How Feelings Affect Us wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce how feelings influence behaviour through a structured, ready-to-teach lesson. Students learn to recognise different feelings, understand how emotions can shape the choices they make, and practise simple strategies for managing strong feelings in everyday school situations.
Emotional Regulation & Mental Health
Snapshot
How Feelings Affect Us
This lesson gives teachers a structured way to introduce how feelings connect to behaviour using age-appropriate language and everyday classroom examples. Feedback: 4.4/5 average rating from 67 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how feelings influence behaviour and practising simple regulation 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 a range of feelings, such as frustration, worry, excitement and happiness
recognise early signs that a feeling is becoming strong, such as a racing heart or clenched fists
recognise that everyone experiences a wide range of feelings during the school day
Understand
understand that feelings can influence the choices students make and how they act towards others
understand that strong feelings can be managed with simple strategies rather than acted on straight away
Practise
practise naming feelings using simple, shared language
practise using a calming strategy before responding to a strong feeling
practise talking about feelings and behaviour in everyday classroom situations
Who this lesson is for?
This lesson is designed for Year 3 and 4 students who are building their understanding of feelings and how they connect to behaviour.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
classroom culture and behaviour expectation work
whole class emotional literacy programs
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 feelings and noticing how they affect behaviour.
Building classroom culture Use when reinforcing calm, respectful behaviour expectations linked to how students manage their feelings.
Supporting students after a difficult moment Use to create structured discussion after a strong reaction, disagreement or frustrating classroom moment.
Practising calming strategies Use when students are learning simple ways to notice and manage strong feelings before reacting.
Preparing for a change in routine Use when transitions, new activities or changes to the school day may bring up strong feelings.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about feelings and behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students need simple, shared language to understand why they sometimes react the way they do, especially when feelings are strong. Helping students notice the link between feelings and behaviour is not only about managing difficult moments. It also gives students a foundation for making calmer choices, understanding their classmates and building confidence in everyday school situations. This lesson supports a classroom culture where feelings are talked about openly. Students learn that all feelings are normal, and that there are simple, safe strategies they can use to manage strong feelings and ask for support when needed.
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 a range of feelings.
Self-regulation Students practise simple strategies for managing strong feelings.
Social awareness Students consider how feelings can affect behaviour towards others.
Communication Students use shared language to talk about feelings and behaviour.
Help-seeking Students learn that support is available when feelings feel too big to manage alone.
Classroom confidence Students build confidence in responding calmly to everyday feelings.
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 during discussion
Frame the discussion around general examples and feelings, not personal accusations
Identify trusted adults students can speak to if a feeling feels too big to manage
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 excited
Give students time to name feelings aloud or through drawing
Reinforce that all feelings are normal and can be managed safely
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on specific classmates or incidents
Reinforce that asking for help with strong feelings is a sensible choice
Encourage respectful listening when others share how a feeling might affect them
Adaptation options
Use partner or small group discussion for confident classes
Use drawing or individual reflection for quieter students
Spend more time on calming strategies if students need extra support regulating strong feelings
