Overthinking and Catastrophising wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce overthinking and catastrophising through a structured, ready-to-teach lesson. Students learn to recognise unhelpful thinking patterns, understand how self-talk can shape difficult feelings, and practise simple strategies to reframe overthinking before it builds.
Emotional Regulation & Mental Health
Snapshot
Overthinking & Catastrophising
This lesson gives teachers a structured way to introduce overthinking and catastrophising using clear, age-appropriate language and practical strategies. Feedback: 4.0/5 from 37 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unhelpful thinking patterns and practising strategies to reframe them
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 overthinking and catastrophising as common thinking patterns
recognise self-talk that makes a situation feel worse than it is
recognise when a thinking pattern is affecting mood or behaviour
Understand
understand how negative thinking patterns can influence feelings and decisions
understand that thoughts are not always an accurate reflection of a situation
Practise
practise simple strategies to reframe overthinking and catastrophic thoughts
practise using calmer, more balanced self-talk
practise identifying when to seek support from a trusted adult
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are developing skills to notice and manage unhelpful thinking patterns.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
personal development programmes
emotional regulation and coping skills units
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 thinking pattern awareness Use when students are new to noticing overthinking or catastrophising in their own thinking.
Building a shared wellbeing vocabulary Use when you want students to have common language for describing unhelpful thinking patterns.
Supporting students during exam or assessment periods Use when students may be prone to catastrophising about results, deadlines or performance.
Reinforcing coping strategies Use when revisiting previously taught self-regulation or coping skills.
Strengthening help-seeking pathways Use when students need a clearer understanding of when and how to ask for support.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led lesson on managing difficult thoughts and feelings.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students often experience overthinking and catastrophising without having the language to name what is happening or the strategies to manage it. Learning to notice these thinking patterns early helps students build confidence in managing difficult thoughts before they start to feel overwhelming. This is not about removing difficult feelings, but about giving students practical tools to respond to them. Building this awareness supports a classroom culture where students feel more equipped to manage everyday pressures and know when to seek support if a thought or feeling becomes too hard to manage alone.
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 when overthinking or catastrophising is happening.
Emotional regulation Students practise strategies to manage difficult thoughts and feelings.
Cognitive flexibility Students consider alternative, more balanced ways of thinking about a situation.
Self-talk Students practise using calmer, more balanced language with themselves.
Help-seeking Students learn when to speak with a trusted adult if thoughts feel too hard to manage.
Resilience Students build confidence in responding to everyday pressures and setbacks.
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 keep examples general rather than sharing personal disclosures
Frame the discussion around common thinking patterns, 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 such as worrying about a test result or assuming the worst after a small mistake
Give students time to practise reframing language aloud or in writing
Reinforce that having difficult thoughts is common and manageable with practice
Allow students to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Avoid asking students to speak on behalf of a group or share personal disclosures
Reinforce that seeking support is a responsible and expected step
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 support identifying help pathways
