Taking Care of Mental Health PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce how to manage worries and concerns through a structured, ready-to-teach lesson. Pupils learn to recognise common worries, build a shared language for talking about feelings, and practise simple coping strategies they can use in everyday school life. The lesson gives teachers a calm, practical way to open up discussion about mental wellbeing without needing specialist training or extra preparation.
Emotional Regulation & Mental Health
Snapshot
Taking Care of Mental Health
This lesson gives teachers a structured way to introduce mental wellbeing, worry management and coping strategies with upper primary pupils. Feedback: 4.5/5 average rating from 70 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Managing worries and building 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 that worries and concerns are a normal part of everyday life
recognise common signs that a worry is building up, such as difficulty concentrating or feeling unsettled
recognise when a worry needs more support from a trusted adult
Understand
understand that everyone experiences worries differently
understand that talking about feelings can help make worries feel more manageable
Practise
practise using simple language to describe their worries or concerns
practise at least one coping strategy for managing everyday worries
practise identifying a trusted adult they can speak to at school or at home
Who this lesson is for?
This lesson is designed for upper primary pupils in Years 5 and 6 who are building the language and confidence to talk about worries, concerns and everyday mental wellbeing.
It is suitable for:
primary PSHE lessons
relationships education and wellbeing sessions
pastoral care, circle time or form time
whole class wellbeing check ins
transition support ahead of secondary school
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 mental wellbeing as a topic Use when pupils need a calm, structured introduction to worries, coping and help-seeking.
Building classroom culture Use when reinforcing that talking about feelings and asking for help is a normal, sensible thing to do.
Supporting pupils through change Use when pupils are facing changes at school or at home that may bring up worries.
Reinforcing coping strategies Use when pupils have already discussed feelings and are ready to practise simple strategies for managing worries.
Preparing for transition Use when pupils are preparing to move to secondary school and may be feeling unsettled or uncertain.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led session dedicated to mental wellbeing and coping.
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 naming worries and concerns before these feelings build up or become harder to manage. Supporting mental wellbeing is not only about responding when a pupil is struggling. It is also about building everyday skills for noticing feelings, talking about them and knowing that support is available. This lesson supports a calmer classroom culture by helping pupils understand that worries are common and manageable, and that trusted adults are there to help when something feels too big to manage 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 awareness Pupils learn to notice and name common worries and concerns.
Self-regulation Pupils practise simple strategies for managing worry in the moment.
Coping skills Pupils build a small toolkit of practical responses to everyday stress.
Communication Pupils practise using shared language to talk about feelings.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Resilience Pupils build confidence that worries can be managed with the right strategies.
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 share other people's stories or name classmates
Frame discussion around general examples and scenarios rather than personal disclosures
Identify 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 everyday examples such as worries about tests, friendships or changes at home
Give pupils time to practise naming feelings and describing worries aloud
Reinforce that worries are common and that coping strategies can help
Allow pupils to respond through discussion, writing or drawing depending on confidence
Supporting safe discussion
Reinforce that asking for help is a sensible, responsible step
Keep examples general rather than based on real situations in the room
Follow school safeguarding procedures if concerns arise
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or drawing for quieter pupils
Spend more time identifying trusted adults if pupils need more support with help pathways
