LifSkool: Coping with Emotions

Local Government School | Std 5–7 | 19 boys

• Materials: LifSkills workbooks, completed “This Is Me” folders, whiteboard & markers, Find Your Happy by Emily Coxhead

• Space: Regular classroom with tables and benches

• Timing: 45 minutes available

Tuesday was about self-awareness; by Thursday, we were ready to explore coping with emotions. Meeting the boys twice a week during this 5-week programme helps us build naturally on the previous session.

We started by looking at their completed “This Is Me” folders and asking a few students to recap what self-awareness meant.

To get everyone moving, we played “Do the Opposite.” “Stand up” meant stay seated, “hands up” meant hands down, and “happy” meant showing a sad face. We gradually added emotions into the game, which gave us a fun bridge into the topic. There were plenty of giggles and confused faces, and it was lovely to see the boys come alive.

From there, we explored what emotions are, why we have them, and how they can show up in the body. We also talked about the difference between reacting immediately and taking a moment to respond.

This time, we came prepared with whiteboard markers after missing them on Tuesday. Being able to write and draw ideas as we spoke made the discussion much easier to follow.

We then introduced STAR as a simple coping process:

Stop and notice → Take a breath → Acknowledge what you’re feeling → Respond

As part of this, we practised STAR breathing. The boys held one hand up like a star and traced around it with the index finger of the other hand — breathing in as they moved up a finger, pausing at the top, and breathing out as they moved down.

We used a few everyday situations to think about how taking that pause might help us choose what to do next.

To close, we read Emily Coxhead’s Find Your Happy together — a gentle book about feelings and simple ways children can notice and respond to them.

The boys were then asked to complete their workbook reflection at home and try the related activity with a family member.

One of our main reflections was that we spoke more than we wanted to. When time is tight, explaining feels quicker, but it gives students less space to connect the skill to their own lives, share ideas and practise for themselves. Next time, we want to ask more, use simple role-play, and give the boys more time to share their own examples.

We’re also still finding the best classroom rhythm. Even when we arrive on time, getting everyone together and settled can easily take five or ten minutes. A clearer arrival routine, visual prompts on the board and shorter activity blocks should help us protect more time for participation.

A lively second session, plenty of laughs, and a useful reminder to keep the learning active and student-led.