Regulating Emotions wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce emotional regulation and its impact on relationships through a structured, ready-to-teach lesson. Students learn to recognise strong emotions, understand how feelings can affect the way they treat others, and practise simple strategies for managing emotions and communicating respectfully with peers.
Emotional Regulation & Mental Health
Snapshot
Regulating Emotions
The lesson gives teachers a structured way to introduce emotional regulation and its connection to healthy relationships.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how emotions impact relationships and practising 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 common emotions such as frustration, worry or excitement and how they feel
recognise how unmanaged emotions can affect friendships and group interactions
recognise early signs that an emotion is becoming difficult to manage
Understand
understand that emotions can influence how people communicate and behave towards others
understand that calming strategies can help before responding in a difficult moment
Practise
practise simple strategies for managing strong emotions, such as pausing or calming breaths
practise using calm language to express feelings to a friend or classmate
practise asking a trusted adult for support when emotions feel hard to manage
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building skills in naming emotions, understanding their impact on others and managing responses in everyday situations.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
classroom discussions about friendship and communication
proactive emotional regulation or social and emotional learning programs
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 regulation Use when students are first learning to name emotions and notice how they affect behaviour towards others.
Building classroom culture Use to reinforce calm, respectful communication as part of everyday classroom expectations.
Supporting group work and collaboration Use when students need strategies for managing frustration or disagreement during group tasks.
Reinforcing previous wellbeing learning Use to revisit coping strategies and self-regulation skills already introduced in class.
Preparing for transition Use when students are adjusting to new routines, classes or peer groups and may experience stronger emotions.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led lesson connecting emotional awareness with relationship skills.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students need practical ways to notice their emotions and understand how those feelings can shape the way they treat friends and classmates. Strong emotions are a normal part of school life, and learning to manage them supports calmer, more respectful relationships. This lesson supports a proactive approach to emotional regulation by helping students build self-awareness before difficult moments occur. Rather than focusing only on managing conflict after it happens, the lesson helps students notice early signs of strong emotion and choose calmer ways to respond. Over time, this kind of practice can support more positive peer interactions and give students shared language for talking about feelings and relationships in the classroom.
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 Students learn to notice and name emotions as they arise.
Self-regulation Students practise simple strategies for managing strong feelings before reacting.
Communication skills Students use calm language to express feelings to peers.
Relationship skills Students consider how emotions influence friendships and group interactions.
Help-seeking Students learn when and how to ask a trusted adult for support.
Empathy Students consider how their emotional responses affect others around them.
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 students not to name classmates or share personal stories about specific friendships
Frame discussion around general examples and scenarios rather than individual experiences
Make clear the lesson is about building skills, not identifying who is right or wrong in a situation
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use simple, relatable examples such as frustration during group work or disappointment about changed plans
Give students time to practise calming strategies and language aloud
Reinforce that strong emotions are normal and manageable with practice
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Encourage respectful listening and privacy around personal examples
Avoid asking students to share detailed personal experiences with the whole class
Direct ongoing or unresolved difficulties to a trusted adult or support pathway after the lesson
Adaptation options
Use partner or small group discussion for students who need more support expressing ideas
Provide sentence starters for students practising calming language
Spend more time on help-seeking pathways if students need support identifying trusted adults
