Finding My Calm PSHE lesson plan
Finding My Calm is a ready-to-teach PSHE lesson for Reception pupils (Year 0) that helps UK teachers introduce the idea of big feelings and simple calming strategies through a structured, teacher-led lesson. Pupils learn to notice when they are feeling cross, worried or overwhelmed, and begin to build a shared classroom language for naming feelings and settling them safely.
Emotional Regulation & Mental Health
Snapshot
Finding My Calm
This lesson gives teachers a structured way to introduce early emotional language and calming strategies in a Reception classroom.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising big feelings and practising simple 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 when they are experiencing a big feeling, such as feeling cross, worried or overwhelmed
recognise early signs that a feeling is building, such as a faster heartbeat or wanting to move away
recognise that everyone experiences big feelings sometimes
Understand
understand that big feelings are a normal part of everyday life
understand that there are simple, safe ways to settle big feelings
Practise
practise using simple words to describe how they feel
practise a calming strategy introduced in the lesson
practise asking a trusted adult for help when a feeling feels too big to manage alone
Who this lesson is for?
This lesson is designed for Reception pupils (Year 0) who are beginning to learn how to notice, name and settle their feelings.
It is suitable for:
early years PSHE lessons
relationships education
pastoral care, circle time or form time
whole class emotional literacy teaching
early self regulation and wellbeing 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 language Use when pupils are beginning to learn words for feelings such as cross, worried or overwhelmed.
Building classroom calming routines Use when you want to introduce a shared, simple calming strategy the whole class can use.
Starting a wellbeing or PSHE unit Use when beginning a term's focus on feelings, self regulation or personal development.
Reinforcing existing feelings work Use when revisiting earlier learning about emotions to keep the language familiar.
Supporting pupils through daily transitions Use when pupils need extra support settling after busy or unsettling moments in the school day.
Preparing for a calmer classroom culture Use when establishing expectations for how pupils ask for help with big feelings.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils are still learning the words and strategies they need to notice and settle big feelings. Without this early language, pupils can find it harder to understand what they are feeling or know what to do next. Finding My Calm gives pupils an early, shared way to talk about feelings and practise simple calming strategies before things escalate. This supports a calmer classroom and helps pupils build confidence in managing everyday ups and downs. The lesson also reinforces that asking a trusted adult for help is a normal, sensible response when a feeling feels too big, not something to be shy about.
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 big feelings as they happen.
Self regulation Pupils practise a simple calming strategy to help settle strong feelings.
Vocabulary for feelings Pupils build shared classroom language for talking about emotions.
Help seeking Pupils learn that asking a trusted adult for help is a safe, sensible choice.
Body awareness Pupils begin to notice physical signs that a feeling is building.
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 other people's personal stories
Frame the discussion around general feelings and scenarios, not individual pupils
Identify the 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 simple, familiar words such as cross, worried or overwhelmed
Give pupils time to practise naming a feeling aloud
Model the calming strategy clearly before asking pupils to try it
Allow pupils to respond through talk, drawing or simple actions depending on confidence
Supporting safe discussion
Reinforce that everyone has big feelings sometimes
Explain that asking a trusted adult for help is a sensible choice
Keep the tone calm and reassuring throughout
Adaptation options
Use partner talk or small groups for pupils who need more support
Use visuals or drawing for pupils who are not yet confident with spoken language
Spend more time identifying trusted adults if pupils need extra support with this step
