Feelings and Influence

Overview

This 60-minute lesson explores the emotional factors influencing gang involvement, focusing on feelings of belonging, acceptance, and identity. Using case studies and collaborative group work, pupils will critically reflect on how peer influence shapes choices and relationships.

Curriculum Links

• PSHE Association Programme of Study (KS3)
  • Understanding the impact of emotions on behaviour and relationships
  • Recognising and managing peer influence and pressure
  • Developing empathy and making informed decisions
• UK National Curriculum (Personal Development)
  • Promote pupils’ spiritual, moral, social and cultural development
  • Preparing pupils for life in modern Britain (understanding social influences)

Learning Objectives

By the end of this lesson, pupils will be able to:

1. Identify key emotions linked to gang involvement (belonging, acceptance, identity).
2. Analyse case studies to understand how peer pressure and feelings influence decisions.
3. Reflect on personal values and how to resist negative peer influences.
4. Develop empathy for individuals facing challenging social situations.

Age Group

Suitable for 12-13-year-olds (Year 8)

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Resources Needed

• Printed case study sheets (3 different scenarios)
• Large paper and coloured pens for group mind maps
• ‘Feelings wheel’ handouts
• Whiteboard and markers
• Reflection journals or notepads

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Lesson Breakdown

Starter (10 minutes)

Activity: Emotion Charades

• Introduce the key feelings: belonging, acceptance, identity, loneliness, fear.
• Pupils take turns acting out these emotions while others guess.
• Brief discussion: Why might these feelings be important in friendships and peer groups?

Teacher Tip: This energiser helps pupils to connect emotionally, setting the tone for deeper conversation.

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Introduction to Topic (10 minutes)

Whole-class interactive discussion

• Define ‘peer influence’ and ‘gangs’ in age-appropriate terms.
• Discuss why some young people might join gangs (focus on emotional reasons rather than just criminal behaviour).
• Present the ‘Feelings Wheel’—help pupils expand their emotional vocabulary.

Key Question: How can wanting to ‘belong’ sometimes lead people to make harmful choices?

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Main Activity (25 minutes)

Group Work: Case Study Analysis

• Divide class into 5 groups of 6 pupils (aligned with the request for a 30-pupil class) – modify this for 6 pupils if needed by having one large group or two smaller groups.
• Each group receives a case study depicting a young person’s emotional journey towards gang involvement (written with a focus on feelings).
• Tasks:
  1. Identify what emotions the person is experiencing.
  2. Discuss how peer influence affects their decisions.
  3. Create a mind map showing feelings, influences, and potential choices.
  4. Suggest positive alternatives for the young person.

Challenge: Encourage pupils to think beyond stereotypes and empathise with the young person’s perspective.

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Plenary (10 minutes)

Group Sharing and Class Reflection

• Each group briefly presents their mind map and findings (2 minutes per group).
• Class discusses how awareness of feelings and peer pressure can help resist negative influences.
• Teacher introduces simple strategies for resisting peer pressure (assertiveness, seeking trusted adults).

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Independent Reflection (5 minutes)

• Pupils write a quick journal entry responding to:
  "If I ever feel pressured to do something I’m unsure about to fit in, what could I do differently?"

Optional Extension: Invite volunteers to share ideas or strategies.

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Assessment Opportunities

• Observation during discussions and group work for understanding of emotions and peer influence.
• Evaluate mind maps for critical thinking and empathy.
• Review journal entries to gauge personal reflection and application.

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Differentiation

• Provide sentence starters or simplified case studies for pupils needing extra support.
• Challenge higher-ability pupils to consider wider social factors beyond feelings (e.g., family, community).
• Use visual aids and role-play elements for pupils with additional needs.

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Safeguarding & Sensitivity Notes

• Remind pupils that gang involvement is complex—focus is on understanding feelings, not glamorising or reinforcing stereotypes.
• Ensure a supportive environment where pupils can express thoughts without judgement.
• Provide information about trusted school contacts or helplines if pupils feel affected by the topic.

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Reflection for Teachers

• After teaching, reflect on pupil engagement—did they show empathy? Did discussions challenge assumptions?
• Note any sensitive issues arising for timely pastoral follow-up.
• Consider follow-up activities in final lesson linking emotional wellbeing and positive identity formation.

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This lesson plan aligns with UK PSHE best practices by centring on emotional literacy, safe exploration of sensitive topics, and promoting resilience against negative peer influence. Its blend of dynamic activities ensures all learning styles are engaged, helping pupils to internalise key messages on feelings and choices.