Identifying Managing Distractions

Context and Overview

This is Lesson 2 of 5 within the unit "Navigating Mental Wellbeing", specifically designed for Entry 3 learners aged 16-25 in a SEND employability and life skills setting. The focus is on recognising personal distractions that negatively impact mental wellbeing and developing practical strategies to manage these distractions. This lesson supports increased self-awareness and resilience in line with the National Curriculum (England) PSHE requirements for learners with special educational needs.

National Curriculum Links

This lesson aligns closely with the PSHE Education Programme of Study for Key Stage 4 and Post-16 settings, as adapted for Entry 3 learners and SEND:

Mental health and emotional wellbeing (PSHE Education Framework):
- Pupils should be taught how to recognise and respond to mental ill health and emotional distress in themselves and others.
- Understand and develop strategies to maintain positive mental health.
Managing risk and developing strategies to promote wellbeing
Communication and social skills development to support employability and life skills.

Learning Objectives (WALT)

WALT: Recognise distractions that affect our mental wellbeing.
WALT: Identify personal unhelpful distractions in our daily lives.
WALT: Develop simple, effective strategies to manage and minimise these distractions.

Success Criteria

Students will be able to:

List at least three common distractions that can negatively affect mental wellbeing.
Reflect on their own experiences to identify specific distractions they face.
Choose and explain two strategies they can use to manage these distractions.
Participate confidently in group discussions and role-play activities.

Resources

Whiteboard and markers
Emotion and distraction cards (visual aids)
Worksheets: Distraction diary template & strategy planner
Timer/clock to encourage task management
Comfortable seating arranged for circle and group work
Calm sensory items for regulation breaks (fidget toys, stress balls)

Lesson Structure

Time	Activity	Description	Differentiation & Notes
0-10 mins	Welcome & Settling In	Brief mindfulness breathing exercise to focus. Introduce lesson WALT and Success Criteria with simple visual aids.	Use clear, concise language and visual symbols. Allow students to choose comfortable seating.
10-25 mins	Class Discussion: What is a Distraction?	- Explain distractions with examples (e.g., phones, noise, worries).

Use emotion and distraction cards for group identification activity.
Group brainstorm: “What distractions do you notice around you?” | For learners with communication difficulties: provide picture cards and sentence starters. | | 25-45 mins | Personal Reflection Activity:
Distraction Diary | Students complete a simplified Distraction Diary worksheet reflecting on the past day or week.
Facilitate support for those needing help writing or using symbols/photos to express distractions. | One-to-one support for recording if required. Offer drawing/writing options. Use assistive tech or scribing. | | 45-55 mins | Stretch & Sensory Break | Use a short sensory break – guided movement or fidget tools to regulate emotions. | Encourage self-awareness of when breaks are needed. | | 55-75 mins | Strategy Development: Managing Distractions | Introduce strategies (e.g., setting timers, creating quiet zones, deep breathing). Role-play scenarios practising using strategies.
Group create "My Distraction Plan" using planner worksheet. | Support with step-by-step visual prompts or peer buddy system. Advanced learners create detailed plan and advice sheet. | | 75-85 mins | Group Sharing & Positive Feedback | Each student shares one distraction and one management plan element with the group. Positive peer feedback encouraged. | Use communication aids if needed. Allow verbal or non-verbal sharing options. | | 85-90 mins | Plenary & Review | Recap WALT and Success Criteria. Quick quiz using thumbs up/down or traffic light cards. Explain next lesson focus. | Celebrate individual contributions; gentle encouragement and praise. |

Differentiation Strategies

Cognitive: Use visual supports, simplified language, and repetition.
Communication: Offer various communication modes — speech, signing, symbols, assistive tech.
Sensory: Provide breaks and sensory regulation resources.
Emotional: Use predictable routines and positive reinforcement to foster confidence.
Task Support: One-to-one or peer buddy support for written tasks.

Extension Activities for Advanced Learners

Research and present additional wellbeing strategies (e.g., digital detox, mindfulness apps).
Create a mini-guide or poster to teach peers ways to manage distractions.
Role-model managing distractions in real-life scenarios (e.g., mock workplace settings).

Assessment and Evidence

Observation of group discussions, participation, and communication.
Completed Distraction Diary and Strategy Planner worksheets.
Verbal reflections during sharing and plenary time.
Informal quiz outcomes to assess understanding of core concepts.

This lesson plan provides a scaffolded, learner-centred, multisensory approach to recognising and managing distractions for positive mental wellbeing, in line with the National Curriculum and SEND best practices.