Active learning ideas
Recognizing and managing emotions is a core component of the 'Resilient' indicator in the NCCA Wellbeing framework. For 1st year students, the combination of puberty and school transition can make emotions feel overwhelming. This topic focuses on emotional literacy, naming feelings beyond just 'sad' or 'mad', and understanding the physical sensations that accompany them.
Activity 01
Stations around the room feature different emotions (e.g., Anxiety, Joy, Frustration). Students add sticky notes describing where they feel that emotion in their body (e.g., 'butterflies in stomach' or 'tight chest').
How do different emotions feel in the body?
Activity 02
In pairs, students practice how to tell a trusted adult they are struggling. They use different scenarios, like feeling overwhelmed by homework or feeling lonely, to normalize the process of asking for support.
What are some healthy ways to cope with stress?
Activity 03
Students rotate through stations to try different techniques: box breathing, journaling, and '5-4-3-2-1' grounding. They record which ones felt most effective for them personally.
When and how should I ask for help with my mental health?
A few notes on teaching this unit
Watch Out for These Misconceptions
Strong emotions like anger or sadness are 'bad' and should be hidden.
Students often feel shame about negative emotions. Through peer discussion, they learn that all emotions are valid signals, and the goal is to manage the *behavior* that follows, not to stop the feeling.
Mental health is only something you worry about if you have a disorder.
Many students think mental health is a binary (sick or well). Using a 'wellbeing continuum' model helps them see that everyone has mental health that needs daily care.
Methods used in this brief