Changing Emotions wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce the emotional changes of early adolescence through a structured, ready-to-teach lesson. Students learn to recognise shifts in their emotions, build shared language for talking about feelings, and practise simple strategies for managing them. The lesson gives teachers a calm way to open up discussion about growing up and changing emotions, while reinforcing healthy coping and help-seeking habits.
Emotional Regulation & Mental Health
Snapshot
Changing Emotions
This lesson gives teachers a structured way to introduce changing emotions and help students build practical coping and help-seeking skills. Feedback: 4.2/5 from 77 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and managing the emotional changes of early adolescence
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 that emotions can become stronger or more unpredictable during early adolescence
recognise personal signs that their emotions are shifting, such as increased sensitivity or mood changes
recognise when difficult emotions may need extra support
Understand
understand that changing emotions are a normal part of growing up
understand how shared language can make it easier to talk about feelings
Practise
practise naming and describing different emotions
practise simple strategies for managing difficult emotions
practise identifying a trusted adult or support pathway to talk to when needed
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are beginning to notice changes in how they feel and respond emotionally as they move through early adolescence. It works well for students who have some experience discussing feelings and are ready to build a more specific vocabulary for emotional change.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
transition and personal development programmes
classroom discussions about growing up and self-awareness
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 change Use when students are beginning to explore how emotions shift during adolescence and need a shared vocabulary.
Building classroom culture Use when reinforcing an open, respectful classroom culture around talking about feelings.
Supporting a wellbeing or advisory programme Use when embedding emotional awareness and coping strategies into a broader pastoral or wellbeing sequence.
Reinforcing coping strategies Use when students need a refresher on simple strategies for managing difficult emotions.
Preparing for transition Use when students are moving between year levels or school stages and may experience new emotional pressures.
Strengthening help-seeking habits Use when students need a clearer understanding of when and how to ask 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
Students moving through early adolescence often experience emotions that feel stronger, faster changing or harder to explain than before. Without a shared language for this, students can feel confused or alone in what is a normal part of growing up. Teaching changing emotions early gives students practical tools before difficult moments arise. It helps normalise emotional ups and downs, builds confidence in naming feelings, and reinforces that support is available when emotions feel hard to manage. This lesson supports a classroom culture where talking about feelings is treated as a normal, everyday skill rather than something to avoid or 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 changing emotions.
Self-regulation Students practise simple strategies for managing difficult feelings.
Vocabulary for feelings Students build shared language for talking about emotional change.
Resilience Students learn that emotional ups and downs are a normal part of growing up.
Help-seeking Students learn when and how to ask a trusted adult for support.
Peer understanding Students consider how changing emotions can affect friendships and relationships.
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 other people's personal stories
Frame discussion around general examples and scenarios, rather than personal disclosures
Identify trusted adults students can speak to at school
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 general, relatable examples such as mood changes, friendship shifts or uncertainty about identity
Give students time to practise naming emotions and describing how they feel
Reinforce that emotional ups and downs are a normal part of growing up, not something to manage alone
Allow students to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Use privacy guidelines rather than promising confidentiality
Encourage students to use general examples rather than personal disclosures
Reinforce that asking for support is a responsible, sensible choice
Adaptation options
Use paired or small group discussion for confident classes
Use individual reflection or writing for quieter groups
Spend extra time identifying trusted adults if students need more support with help pathways
