Positive Psychology & PERMA PSHE lesson plan
A secondary PSHE lesson for Years 7 and 8 that helps UK teachers introduce positive psychology and the five factors linked to a flourishing life through a structured, ready-to-teach lesson. Pupils learn to recognise different sources of wellbeing in their own lives, understand how positive emotion, engagement, relationships, meaning and accomplishment connect to a flourishing life, and practise simple reflection skills they can use in and outside school.
Goal Setting, Mindset & Self-Worth
Snapshot
Positive Psychology & PERMA
The lesson gives teachers a structured way to introduce positive psychology and help pupils reflect on what contributes to a flourishing life.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the five factors linked to a flourishing life
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 the five factors linked to a flourishing life: positive emotion, engagement, relationships, meaning and accomplishment
recognise examples of each factor in everyday school and personal life
recognise that wellbeing can come from more than one source
Understand
understand that flourishing is made up of several connected factors rather than one single idea
understand why noticing different sources of wellbeing can support self-awareness
Practise
practise identifying which factors feel strongest in their own life
practise using simple reflection language to describe their wellbeing
practise setting a small personal focus area linked to one of the five factors
Who this lesson is for?
This lesson is designed for Years 7 and 8 pupils who are building self-awareness and starting to reflect more deeply on their own wellbeing and personal choices.
It is suitable for:
PSHE lessons
wellbeing or personal development sessions
pastoral care, circle time or form time
goal setting or self-awareness units
whole-class introductions to positive psychology
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 positive psychology Use when pupils are new to the idea that wellbeing has several different factors rather than one single cause.
Building a goal setting or self-awareness unit Use alongside other reflection or mindset lessons to give pupils a broader framework for thinking about wellbeing.
Reinforcing PSHE wellbeing learning Use to revisit and extend earlier wellbeing lessons with a more structured model.
Supporting personal reflection during form time Use when pupils would benefit from short, guided reflection on what supports their wellbeing.
Preparing for transition points Use when pupils are moving between year groups and may benefit from thinking about what helps them thrive.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about flourishing and personal wellbeing factors.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from having a simple, practical way to think about wellbeing that goes beyond a single mood or moment. Positive psychology gives pupils language for noticing the different factors that support a flourishing life, rather than treating wellbeing as something that just happens to them. Introducing this early gives pupils a framework they can return to across secondary school, whether they are thinking about friendships, effort, hobbies or personal achievements. It supports a proactive approach to wellbeing, helping pupils notice what is already working well and where they might want to focus more attention. This lesson supports a classroom culture where pupils feel able to reflect on their own wellbeing in a grounded, practical way, without needing a difficult experience to prompt the discussion.
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 reflect on which of the five factors feel strongest in their own lives.
Reflection skills Pupils practise describing their wellbeing using simple, structured language.
Goal setting Pupils consider a small personal focus area linked to one of the five factors.
Perspective on wellbeing Pupils see wellbeing as made up of several connected parts rather than one single idea.
Relationship awareness Pupils consider how relationships contribute to a flourishing life.
Sense of accomplishment Pupils reflect on effort and achievement as part of their own wellbeing.
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 that reflection is personal and they do not need to share more than they feel comfortable with
Frame the discussion around general examples rather than personal disclosures
Have a general understanding of the five factors before introducing them to pupils
During delivery
Use everyday examples such as friendships, hobbies or schoolwork to make each factor easier to recognise
Give pupils time to think before discussing as a group or in pairs
Allow pupils to respond through discussion, writing or drawing depending on confidence
Reinforce that no single factor is more important than another
Supporting safe discussion
Encourage privacy around personal reflections, pupils can choose what to share
Avoid asking pupils to speak on behalf of a group or generalise about other pupils' lives
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 pair or small group discussion for pupils who prefer verbal reflection
Use written or drawn reflection for quieter pupils or those who prefer independent work
Spend more time on one or two factors if pupils show particular interest or need
