To help Year 6 students recognise and name their emotions, and learn a calming technique they can use independently when feeling overwhelmed or anxious.

Target group and context:

Year 6 students returning to school post-lockdown, experiencing anxiety related to social situations, classroom routines, and emotional regulation.

Activity steps (15 mins):

1. Emotion Thermometer Check-In (3 mins)

Students use a colour-coded scale (1–5) to identify their current emotional state (e.g., calm, uneasy, nervous, overwhelmed).

Teacher models their own check-in to normalise emotional expression.

2. “Name It to Tame It” Discussion (3 mins)

Short explanation: Naming an emotion helps your brain calm down.

Students share (verbally or by writing) one word to describe how they feel today. Teacher validates all responses.

3. 5-4-3-2-1 Grounding Technique (5 mins)

Teacher guides class through the sensory grounding activity:

5 things you see, 4 you can touch, 3 you can hear, 2 you can smell, 1 you can taste.

Students close their eyes if comfortable, focusing quietly on each sense.

4. Reflection and Takeaway (4 mins)

Students reflect on how they feel now vs. start of session.

Give each student a mini grounding card to keep in their desk or diary.

Encourage use of the strategy anytime they feel overwhelmed.

SEL competencies supported:

Self-Awareness: Students identify, name, and reflect on their emotions.

Self-Management: Students learn and practise a grounding technique to regulate emotions

Anticipated outcomes:

Students feel seen and heard, normalising post-lockdown emotions.

Students develop greater confidence in recognising and naming their emotions.

Students gain a simple, portable strategy (5-4-3-2-1) to calm themselves when anxious.

Teachers observe reduced outbursts and improved student engagement over time.

• Objective

Support teacher wellbeing by enhancing self-awareness and self-management through reflection and breathing techniques.

• Target Group & Context

All teaching staff; implemented during the first 15 minutes of a staff meeting or PD session.

• Activity Steps (15 mins)

1. Intro (2 mins) – Explain the purpose of the activity.

2. Reflection (4 mins) – Teachers respond to prompts: “Why do I teach?”

3. Breathing (5 mins) – Guided 5-5 coherence breathing to reduce stress.

4. Peer Check-In (3 mins) – Optional sharing in pairs.

5. Takeaway (1 min) – Encourage weekly use of the techniques.

• SEL Competencies

• Self-Awareness

• Self-Management

• Anticipated Outcomes

• Greater emotional awareness and stress regulation.

• Reconnection with professional purpose.

• Promotion of a supportive staff culture.

To prepare Year 8 students with everyday skills in respectful communication and emotion management to minimize words and physical fights during break times.

Stations

• Target group and context:

Year 8 students at a secondary co-educational school setting with the intervention implemented as part of a home group or a wellbeing session prior to lunch.

Cultural

• Steps of activity (15 mins):

1. (3 minutes) Quick "emotions check-in" - students call out a feeling they've experienced while having a recent conflict.

2. (7 minutes) Role-playing in pairs using a common conflict scenario (e.g., teasing, space conflicts), practicing respectful responses.

3. (5 minutes) Team debrief on what's gone well and how they can transfer it to their break times.

• Supported SEL competencies:

Relationship Skills (managing conflict, active listening)

Responsible Decision-Making (reflecting on consequences, selecting respectful behavior

• Anticipated outcomes:

• Emotional awareness and empathy towards peers

Less playground fights

More respectful and inclusive interactions from peers during breaks