Dealing With Worry PSHE lesson plan
A PSHE lesson for Years 6 to 8 that helps UK teachers introduce worry and simple techniques for letting go and moving forward, through a structured, ready-to-teach lesson. Pupils learn to recognise worry when it builds up, understand how holding onto it can make it feel bigger, and practise practical techniques for letting go and moving forward.
Emotional Regulation & Mental Health
Snapshot
Dealing With Worry
The lesson gives teachers a structured way to introduce worry and coping strategies without extra preparation. Feedback: 4.4/5 from 67 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising worry and practising techniques for letting go and moving forward
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 worry, such as repeated thoughts or difficulty focusing
recognise everyday situations that can trigger worry, such as schoolwork, friendships or change
recognise when a worry may need extra support from a trusted adult
Understand
understand that worry is a common feeling most people experience
understand how holding onto a worry can make it feel bigger over time
Practise
practise simple techniques for letting go of a worry
practise language for talking about worry with a trusted adult
practise shifting focus away from unhelpful thinking patterns
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 8 who are building language and strategies for managing everyday worry. It suits pupils who can take part in guided discussion and reflect on their own thinking, whether they are in the later years of primary school or the early years of secondary school.
It is suitable for:
PSHE lessons
wellbeing or personal development sessions
pastoral care, circle time or form time
transition support for pupils moving between school stages
general classroom check ins on emotional wellbeing
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 skills Use when pupils need a starting point for talking about worry and coping strategies.
Building classroom culture Use when reinforcing calm, open discussion about feelings and coping.
Preparing for transition Use when pupils are moving between school stages or facing change and may need strategies for managing worry.
Reinforcing coping strategies Use when pupils have covered emotional awareness previously and are ready to build on it with practical techniques.
Supporting help seeking Use when pupils need clearer understanding of when and how to share a worry with a trusted adult.
Creating structured reflection time Use when you want a calm, teacher led discussion about letting go of worry and moving forward.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Worry is something most pupils experience at some point, whether it is linked to schoolwork, friendships or changes in routine. Giving pupils simple, shared language for talking about worry can help them notice it earlier and respond in helpful ways. This lesson is not only about responding once worry becomes difficult to manage. It also helps pupils build early habits for letting go of unhelpful thinking and moving forward, rather than allowing worry to build up unnoticed. By practising these techniques in a calm, structured setting, pupils build confidence in managing everyday worry and understanding when it may help to talk to someone else.
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 signs of worry in themselves.
Self regulation Pupils practise techniques for letting go of worry and moving forward.
Cognitive flexibility Pupils explore how to shift focus away from unhelpful thinking patterns.
Communication Pupils practise language for talking about worry with others.
Help seeking Pupils learn when it may help to share a worry with a trusted adult.
Resilience Pupils build confidence in managing everyday worry independently.
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 share personal stories about family members or name classmates
Frame discussion around general examples and scenarios rather than personal 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 such as worry about schoolwork, friendships or change
Give pupils time to practise language for describing worry
Reinforce that worry is common and manageable, without minimising it
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Reinforce that pupils can pass on questions they would rather not answer aloud
Remind pupils that privacy matters, and they should not share other people's stories
Adaptation options
Use partner or small group discussion for confident classes
Use written or individual reflection for quieter groups
Spend more time on trusted adults and support options if pupils need extra help identifying who to talk to
