Overthinking and Catastrophising PSHE lesson
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce overthinking and catastrophising through a structured, ready-to-teach lesson. Pupils learn to recognise unhelpful thinking patterns, understand how self-talk can shape their feelings, and practise simple strategies to reframe negative thoughts.
Emotional Regulation & Mental Health
Snapshot
Overthinking & Catastrophising
This lesson gives teachers a structured way to introduce overthinking and catastrophising using simple, age-appropriate language. Feedback: 4.0/5 from 37 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising negative thinking patterns and practising strategies to reframe them
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 their thinking has moved from everyday worry into overthinking or catastrophising
Identify common thinking patterns, such as expecting the worst outcome
Recognise unhelpful self-talk in their own thinking
Understand
Understand how self-talk can affect the way a situation feels
Understand that thinking patterns can be noticed and adjusted with practise
Practise
Practise simple language for naming an unhelpful thought
Practise reframing a negative thought into a more balanced one
Practise identifying when to seek support from a trusted adult
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing awareness of their own thinking and emotional responses.
It is suitable for:
PSHE lessons
wellbeing and personal development sessions
pastoral care, form time or tutor group discussions
mental health awareness weeks or units
transition support for new year groups
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 thinking patterns and self-talk Use when pupils are new to the idea that thoughts can be noticed and reframed.
Building classroom culture around wellbeing Use to establish shared language for talking about worry and difficult feelings.
Reinforcing coping strategies already taught Use when pupils need a refresher on managing unhelpful thinking patterns.
Preparing for pressure points such as assessments Use when pupils are approaching a period that may increase worry or overthinking.
Supporting a wellbeing or mental health awareness focus Use as part of a broader programme exploring emotional regulation and coping.
Practising help-seeking language Use when pupils need clearer understanding of when and how to ask 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
Overthinking and catastrophising can affect how pupils approach everyday school situations, from tests to friendships to everyday setbacks. Building early awareness of these thinking patterns gives pupils practical tools to manage worry before it becomes overwhelming. This lesson supports a proactive approach to wellbeing by helping pupils notice unhelpful self-talk and practise reframing it, rather than waiting until difficult feelings build up. Learning this shared language early supports pupils in managing pressure with more confidence. For teachers, the lesson offers a calm, structured way to introduce thinking patterns without needing specialist training, while reinforcing that ongoing support is available when pupils need more than classroom strategies.
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
Self-awareness Pupils notice when their thinking starts to spiral into worry.
Self-talk awareness Pupils identify unhelpful self-talk in familiar situations.
Reframing skills Pupils practise turning a negative thought into a more balanced one.
Emotional regulation Pupils build language to manage difficult feelings linked to worry.
Help-seeking Pupils understand when and how to ask a trusted adult for support.
Resilience Pupils build confidence in responding to setbacks without catastrophising.
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 the discussion around general scenarios rather than personal disclosures
Make clear the lesson is about building coping strategies, not diagnosing difficulties
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples such as worrying about a mistake or an upcoming test
Give pupils time to practise reframing language aloud or in writing
Reinforce that noticing unhelpful thinking is a skill that improves with practise
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than based on real events in the room
Reinforce that asking for help with difficult feelings is a sensible, expected step
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 written reflection for pupils who prefer not to speak aloud
Use paired discussion for confident groups
Spend more time on trusted adults and support pathways if pupils need extra reassurance
