Risks and Well-Being

Overview

This 60-minute lesson is the fourth in a PSHE unit entitled Feelings and Well-Being, designed for 30 students aged 12-13 (Year 8 UK curriculum). It focuses on the risks associated with gang involvement and their impact on emotional and mental well-being. Students will critically explore these risks, participate in guided discussions and group activities, and develop personalised action plans to make positive choices and support peers.

---

Learning Objectives

By the end of the lesson, students will be able to:

• Identify specific risks linked to gang involvement (legal, physical, emotional/mental).
• Understand the emotional and mental health consequences of gang activity.
• Discuss strategies for resilience and positive decision-making.
• Create individual and group action plans to promote emotional well-being and peer support.
• Recognise where to seek help and support for themselves or others.

---

Curriculum Links

• PSHE Association Programme of Study (Key Stage 3):
  • Health and Well-being: Understand good habits and strategies to maintain positive mental health and emotional resilience.
  • Relationships: Recognise the impact of peer influence and bullying, and develop skills to manage these pressures.
• Statutory Guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education (2020):
  • Mental health awareness and coping strategies.
  • Online and offline safety regarding peer groups and influences.
• Skills Development: Critical thinking, empathy, communication, and problem-solving.

---

Resources Needed

• Whiteboard and markers
• A4 paper and coloured pens/pencils for action plans
• Scenario cards illustrating gang-related risks (pre-prepared)
• Emotion wheels or feeling charts for identifying emotional responses
• "Support and Resources" handout listing organisations (local youth services, NHS mental health support)
• Timer for group activities

---

Lesson Outline

1. Starter Activity (10 mins)

Feelings Check-In and Emotional Mapping

• Students sit in a circle. Teacher uses an emotion wheel to prompt: "How might someone feel if involved in a gang? What emotions could be involved before, during, and after involvement?"
• Students shout out words; teacher lists on board. Emphasise both positive (belonging, excitement) and negative feelings (fear, guilt, anxiety).
• Brief discussion on why emotions can be complex in such situations.

---

2. Teacher Input (10 mins)

Understanding Risks: Beyond the Surface

• Teacher explains the broad spectrum of gang-related risks: legal consequences, physical harm, long-term mental health effects such as trauma, anxiety, depression, isolation.
• Include UK-specific context (e.g., dangers of knife crime, county lines exploitation) sensitively and factually.
• Use real-life anonymised examples or statistics relevant to local areas (keeping it age-appropriate and non-sensational).

---

3. Group Activity (20 mins)

Scenario Analysis and Role Play

• Divide class into 5 groups of 6 students each. Each group receives a scenario card outlining a gang-related risk and its emotional impact (e.g., peer pressure to join, consequences of violent incident, loss of friendship, police involvement, family reactions).
• Groups spend 10 minutes analysing:
  • Identifying the immediate and long-term risks.
  • Emotional challenges faced by the characters.
  • Potential support networks or choices that could mitigate risks.
• Each group then role-plays a short scene or discussion showing how a peer might support someone in that scenario.
• Groups present back to the class briefly.

---

4. Independent Task (15 mins)

Create Your Action Plan

• Students individually create a personal action plan on A4 paper combining:
  • Positive choices they can make to avoid risky situations.
  • Ways to look after their own emotional well-being.
  • How they can support friends facing peer pressure or emotional distress.
• Encourage creative presentation: drawing, writing, or mind-mapping.
• Teacher and support staff circulate to provide personalised feedback and encouragement.

---

5. Plenary and Reflection (5 mins)

Sharing and Recap

• Invite a few volunteers to share parts of their action plans or key takeaways.
• Highlight the importance of reaching out for help and encourage students to remember the “support and resources” handout.
• Reinforce that seeking help is a strength and that everyone has a role in supporting well-being.
• End with a positive affirmation or mindfulness breathing exercise to settle feelings.

---

Differentiation and SEND Considerations

• Provide emotion wheels and feeling vocabulary to support students with communication difficulties.
• Use visual and kinaesthetic elements (role-play, drawing).
• Allow extra time or one-to-one support during the independent task if needed.
• Pair students strategically for peer support during group work.

---

Assessment

• Formative through observation of discussions, role-play participation, and quality of action plans.
• Teacher notes on students’ ability to articulate risks, emotional impacts, and positive coping strategies.
• Exit verbal or written question: "Name one risk of gangs and one way to support a friend."

---

Extension Ideas

• Invite a youth worker to visit and speak about local gang prevention programmes.
• Run a follow-up PSHE session focused on digital safety relating to online gang recruitment techniques.
• Encourage students to create a poster or social media campaign promoting positive peer support and well-being.

---

This lesson blends critical thinking, empathy-building, and personal agency, tailored to the UK's PSHE curriculum and addressing contemporary issues relevant to young people’s emotional health and safety. It offers a safe space for exploration and equips students with practical tools to navigate complex social situations.