How Feelings Affect Us PSHE lesson plan
A primary PSHE lesson for Years 3 to 4 that helps UK teachers introduce how feelings affect behaviour through a structured, ready-to-teach lesson. Pupils build shared language for naming feelings and begin to understand how emotions can shape the way they act, respond and interact with others. Through guided discussion, pupils explore the link between feelings and behaviour and practise simple strategies for noticing and managing strong emotions.
Emotional Regulation & Mental Health
Snapshot
How Feelings Affect Us
The lesson gives teachers a structured way to introduce the link between feelings and behaviour using simple, age-appropriate language. Feedback: 4.4/5 average rating from 67 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how feelings influence behaviour and practising simple coping 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 a range of feelings and name them using everyday language
Recognise early signs that a feeling is starting to affect their behaviour
Recognise that everyone experiences strong feelings at times
Understand
Understand that feelings can influence the way people act and respond to others
Understand that noticing a feeling early can make it easier to manage
Practise
Practise using simple language to describe how they are feeling
Practise one or two strategies for calming down when a feeling feels big
Practise identifying a trusted adult they could talk to if a feeling feels hard to manage
Who this lesson is for?
This lesson is designed for pupils in Years 3 to 4 who are building early emotional literacy and starting to notice how their feelings connect to their behaviour.
It is suitable for:
primary PSHE lessons
relationships and wellbeing education
pastoral care, circle time or form time
class culture and self regulation work
whole class emotional literacy 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 literacy Use when pupils are building early vocabulary for naming and talking about feelings.
Building classroom culture Use when reinforcing calm, respectful behaviour and shared expectations around managing emotions.
Reinforcing self regulation skills Use when pupils need practical strategies for noticing and managing strong feelings.
Supporting pupils after a difficult moment Use to support structured, calm discussion after a disagreement, frustration or an emotional response in class.
Creating a structured PSHE discussion Use when you want a calm, teacher-led lesson about feelings and behaviour without it being tied to one incident.
Preparing for transition Use when routines or peer groups are changing and pupils benefit from revisiting how to manage their feelings.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need simple, usable language for noticing their feelings and understanding how those feelings can shape the way they act. Without this language, strong emotions can lead to behaviour that feels confusing for pupils and difficult for teachers to support. Building this awareness early gives pupils a practical starting point for managing their responses, rather than reacting without understanding why. It also helps pupils begin to recognise when a feeling is hard to manage alone and when to seek support. The lesson supports a calmer classroom culture by helping pupils see that feelings are normal and manageable. Pupils learn that noticing a feeling is the first step towards choosing a helpful response, and that trusted adults are there to support them when a feeling feels too big to handle 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 literacy Pupils build shared vocabulary for naming a range of feelings.
Self awareness Pupils notice how their feelings show up in their body and behaviour.
Self regulation Pupils practise simple strategies for managing strong feelings.
Behaviour awareness Pupils consider how feelings can influence the choices they make.
Help-seeking Pupils identify a trusted adult they could talk to if a feeling feels hard to manage.
Classroom relationships Pupils consider how managing feelings well supports calmer interactions with others.
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
Make clear that all feelings are normal and the lesson is about noticing and managing them
Identify trusted adults pupils can speak to at school
During delivery
Use simple, everyday examples such as frustration, excitement or nervousness
Give pupils time to practise naming feelings aloud
Reinforce that strong feelings are normal and manageable
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than tied to specific pupils or events
Reinforce that asking for help with a difficult feeling is a positive choice
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 talk or drawing for quieter groups
Use small group discussion for pupils ready to explore feelings in more depth
Spend more time identifying trusted adults if pupils need support recognising help pathways
