Emotions That Grow With You PSHE lesson
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce how emotions, friendships and choices change as pupils grow older, through a structured, ready-to-teach lesson. Pupils learn to recognise shifting emotions, understand how friendships can change over time, and practise simple strategies for managing feelings and making respectful choices.
Emotional Regulation & Mental Health
Snapshot
Emotions That Grow With You
This lesson gives teachers a structured way to introduce emotional change, friendship shifts and respectful choices as pupils move through upper primary. Feedback: 4.1/5 average rating from 36 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising changing emotions and navigating friendship change with shared respect
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 emotions can change and become more complex as they grow older
recognise signs that a friendship is changing, such as spending less time together or developing different interests
recognise when a feeling needs extra support from a trusted adult
Understand
understand that friendships can change without this meaning someone has done something wrong
understand that respecting other people's choices and feelings is part of a healthy friendship
Practise
practise naming and describing emotions using clear, shared language
practise simple strategies for managing stronger or more complicated feelings
practise respectful ways of responding when a friendship changes or feels difficult
Who this lesson is for?
This lesson is designed for upper primary pupils in Years 5 and 6 who are beginning to notice more complex emotions and shifting friendships.
It is suitable for:
upper primary PSHE lessons
relationships education
pastoral care, circle time or form time
wellbeing check-ins during periods of friendship change
building shared classroom language for talking about feelings
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 change Use when pupils are beginning to talk more openly about feelings that feel bigger or more complicated than before.
Supporting friendship transitions Use when friendship groups are shifting, such as at the start of a school year or after seating or group changes.
Reinforcing shared respect Use when revisiting classroom expectations for how pupils treat each other, including when friendships look different.
Building a shared feelings vocabulary Use when pupils need clearer language to describe changing emotions.
Preparing for transition Use when pupils are preparing to move to a new year group or towards secondary school and peer groups are shifting.
Creating a structured PSHE discussion Use when you want a calm, teacher-led space to talk about emotional and friendship change.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Upper primary pupils often experience more complex emotions and friendship changes than in earlier years, and benefit from simple, shared language to make sense of this. Supporting emotional awareness is not only about responding when a pupil is struggling. It is also about helping pupils notice their own changing feelings, understand that friendships naturally shift, and know how to respond with respect rather than confusion or worry. The lesson supports a calmer classroom culture by giving pupils practical ways to talk about feelings and friendship change, and by reinforcing that support is available when something feels difficult 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 feelings that feel bigger or more complicated than before.
Self-regulation Pupils practise simple strategies for managing stronger emotions.
Relationship skills Pupils consider how to maintain respect when friendships change.
Communication Pupils use shared language to describe feelings and friendship changes.
Help-seeking Pupils learn when a feeling or situation needs support from a trusted adult.
Belonging Pupils reinforce that shifting friendships do not mean losing a sense of belonging.
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 other people's stories
Frame discussion around general examples rather than personal disclosures
Agree on respectful discussion norms before starting
Identify trusted adults pupils can speak to at school
During delivery
Use general examples such as friendship groups changing or feelings becoming harder to describe
Give pupils time to practise naming emotions aloud or in writing
Reinforce that changing friendships do not need to be fixed or argued over
Allow pupils to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help with difficult feelings is a responsible choice
Use scenarios rather than personal examples where possible
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 or small group discussion for confident classes
Use individual reflection or written responses for quieter pupils
Spend more time identifying trusted adults if pupils need extra support naming help pathways
