Controlling Our Emotions wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce emotional regulation for challenging situations through a structured, ready-to-teach lesson. Students learn to recognise difficult emotions, build a shared language for how they feel, and practise simple strategies to stay calm and respond safely when situations feel hard to manage.
Emotional Regulation & Mental Health
Snapshot
Controlling Our Emotions
This lesson gives teachers a structured way to introduce emotional regulation skills students can use in everyday challenging situations. Feedback: 4.0/5 from 150 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and managing difficult emotions in challenging situations
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 signs that an emotion is becoming harder to manage
recognise common triggers for difficult emotions in challenging situations
recognise when a feeling needs extra support from a trusted adult
Understand
understand that emotional reactions are a normal response to challenging situations
understand how unmanaged emotions can affect decisions and relationships
Practise
practise using calming strategies before responding to a difficult situation
practise language to describe how they are feeling
practise asking for help when emotions feel too hard to manage alone
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are developing the language and strategies to manage strong emotions in challenging situations.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
social and emotional learning programs
classroom discussions about coping and self-regulation
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 need a shared language for recognising and managing difficult emotions.
Building classroom culture Use when reinforcing calm, respectful responses to frustration or conflict.
Supporting students during high pressure periods Use when workload, assessments or social pressures may be affecting how students manage their emotions.
Reinforcing coping strategies Use when students need a refresher on staying calm before reacting.
Preparing for transition Use when students are moving into new routines, subjects or year levels and may need extra support managing emotions.
Creating structured wellbeing discussion Use when you want a calm, teacher-led lesson on emotional awareness and self-regulation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students face challenging situations at school every day, from conflict with peers to pressure around schoolwork and social expectations. Learning to recognise and manage difficult emotions helps students respond thoughtfully rather than react without thinking. Emotional regulation is not only useful in a crisis. Teaching it proactively helps students build a habit of noticing how they feel, using calming strategies and knowing when to ask for support before a situation becomes overwhelming. This lesson supports a classroom culture where students feel able to talk about difficult feelings and understand that managing emotions is a skill that can be practised, not something that comes naturally to everyone straight away.
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 notice how different emotions feel and what may trigger them.
Self-regulation Students practise strategies for staying calm in challenging situations.
Self-talk and reframing Students consider how the way they think about a situation can affect how they feel.
Communication Students practise language for describing emotions clearly to others.
Help-seeking Students learn when and how to ask a trusted adult for support.
Resilience Students build confidence in managing setbacks and pressure.
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 to use general examples rather than sharing personal stories
Frame the discussion around strategies and scenarios, not individual students' experiences
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 everyday examples of challenging situations, such as conflict, pressure or frustration
Give students time to discuss and practise language for describing emotions
Reinforce that finding emotions difficult to manage is common and nothing to feel embarrassed about
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible and expected response
Remind students that privacy matters, and personal experiences should not be shared without consent
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Extend discussion time for cohorts who need more support identifying strategies
Use partner or small group discussion for quieter classes
Revisit help-seeking pathways if students are unsure who to approach at school
