Positive Psychology & PERMA wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that helps Australian teachers introduce positive psychology through a structured, ready-to-teach lesson exploring five factors linked to a flourishing life. Students learn to recognise these factors in their own experiences, reflect on how they show up in everyday school and personal life, and practise simple language for thinking about wellbeing in a more structured way.
Goal Setting, Mindset & Self-Worth
Snapshot
Positive Psychology & PERMA
This lesson gives teachers a structured way to introduce positive psychology and help students think more deliberately about what supports their own wellbeing.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the five factors linked to positive psychology and a flourishing life
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 the five factors commonly linked to positive psychology and flourishing
identify examples of these factors in their own school and personal life
recognise that wellbeing can be influenced by more than one factor at a time
Understand
understand that flourishing involves a combination of factors, not a single feeling or achievement
understand why reflecting on these factors can support more intentional personal choices
Practise
practise identifying which factors feel strongest or weakest in their own life
practise using simple language to describe their own wellbeing
practise setting a small, personally relevant goal linked to one of the five factors
Who this lesson is for?
This lesson is designed for secondary students in Years 7 and 8 who are ready to think more deliberately about wellbeing, mindset and personal goals. It works well for students who have some experience with class discussion and reflective activities, and can be adapted for classes at different levels of confidence with sharing personal reflections.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
goal setting, mindset or self-worth programs
introductory positive education 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 positive psychology Use when students need a clear, age-appropriate introduction to the idea that wellbeing has multiple, learnable parts.
Starting a goal setting or mindset unit Use to give students a wellbeing framework before moving into more specific goal setting or self-worth lessons.
Building self-awareness Use when students are learning to reflect on their own habits, relationships and sense of purpose.
Supporting transition to a new year level Use when students are adjusting to new routines, subjects or social groups and could benefit from reflecting on what supports them.
Reinforcing pastoral or advisory themes Use when advisory or pastoral programs are focusing on wellbeing, resilience or personal development.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led lesson that gives students practical language for talking about flourishing.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from having a clear, practical way to think about wellbeing, rather than relying on vague ideas like just being happy or successful. Positive psychology offers a small set of factors students can notice, discuss and act on in everyday school and personal life. Introducing this framework proactively gives students language they can return to later, when working on goal setting, mindset or self-worth. It also helps normalise ongoing reflection as a normal part of wellbeing, rather than something only needed when things go wrong. For teachers, the lesson provides a calm, structured entry point into positive psychology that can sit comfortably alongside broader wellbeing, Health or PDHPE teaching.
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 reflect on which factors of flourishing feel strongest or weakest for them.
Emotional awareness Students consider how positive emotions show up in everyday school and personal life.
Sense of meaning and purpose Students identify activities or relationships that feel meaningful to them.
Relationship skills Students reflect on how supportive relationships contribute to wellbeing.
Goal setting Students practise linking a small personal goal to one of the five factors.
Personal agency Students recognise that they can make choices that support their own wellbeing.
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 that reflections are personal and do not need to be shared aloud if they prefer not to
Frame the discussion around general examples rather than asking students to disclose personal difficulties
Make clear that there is no single correct way to flourish, and that factors can vary between people
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 general, school-relevant examples when introducing each factor
Give students time to reflect individually before any group discussion
Encourage students to focus on their own experience rather than commenting on classmates
Keep the tone practical and reflective rather than motivational
Supporting safe discussion
Encourage privacy around personal reflections
Remind students not to name classmates when giving examples
Offer a written or drawing-based option for students who prefer not to speak aloud
Adaptation options
Use partner discussion for confident groups and individual reflection for quieter groups
Simplify the five factors into everyday language for classes new to the topic
Spend more time on one or two factors if students show strong engagement with a particular idea
