Working Out Our Feelings wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce how emotions can change across different situations through a structured, ready-to-teach lesson. Students learn to recognise and name their emotions, understand how feelings can shift depending on what is happening around them, and practise simple ways to work out what they are feeling and what might help.
Emotional Regulation & Mental Health
Snapshot
Working Out Our Feelings
This lesson gives teachers a structured way to help students build shared language for talking about changing emotions. Feedback: 4.4/5 average rating from 13 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how emotions change across different situations and practising ways to work out what they are feeling
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 that emotions can change depending on the situation
recognise common feelings such as excitement, nervousness, frustration and happiness
recognise early signs that an emotion is shifting or becoming harder to manage
Understand
understand that it is normal for feelings to change across a day or in different situations
understand that naming an emotion can make it easier to work out what to do next
Practise
practise using simple language to describe how they are feeling
practise identifying what might be causing a change in emotion
practise simple strategies for managing difficult feelings and knowing when to ask for support
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are building early skills in naming and understanding their emotions.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
social and emotional learning programmes
classroom routines that support self-regulation
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 need shared language for naming and talking about their feelings.
Building classroom check in routines Use when you want a simple way to help students reflect on how they are feeling during the day.
Reinforcing self-regulation skills Use when students need practice recognising and managing changing emotions.
Supporting transitions Use when students are moving between activities, classes or settings and may experience shifting feelings.
Introducing a wellbeing focus area Use when introducing or revisiting social and emotional learning as part of a wellbeing programme.
Creating a structured discussion about feelings Use when you want a calm, teacher-led way to talk about emotions without focusing on any individual student.
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 a wide range of emotions across a typical school day, and those feelings can shift quickly depending on what is happening around them. Helping students notice and name these changes gives them a starting point for managing their feelings rather than feeling confused or overwhelmed by them. Building this awareness early supports students to approach difficult moments with a little more confidence. This lesson supports a classroom culture where talking about feelings is normal and expected, not something that only comes up when things go wrong. Students learn that working out what they are feeling is a skill they can practise, and that support is available when a feeling becomes 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
Emotional awareness Students notice how their feelings can shift depending on the situation.
Emotional vocabulary Students practise naming a range of emotions using simple, shared language.
Self-regulation Students explore simple strategies for managing feelings that become difficult.
Perspective taking Students consider how different situations can lead to different feelings for different people.
Help-seeking Students learn when and how to ask a trusted adult for support with difficult feelings.
Classroom communication Students build confidence talking about emotions in a calm, structured way.
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 share private family stories or speak about other students' feelings
Frame discussion around general situations and examples rather than personal disclosures
Identify trusted adults students can speak to at school if a feeling feels too hard 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 examples such as feeling nervous before a test or excited before an event
Give students time to practise naming feelings aloud or in writing
Reinforce that all feelings are normal, and that some are easier to manage than others
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than asking students to share personal situations
Reinforce that asking for help with difficult feelings is a responsible choice
Follow school wellbeing or child safety procedures if concerns arise during discussion
Adaptation options
Use partner talk or small groups for students who are less confident speaking to the whole class
Use drawing or written reflection as an alternative to verbal sharing
Spend more time on help-seeking language if students need extra support identifying trusted adults
