Taking Care of Mental Health wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce mental wellbeing and coping skills through a structured, ready-to-teach lesson. Students learn to recognise everyday worries and concerns, understand simple ways to manage difficult feelings, and practise coping strategies they can use at school and at home. The lesson gives teachers a calm, structured way to talk about mental wellbeing without needing specialist training, and supports students to build shared language for checking in with themselves and others.
Emotional Regulation & Mental Health
Snapshot
Taking Care of Mental Health
This lesson gives teachers a structured way to introduce mental wellbeing and coping skills using calm, age-appropriate language. Feedback: 4.5/5 average rating from 70 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising worries and practising coping 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 common signs of worry or concern in themselves and others
identify everyday situations that can trigger worry, such as tests, friendship changes or new routines
recognise that worries and concerns are a normal part of everyday life
Understand
understand that coping strategies can help manage difficult feelings
understand the difference between a worry that passes and a concern that may need extra support
Practise
practise simple coping strategies such as calming techniques or positive self-talk
practise using shared language to describe how they are feeling
practise identifying a trusted adult they can talk to when worries feel hard to manage
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building early skills for recognising worries and coping with everyday concerns.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
mental wellbeing and coping skills programmes
general classroom check ins on wellbeing
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 mental wellbeing Use when students need simple language for recognising worries, concerns and coping strategies.
Building a wellbeing routine Use when embedding regular check ins or coping skills practise as part of classroom culture.
Supporting a calm classroom culture Use when reinforcing that it is normal to talk about feelings and ask for help.
Revisiting coping strategies Use when students need a refresher on managing worries after a busy or demanding period.
Preparing for change or transition Use when students are facing new routines, such as changing classes or upcoming assessments.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led lesson on mental wellbeing and coping.
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, practical language for recognising worries and knowing how to manage them before concerns build up. Learning to notice and talk about difficult feelings early supports students to develop coping habits they can rely on throughout school and beyond. Mental wellbeing is not only about responding when something goes wrong. It is also about building everyday awareness, helping students understand that worries are common, and giving them practical strategies and a trusted adult to turn to when extra support is needed. This lesson supports a classroom culture where talking about feelings is normalised. Students learn that checking in with their own wellbeing is a skill they can build over time, not something 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
Emotional awareness Students learn to notice and name everyday worries and concerns.
Self-regulation Students practise simple strategies to manage difficult feelings before they build up.
Coping skills Students build a toolkit of calming techniques and positive self-talk they can use at school.
Help-seeking Students learn when and how to talk to a trusted adult about ongoing worries.
Communication Students practise shared language for describing how they feel.
Belonging Students reinforce that it is normal and safe to talk about mental wellbeing with others.
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 personal stories
Frame discussion around general examples and scenarios rather than personal disclosures
Identify the trusted adults students can speak to at school before the lesson begins
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 feeling nervous before a test or worried about a friendship
Give students time to practise coping strategies and language aloud
Reinforce that worries are common and that coping strategies take practise
Allow students to respond through discussion, writing or drawing depending on confidence
Supporting safe discussion
Keep the discussion general rather than asking students to share personal experiences
Remind students that privacy matters and classmates' stories should not be shared outside the lesson
Let students know ongoing worries can be shared with a trusted adult after the lesson
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or drawing for quieter students
Spend more time on identifying trusted adults if students need extra support with help pathways
This lesson supports awareness and coping skills. It does not replace counselling or professional support, and schools should continue to follow existing wellbeing and support pathways for students who need extra help.
