Emotions That Grow With You wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce how emotions, friendships and choices change over time through a structured, ready-to-teach lesson. Students learn to recognise shifting emotions and friendship dynamics, understand why feelings and choices change as they grow, and practise respectful ways to navigate these changes with peers.
Emotional Regulation & Mental Health
Snapshot
Emotions That Grow With You
The lesson gives teachers a structured way to introduce changing emotions and friendships without needing extra preparation. Feedback: 4.1/5 average rating from 36 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how emotions, friendships and choices change over time
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 change as friendships and interests change
recognise signs that a friendship group is shifting
recognise when a choice feels harder to make than it used to
Understand
understand that changing emotions and friendships are a normal part of growing older
understand how shared respect supports friendships through change
Practise
practise naming and describing changing emotions using everyday language
practise respectful ways to respond when friendships shift
practise making considered choices when feelings or circumstances change
Who this lesson is for?
This lesson is designed for Year 5 and 6 students who are beginning to notice changes in how they feel, who they spend time with and the choices they make. It suits students who are ready for structured discussion about emotional and social change, including shifting friendship groups.
It is suitable for:
upper primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
friendship and respectful relationships units
transition preparation for the move to secondary school
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 as a normal topic Use when students are ready to talk about why feelings shift as they get older.
Building classroom culture around shared respect Use when reinforcing respectful behaviour as friendship groups change.
Supporting friendship transitions Use when friendship groups are forming, changing or shifting within the cohort.
Reinforcing previous wellbeing learning Use when revisiting earlier lessons on emotions or friendships with more depth.
Preparing for transition Use when students are preparing to move into new year levels or secondary school and peer groups are shifting.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about emotional and social change.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students in upper primary are navigating noticeable changes in how they feel, who they are friends with and the choices they face. Without simple language for this, these shifts can feel confusing even when nothing is wrong. The lesson gives students a structured way to talk about emotional and friendship change as a normal part of growing older, rather than something to worry about. It helps students build early self-awareness and respect for how their peers may be experiencing similar changes differently. For teachers, the lesson offers a proactive way to support students through a stage where emotional and social change is common, before confusion or friendship stress becomes harder to manage.
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
Self-awareness Students notice and name their own changing emotions.
Emotional regulation Students practise strategies for managing feelings that shift or feel unfamiliar.
Social awareness Students recognise that friendship groups can change over time.
Relationship skills Students practise respectful responses when friendships shift.
Decision-making Students consider how to make thoughtful choices as circumstances change.
Help-seeking Students learn when and how to talk to a trusted adult about difficult feelings or friendship changes.
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 friendship stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that changing emotions and friendships are a normal part of growing older, not a problem to solve
Identify trusted adults students can speak to if they want support
During delivery
Use everyday examples such as feeling differently about old interests or noticing friendship groups shift
Give students time to discuss and respond at their own pace
Reinforce that there is no single right way to feel during these changes
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Keep the focus on respectful discussion rather than personal disclosure
Reinforce that asking for help is a sensible response to difficult feelings
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 partner or small group discussion for confident classes
Use individual reflection or writing for quieter groups
Spend more time on trusted adults and support pathways if students need extra reassurance
