Understanding Teen Emotions

Curriculum Information

Subject: PSHE (Personal, Social, Health and Economic Education)
Year Group: Year 8
UK Curriculum: Aligned with the PSHE Association Programme of Study for Key Stage 3, specifically:

• Core Theme 1: Health and Wellbeing
  • Recognising and managing the range of emotions in adolescence.
• Core Theme 2: Relationships
  • Managing strong feelings and building emotional resilience.

Learning Objectives

By the end of this lesson, students will:

1. Identify and name a range of emotions commonly felt by teenagers.
2. Understand why emotions may feel stronger or more unpredictable during adolescence.
3. Explore strategies to manage and express emotions in a healthy way.

Resources Needed

• A large sheet of paper for each group (or whiteboard space if available).
• A set of brightly coloured markers or pens.
• Printed "Emotion Cards" (with emotion words like "angry," "anxious," "overwhelmed," "excited," "confident," "jealous").
• A “Calm Kit” example (this could include stress balls, a relaxation playlist idea, breathing cards, etc.).
• A printed reflection worksheet for the plenary.
• Timer (or an app/tool to track time).

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Lesson Breakdown

Introduction (10 minutes)

1. Welcome & Setting the Tone (2 minutes)
   Greet the students and let them know that today’s topic is one that everyone can relate to: emotions. Briefly explain that emotions are a natural part of being human, especially during their age when they’re experiencing lots of physical and mental changes.

   Deliver the key message: “Emotions aren’t good or bad—they’re all important! What’s important is how we understand and handle them.”

2. Personal Reflection Brainstorm (Individual) (3 minutes)
   Ask students to write one emotion (positive or difficult) they’ve felt recently, on a Post-it note or scrap of paper. They can use one word, a symbol, or a short description.

   Prompt them with questions:

   • Why did you feel that way?
   • How did you respond to the feeling?

   Assure them they won’t have to share anything they don’t want to.

3. Kickstart Discussion (Class/Pair Talk - 5 minutes)

   • Display a printed list or slide of some example emotions for teenagers. Include a mix such as: “joy, shame, pride, boredom, frustration, envy, and hope.”
   • Do a quick-show-of-hands poll to gauge how many have felt these emotions before.
   • Pair students up to briefly discuss: "Which kinds of emotions do you struggle with the most?” Ensure that this is a quick, light-touch pair discussion - no pressure to delve into anything deeply personal.

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Main Activity 1 (15 minutes)

Group Exercise: The Rollercoaster of Teenage Emotions

1. Group Setup (2 minutes)
   Divide the students into groups of 4 or 5 and hand each group a large sheet of paper.

2. Task Instructions (3 minutes)
   Ask the students to work together to visually design a “Teenage Emotional Rollercoaster.” Here’s what their rollercoaster map should include:

   • Examples of high points (positive feelings) – e.g. excitement, happiness, relief.
   • Examples of low points (negative feelings) – e.g. sadness, anger, embarrassment.
   • A brief example scenario for each emotion (e.g. “Excitement: Winning a netball match”; “Anger: Losing my phone”).

3. Rollercoaster Mapping (10 minutes)
   Groups work collaboratively, drawing and annotating their rollercoaster. Encourage them to use colour and creativity. Once finished, students can circle one emotion they think is particularly challenging to handle and star an emotion they think is easiest to express.

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Main Activity 2 (10 minutes)

Discussion: Why Are Teen Emotions Stronger?

1. Stimulus Activity (3 minutes)

   • Pose the question to the class: “Why do you think emotions feel more unpredictable during the teenage years?”
     Elicit a few answers, then explain:
   • Hormonal changes: During adolescence, hormones like dopamine (linked to pleasure) are heightened, making emotions feel amplified.
   • Brain development: The part of the brain that manages decision-making and controlling emotions (the prefrontal cortex) is still developing.

2. Emotion Management Strategies (7 minutes, Whole-Class Activity)
   Present an example of a starter "Calm Kit,” explaining its purpose for emotional regulation. Discuss options to add, such as:

   • Breathing techniques (e.g. the 4-7-8 technique: inhale for 4 counts, hold for 7, exhale for 8).
   • Creative outlets like keeping a feelings journal or drawing.
   • Exercise, music, or mindful activities.

   As a class, brainstorm additional strategies that work for the students’ age and suggest tools they can develop for themselves (focus on practical, do-at-school options).

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Plenary (10 minutes)

Two-Step Reflection Activity

1. Pair Share (2 minutes)
   Partner students up and ask them to take turns sharing one thing they’ve learned or found interesting from today’s session.

2. Reflection Sheet (8 minutes)
   Pass out reflection worksheets that include the following prompts:

   • Today, I learned that emotions are...
   • One strategy I’ll try the next time I feel "out of control" is...
   • Something I’m still curious or confused about...

   Collect the sheets at the end to use as feedback for follow-up lessons.

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Extension/Further Challenge

• Suggest that students begin an “Emotion Diary,” where they track their feelings for one week and write about what they’ve learned about themselves.
• For those who are comfortable, they could share one entry as part of a future class task.

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Teacher Notes

• Ensure an inclusive, safe environment where no student feels judged or pressured to share personal experiences.
• Be mindful of students who may struggle with certain emotions or topics—check in with them privately if you notice disengagement or distress.
• Embed reminders that seeking help (from trusted adults, teachers, or friends) is a strength if emotions ever feel overwhelming.