Managing Uncomfortable Feelings

Overview

This 45-minute lesson for Year 3 students (age 7–8) is part of a 7-lesson unit titled Feelings and Positive Thinking. It aligns closely with the National Curriculum for England and the statutory guidance in PSHE Education (Personal, Social, Health and Economic Education), focusing on recognising and managing a range of emotions with developing strategies for self-regulation.

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Learning Objectives

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

• Identify and name uncomfortable feelings and recognise when they arise
• Understand and practise at least three different strategies for managing uncomfortable feelings
• Express how different strategies can help them feel better
• Reflect on how positive self-talk supports emotional wellbeing

These objectives contribute to the statutory requirements in the Relationships and Health Education section of the National Curriculum (DfE, 2021):

• ‘that mental wellbeing is a normal part of daily life, in the same way as physical health’
• ‘how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings’
• ‘how to recognise the early signs of mental wellbeing concerns’
• ‘strategies to help maintain their own mental wellbeing’.

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Resources

• Whiteboard and markers
• Visual emotion flashcards (happy, sad, angry, worried, calm)
• Scenario cards depicting situations that cause uncomfortable feelings
• A simple breathing exercise audio clip or script
• "Feel Good Strategies" worksheet (illustrated stepwise guide for deep breathing, talking it out, positive self-talk)
• Emotions diary templates (small booklets or sheets for home use)
• Puppets or soft toys (optional for role-play)

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Lesson Structure

1. Starter Activity (5 minutes)

Emotion Naming Warm-Up

• Show flashcards one by one with feelings. Quickly review names, ask children to mimic a face showing that feeling.
• Ask, “Have you ever felt this way? When?” This links prior knowledge of feelings to today’s lesson.

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2. Introduction (8 minutes)

Talking About Uncomfortable Feelings

• Discuss what ‘uncomfortable feelings’ might be (e.g., anger, worry, sadness). Clarify that they are normal and everyone experiences them.
• Briefly ask pupils to share how they feel when upset (ensuring a safe and respectful environment).
• Explain the lesson focus: learning ways to help ourselves feel better when these feelings happen.

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3. Main Activity - Strategy Exploration (20 minutes)

a) Brainstorm (5 minutes)

• As a class, brainstorm ways to feel better when upset. Write ideas on the board as children call them out (accept all answers).
• Guide towards three key strategies: deep breathing, talking to someone, positive self-talk.

b) Strategy Practice (15 minutes)

• Deep breathing: Lead the class through a 3-step deep breathing exercise – demonstrate, then try together twice. Emphasise how breathing slowly can calm the body.
• Talking to someone: Use puppets to role-play telling a trusted adult or friend about feelings. Invite volunteers to try with puppets or partners.
• Positive self-talk: Introduce simple ‘kind words to myself’ examples: “I can handle this,” “It’s okay to feel sad,” “I’ve done hard things before.” Pupils choose or create their own positive phrases and share them if they want.

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4. Plenary (7 minutes)

• Distribute the "Feel Good Strategies" worksheet. Children colour or draw next to each strategy to personalise it.
• Quick round: each pupil shares which strategy they think will help them most and why.
• Recap that practising these strategies can help manage uncomfortable feelings and build positive thinking.

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Assessment and Feedback

• Formative assessment: Observe participation during brainstorming and role plays to gauge understanding of strategies.
• Self-assessment: Pupils indicate on the worksheet a ‘thumbs up’ if they feel confident to try a strategy next time they feel upset.
• Teacher notes: Informally note pupils who might benefit from additional support or follow-up conversations.

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Differentiation

• Support: Use visual prompts and partner talk for pupils needing extra language help. Role-play with puppets can assist less confident speakers.
• Challenge: Encourage more confident learners to suggest additional strategies or explain why certain strategies work better for different people.

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Cross-Curricular Links

• English: Vocabulary building through emotion words and positive phrases
• Science: Brief connection to breathing and calming the body (basic human biology)
• Art: Personalising the worksheet reinforces creativity and fine motor skills

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Additional Notes

• Remind pupils that feeling uncomfortable is natural and seeking help is always positive.
• Encourage the use of their emotions diary at home to track feelings and their coping strategies in the week before the next lesson.
• Plan to revisit and build on these strategies in later lessons within the unit.

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This detailed, interactive lesson builds foundational emotional literacy and self-regulation skills essential for wellbeing in accordance with the National Curriculum and statutory PSHE requirements for primary education.