What may happen when we feel sad or low?
This activity explores the different emotional and physical reactions we may have to feeling sad or low.
This resource offers information and an activity exploring the different responses and reactions we may have when feeling sad or low. The activity asks young people to think about the thoughts, feelings, physical experiences, and behaviours they may notice when feeling low.
Using this resource
This resource is designed for:
- young people aged 11 to 16
- use with whole classes, individuals or small groups
England - RSHE
Mental health and wellbeing
By the end of secondary school pupils should know:
• how to talk about their emotions accurately and sensitively, using appropriate vocabulary
• how to recognise the early signs of mental wellbeing concerns
Northern Ireland – Learning for Life and Work
KS3 pupils should have opportunity to:
• Investigate the influences on physical and emotional /mental personal health
• Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour
• Develop strategies to promote personal safety
Scotland – Health and Wellbeing
Mental and emotional wellbeing
• I am aware of and able to express my feelings and am developing the ability to talk about them.
• I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.
Wales - Health and Wellbeing
How we process and respond to our experiences affects our mental health and emotional wellbeing:
Progression step 3:
• I can self-regulate my emotions in a healthy way using strategies that I have developed.
• I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.
Progression step 4: I can identify different strategies to self-regulate my emotions in response to a range of experiences.
Progression step 5: I can contribute towards a culture where talking about mental health and emotional well-being is encouraged and normalised.
Developing physical health and wellbeing has lifelong benefits
Progression step 3: I can explain the way in which physical and emotional changes are connected in different contexts, and I can monitor, review and adapt my behaviour to support my physical and emotional health, setting myself relevant targets.
Progression step 4: I can analyse the connection between physical and emotional changes. I can modify my behaviour to support my physical and emotional health, and can work collaboratively to plan and refine strengths and areas for improvements.
Progression step 5: I can evaluate the connection between physical and emotional changes, independently selecting from a range of strategies to improve my physical and emotional health and that of others.