Taking Control With Worry Time PSHE lesson plan
A secondary PSHE lesson for Years 7 and 8 that helps UK teachers introduce practical strategies for managing worry and anxiety through a structured, ready-to-teach lesson. Pupils learn to recognise signs of worry, understand how setting aside a dedicated worry time can help contain anxious thoughts, and practise simple strategies for managing difficult feelings. The lesson gives teachers a calm, structured way to introduce emotional regulation skills without requiring specialist mental health training.
Emotional Regulation & Mental Health
Snapshot
Taking Control With Worry Time
This lesson gives teachers a structured way to introduce worry time as a practical strategy for managing anxious thoughts. Feedback: 4.2/5 from 57 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising worry and practising strategies to manage anxious thoughts
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 signs of worry and anxious thinking
recognise situations that tend to trigger repeated worry
recognise when worry is becoming unhelpful or taking up too much time
Understand
understand how setting aside structured time can reduce the impact of worry
understand the difference between helpful thinking and repeated worrying
Practise
practise simple strategies for noticing and naming worry
practise using a worry time approach to manage anxious thoughts
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 and 8 who are developing their understanding of emotional regulation and coping strategies.
It is suitable for:
PSHE lessons
personal development and wellbeing sessions
pastoral care or form time activities
mental health awareness learning
classes beginning work on emotional regulation or coping strategies
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 regulation skills Use when pupils need a first structured introduction to managing worry and anxious thoughts.
Supporting wellbeing during busy periods Use when pupils are facing exams, assessments or other demands that can increase worry.
Reinforcing coping strategies Use when revisiting previous learning on managing emotions or difficult feelings.
Building a shared classroom language Use when you want pupils to have a common way of talking about worry and coping strategies.
Preparing for transition Use when pupils are moving between year groups, subjects or routines and may feel increased pressure.
Creating a structured PSHE discussion Use when you want a calm, teacher-led session focused on practical coping skills rather than responding to a specific incident.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Worry is a common experience for secondary pupils, and many benefit from having a clear, practical way to manage it rather than letting anxious thoughts build up unchecked. Teaching pupils to use a structured worry time approach gives them a concrete coping strategy they can return to, rather than relying only on avoiding or suppressing difficult thoughts. This supports early emotional regulation skills that pupils can use across school and everyday life. The lesson also reinforces that asking for support is a normal and sensible response when worry feels difficult to manage alone, helping build a classroom culture where pupils feel comfortable seeking help.
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 feelings of worry.
Self regulation Pupils practise using worry time as a structured coping strategy.
Thinking skills Pupils consider the difference between helpful thinking and repeated worrying.
Help seeking Pupils learn when and how to speak to a trusted adult about ongoing worry.
Resilience Pupils build a practical routine they can return to when worry builds up.
Classroom communication Pupils develop shared language for talking about worry and coping 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 name classmates or share other people's personal stories
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 schoolwork, friendships or upcoming events to introduce worry
Give pupils time to practise the worry time approach using general scenarios
Reinforce that occasional worry is common and that there are practical ways to manage it
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than asking pupils to share personal experiences
Reinforce that asking for support is a sensible response, not a sign of weakness
Follow your school's safeguarding procedures if concerns arise during discussion
Adaptation options
Use written reflection for quieter groups
Use paired discussion for more confident groups
Spend more time on identifying trusted adults if pupils need extra support with help seeking
This lesson is educational and supportive. It does not replace counselling, therapy or specialist mental health support, and pupils who need further support should be directed to your school's usual pastoral or safeguarding pathways.
