Rewiring Your Brain wellbeing lesson plan
A wellbeing lesson for Years 6 to 8 that helps Australian teachers introduce thinking patterns, self-talk and how to reframe negative thoughts through a structured, ready-to-teach lesson. Students learn to recognise unhelpful thinking patterns, understand how self-talk can shape feelings and behaviour, and practise simple strategies for reframing negative thoughts into more balanced ones.
Emotional Regulation & Mental Health
Snapshot
Rewiring Your Brain
This lesson gives teachers a structured way to introduce thinking patterns and self-talk without requiring specialist mental health training. Feedback: 4.6/5 from 89 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising thinking patterns and practising strategies to reframe negative thoughts
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 common thinking patterns, such as focusing on the negative or expecting the worst
recognise the difference between a thought, a feeling and a fact
recognise when self-talk is unhelpful or overly negative
Understand
understand that thoughts can influence how a person feels and responds to a situation
understand that thinking patterns can be noticed and changed with practice
Practise
practise identifying a negative thought and reframing it into a more balanced one
practise using simple language to describe their own thinking patterns
practise pausing before reacting to a difficult thought or feeling
Who this lesson is for?
This lesson is designed for students in Years 6 to 8 who are ready to explore how their thinking affects how they feel. It suits students who have some experience with class discussion and are comfortable reflecting on their own thoughts and reactions in a general way.
It is suitable for:
wellbeing, Health or PDHPE lessons
pastoral care or advisory sessions
transition support in the middle years
classroom culture and emotional regulation work
introductory mental health awareness education
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 patterns and self-talk Use when students are new to the idea that thoughts can be noticed, named and reframed.
Building a wellbeing or SEL sequence Use when this lesson forms part of a broader unit on emotional regulation or coping strategies.
Supporting students during stressful periods Use when students are managing exams, assessment or other pressures and may benefit from reframing strategies.
Reinforcing calm, structured discussion habits Use when you want students to practise talking about thoughts and feelings in a safe, general way.
Preparing for transition Use when students are moving into new routines, such as changing year levels, and may experience more negative self-talk.
Extending previous wellbeing learning Use when students have already covered emotional awareness or coping skills and are ready to focus specifically on thinking patterns.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students experience negative or unhelpful thoughts as part of everyday school life, whether that is worrying about a test, doubting a friendship or feeling discouraged after a mistake. Having a shared way to talk about thinking patterns gives students a practical starting point for managing these moments. Understanding that thoughts can be noticed and reframed helps students build early self-regulation skills, rather than only reacting to difficult feelings as they arise. The lesson supports students to see their thinking as something they can reflect on and adjust, rather than something fixed. For teachers, the lesson offers a calm, structured way to introduce this idea without requiring specialist mental health training, while still connecting to broader wellbeing and self-regulation goals.
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 their own thinking patterns and self-talk in familiar situations.
Emotional regulation Students connect thoughts, feelings and behaviour to build early coping skills.
Cognitive flexibility Students practise considering alternative, more balanced ways of thinking about a situation.
Resilience Students build confidence in responding to setbacks or mistakes without over-generalising.
Communication Students use shared language to describe thinking patterns and self-talk.
Help-seeking Students recognise when a thought or feeling feels too big to manage alone and understand support is available.
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 use general examples rather than sharing personal stories or naming classmates
Frame the discussion around thinking patterns in general, not specific people or situations
Identify trusted adults students can speak to if a thought or feeling feels difficult 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 everyday school examples, such as worrying about a task or feeling discouraged after a mistake
Give students time to practise reframing a thought aloud or in writing
Keep the tone calm and non judgemental when discussing negative self-talk
Reinforce that noticing and adjusting thinking patterns takes practice, not instant change
Supporting safe discussion
Encourage privacy and respectful discussion rather than personal disclosure
Remind students that support is available if a thought or feeling feels too big to manage alone
Follow your school's wellbeing or child protection procedures if concerns arise
Adaptation options
Use written reflection for students who prefer not to share aloud
Use partner or small group discussion for more confident groups
Spend more time on examples if students need extra support connecting thoughts, feelings and behaviour
