Dealing With Strong Feelings wellbeing lesson plan
A primary wellbeing lesson for Foundation Year that helps Australian teachers introduce strong feelings, safe expression and early emotional regulation through a structured, ready-to-teach lesson. Students learn to notice when a feeling feels big or uncomfortable, and practise safe, simple ways to express and manage those feelings. The lesson gives teachers a calm, structured starting point for talking about feelings without needing extra preparation or specialist resources.
Emotional Regulation & Mental Health
Snapshot
Dealing With Strong Feelings
The lesson gives teachers a structured way to introduce strong feelings using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and expressing strong or uncomfortable feelings safely
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 a feeling is strong or uncomfortable
identify physical signs that a feeling is building, such as a fast heartbeat or tight tummy
recognise that all feelings, including uncomfortable ones, are a normal part of everyday life
Understand
understand that strong feelings do not last forever and can be managed
understand that there are safe and unsafe ways to show a feeling
Practise
practise simple words to describe how they are feeling
practise a calming strategy they can use when a feeling feels too big
practise asking a trusted adult for help when a feeling feels hard to manage alone
Who this lesson is for?
This lesson is designed for Foundation Year students who are beginning to build a shared language for feelings and early strategies for managing them.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or circle time sessions
early emotional literacy and regulation programs
whole class introductions to talking about feelings
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 literacy Use when students are building early language for naming and talking about feelings.
Building classroom culture Use when you want students to feel comfortable naming feelings openly and respectfully.
Supporting self regulation Use when students need simple strategies to manage feelings that feel big or hard to control.
Reinforcing help seeking Use when students need to understand how and when to ask a trusted adult for support.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led way to talk about feelings without a specific trigger.
Supporting transition periods Use when changes in routine or environment may bring up stronger feelings for students.
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 learning the words for how they feel, and strong feelings can be confusing or overwhelming without a shared way to talk about them. Teaching students to notice and name feelings early supports calmer classrooms and gives students practical tools they can use before a feeling becomes hard to manage. This lesson supports a classroom culture where feelings, including uncomfortable ones, are treated as normal and manageable, and where students understand that help is available when they need it.
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 and name feelings as they come up.
Self regulation Students practise a simple calming strategy for big feelings.
Vocabulary for feelings Students build shared words to describe how they feel.
Help seeking Students learn when and how to ask a trusted adult for support.
Self awareness Students notice physical signs that a feeling is building.
Resilience Students understand that strong feelings pass and can be managed.
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 stories
Frame the discussion around general examples and scenarios, not 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 simple examples such as feeling frustrated, worried or overwhelmed
Give students time to practise naming feelings aloud
Model that uncomfortable feelings are normal and manageable, not something to avoid
Allow students to respond through discussion, drawing or talking with a partner depending on confidence
Supporting safe discussion
Reinforce that asking for help with a strong feeling is a responsible choice
Keep language general rather than tied to any one student's experience
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use partner talk or drawing for quieter students
Spend more time on calming strategies if students need extra practise
Revisit trusted adult identification if students are unsure who to ask for help
