and helps pupils build confidence in managing their own responses. The lesson also reinforces that seeking support is a normal and sensible part of managing emotions, not something to be avoided or hidden.
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 practise noticing and naming strong emotions as they arise.
Self regulation Pupils explore strategies for staying calm in challenging situations.
Thinking patterns Pupils consider how thoughts and triggers can shape emotional reactions.
Communication Pupils practise using clear language to describe how they feel.
Help seeking Pupils learn when and how to ask a trusted adult for support.
Resilience Pupils build confidence in managing setbacks and difficult moments.
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 disclosures
Frame discussion around scenarios and strategies, not individual pupils' experiences
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 such as frustration, stress or conflict with peers
Give pupils time to practise naming feelings and describing triggers
Reinforce that coping strategies can differ from person to person
Allow pupils to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Use privacy focused language rather than promising confidentiality
Avoid asking pupils to speak on behalf of a group or shared experience
Signpost trusted adults and support options pupils can use after the lesson
Adaptation options
Use paired or small group discussion for pupils who prefer not to share with the whole class
Provide written reflection options for quieter pupils
Spend more time on coping strategies if pupils need additional practice
