Finding My Calm wellbeing lesson plan
A primary wellbeing lesson for Foundation students that helps Australian teachers introduce simple language for noticing and settling big feelings through a structured, ready-to-teach lesson. Students learn to recognise when a feeling is getting big, and practise simple strategies to help themselves feel calm again.
Emotional Regulation & Mental Health
Snapshot
Finding My Calm
The lesson gives teachers a structured way to introduce early emotional regulation language in the classroom.
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 a feeling is starting to feel big
Recognise simple physical signs of big feelings, such as a fast heartbeat or tight tummy
Recognise that everyone experiences big feelings sometimes
Understand
Understand that big feelings can be settled using simple strategies
Understand that asking a trusted adult for help is a safe and sensible choice
Practise
Practise using simple words to describe how they feel
Practise one or two simple calming strategies
Practise asking 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 build early language for noticing and settling their feelings.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or circle time sessions
early classroom routine and settling activities
small group or whole class emotional awareness work
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 first, simple introduction to noticing and settling big feelings.
Building classroom culture Use when establishing calm, consistent language the whole class can use to talk about feelings.
Reinforcing classroom routines Use when settling strategies need to be revisited as part of everyday classroom practice.
Supporting help-seeking Use when students need clear language for asking a trusted adult for help.
Practising safe responses Use when students are learning simple, repeatable strategies to use when feelings feel too big.
Preparing for transition Use when new routines, settings or changes may bring up strong 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 and strategies to make sense of big feelings as they happen. Giving them simple, shared language early helps them notice these feelings before they become overwhelming. This is not only about managing difficult moments. It is about building a classroom culture where naming a feeling and asking for help are treated as normal, sensible things to do. When students have a few simple strategies to draw on, they are better placed to settle themselves and return to learning, with support from a trusted adult 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 learn to notice when a feeling is starting to feel big.
Self-regulation Students practise simple strategies to help settle strong feelings.
Vocabulary for feelings Students build simple words to describe how they feel.
Help-seeking Students learn when and how to ask a trusted adult for support.
Classroom belonging Students see that having big feelings sometimes is normal for everyone.
Confidence Students build early confidence in managing their own reactions.
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, everyday examples such as feeling frustrated, worried or upset
Model calm language and body signals when introducing calming strategies
Give students time to practise strategies aloud or with a partner
Allow students to respond through discussion, drawing or simple role-play depending on confidence
Supporting safe discussion
Keep examples general rather than tied to specific classmates or events
Reinforce that having big feelings is normal and nothing to be embarrassed about
Remind students that asking for help is a safe and sensible choice
Adaptation options
Use drawing or simple symbols for students who are not yet confident with verbal reflection
Pair strategies with visual prompts for students who benefit from extra support
Spend more time identifying trusted adults if students need support with this step
