Calming Down Big Feelings wellbeing lesson plan
A primary wellbeing lesson for Foundation students that helps Australian teachers introduce big feelings, emotional awareness and simple calming strategies through a structured, ready-to-teach lesson. Students learn to recognise when a feeling is getting big, practise a simple calming strategy and understand when to ask a trusted adult for support.
Emotional Regulation & Mental Health
Snapshot
Calming Down Big Feelings
This lesson gives teachers a structured way to introduce big feelings and simple calming strategies with young students.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising big feelings and practising simple calming strategies
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise when they are experiencing a big feeling, such as frustration, worry or excitement
recognise physical signs that a feeling is getting bigger, such as a fast heartbeat or clenched fists
recognise that everyone experiences big feelings sometimes
Understand
understand that big feelings are a normal part of everyday life
understand that there are simple strategies that can help feelings feel smaller
Practise
practise using simple words to name how they are feeling
practise a calming strategy, such as slow breathing or taking quiet time
practise asking a trusted adult for help when a feeling feels too big to manage alone
Who this lesson is for?
This lesson is designed for Foundation students who are beginning to learn about feelings, self regulation and asking for help.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
early self regulation and classroom routine building
whole class social and emotional learning
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 feelings and self regulation Use when students are learning early language for naming and managing big feelings.
Building classroom routines Use when establishing calm down spaces, quiet corners or classroom strategies for managing emotions.
Reinforcing wellbeing check ins Use alongside existing morning circle, wellbeing or check in routines.
Supporting transitions Use when students are adjusting to new routines, spaces or classroom expectations.
Practising calming strategies Use when students need structured practice with simple strategies such as breathing or quiet time.
Building help seeking confidence Use when students need to understand when and how to ask a trusted adult 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
Young students are still building the language and strategies they need to understand and manage big feelings. Without simple, shared words, big feelings can be harder for students to explain and for teachers to support. This lesson gives students an early, practical starting point for recognising feelings, trying a calming strategy and understanding that asking for help is a normal part of managing emotions. Building this shared language early can support a calmer classroom culture, where students have simple options to try and understand that support is available when a feeling 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 Students learn to notice and name big feelings such as frustration or worry.
Self regulation Students practise a simple calming strategy they can use when a feeling feels big.
Self expression Students build simple words for describing how they feel.
Help seeking Students learn when and how to ask a trusted adult for support.
Classroom belonging Students recognise that everyone experiences big feelings sometimes.
Coping strategies Students explore simple, repeatable strategies for calming down.
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 that everyone experiences big feelings and there is no need to share personal stories about family or home
Frame discussion around general examples and scenarios rather than personal disclosures
Identify the calm down space or strategy already used in your classroom, if one exists
Identify trusted adults students can speak to at school
During delivery
Use simple, everyday examples such as feeling frustrated, worried or excited
Model naming a feeling and trying a calming strategy aloud
Give students time to practise a calming strategy, such as slow breathing
Allow students to respond through discussion, drawing or role play depending on confidence
Supporting safe discussion
Reinforce that asking for help is a normal part of managing big feelings
Keep discussion general and avoid asking students to share private experiences
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
Adaptation options
Use drawing or simple visuals for students who are not yet confident with spoken language
Pair the lesson with an established calm down space or feelings chart if your classroom already uses one
Repeat the calming strategy across the week to build familiarity
