This journal will address many areas of a pupils’ well-being. It is suitable for KS1 and possibly Lower KS2. The journal is a way for pupils to find the positives in their life and to discover mindfulness and relaxation.
Here are some of the areas addressed:
Positivity
Emotions
Self-esteem
Focus
Target setting
Mindfulness
Relaxation
Thinking skills
Strengths
Scaling emotions
Worries
Thoughts and feelings
Emotion tracking
Gratitude/thankfulness
Kindness
Creativity
Reflecting
Planning
Included in the pack:
One weeks worth of journal – each day has 2 pages of things to fill in, which have certain elements change.
Independent journal sheet should pupils want to continue
Worry garage
Positives Jar
2 emotion trackers – Popcorn, and Heart mosaic
End of week assessment
Bullet journal sheet for creating
Weekly review
4 front covers to choose from
Name one thing sheet
How to use the journal with lots of ideas for using in ELSA Sessions with a pupil – would also be useful to teachers, teaching assistants, learning mentors and counsellors.
This download consists of a workbook and a set of strength cards with tips for using.
The aim of the workbook is to raise self esteem and allow children to recognise and identify their strengths and talents. It also looks at setting targets/goals and the planning involved in achieving them.
This pack of resources will help children with common social skill problems. There are 10 stories included in this pack.
The pack includes:
10 different stories – which can be personalised with a photo and a name. These are available in a girl version and boy version where needed.
Prompt cards – these take the key points from the story which can be put on a keyring and used often to remind children of what they are trying to achieve
Target sheet – Children colour a star and number each time they hit their target.
Certificate – Children get to take a certificate home when they have filled in the 5 stars on the target sheet.
Here are the stories included in the pack
Saying sorry – Story
Prompt cards, Target sheet, Certificate
Using my kind hands – Story
Prompt cards, Target sheet, Certificate
Using my kind feet – Story
Prompt cards, Target sheet, Certificate
Not ok to hit or hurt others – Story
Prompt cards, Target sheet, Certificate
Shouting out in class – Story
Prompt cards, Target sheet, Certificate
Someone doesn’t want to play with me – Story
Prompt cards, Target sheet, Certificate
Someone doesn’t agree with me – Story
Prompt cards, Target sheet, Certificate
Personal space – Story
Prompt cards, Target sheet, Certificate
Showing I care – Story
Prompt cards, Target sheet, Certificate
Being a good sport – Story
Prompt cards, Target sheet, Certificate
The pack includes:
10 different stories – which can be personalised with a photo and a name. These are available in a girl version and boy version where needed.
Prompt cards – these take the key points from the story which can be put on a keyring and used often to remind children of what they are trying to achieve
Target sheet – Children colour a star and number each time they hit their target.
Certificate – Children get to take a certificate home when they have filled in the 5 stars on the target sheet.
The emotions iceberg is a metaphorical representation of the concept that there are visible and hidden aspects to our emotions. It suggests that what we express or display on the surface is just a small part of the broader emotional experience we have internally.
The iceberg is divided into two main parts:
Visible Emotions (the ones that show on the surface)
These are the emotions that show and what can be seen
Visible emotions could include happiness, anger, sadness, excitement, fear, surprise, and disgust.
They are usually accompanied by recognisable facial expressions, body language, and vocal cues.
Hidden Emotions (the ones that are hidden under the surface)
These are the deeper and less visible emotions that lie beneath the surface.
Hidden emotions are often more complex, and influenced by personal experiences, memories, beliefs, and thoughts.
Examples of hidden emotions include shame, guilt, jealousy, anxiety, vulnerability, insecurity, loneliness, and grief.
Identifying hidden emotions requires self-awareness, and empathy towards oneself and others.
All the sheets print as A3 apart from the worksheets which are A4.
Included in the Emotions Iceberg display pack:
Emotions iceberg in A3 but you could print it bigger using adobe print settings
Two pockets to include emoji faces and word cards
A set of 20 emoji cards that will fit into the pocket
32 cards with suggested feelings words plus some bank cards for handwriting more words
A set of editable cards (in PowerPoint)
A banner
6 Supporting worksheets
2 quotes
This is a children’s feelings dictionary. The title is ‘Feelings Explorers – a journey to discover your feelings’
This dictionary covers the word and a simple definition. It is aimed at primary or older if older students don’t mind the characters.
Life presents children with a range of challenging emotions, such as anger, anxiety, or fear. A feelings dictionary equips them with the tools to navigate these emotions more effectively. It empowers children to label their feelings, recognise their triggers, and identify appropriate coping strategies. This emotional resilience not only helps them manage difficult emotions but also promotes mental well-being and fosters a positive outlook on life.
Labeling feelings is a crucial step in teaching children how to regulate their emotions. When children can identify and label their emotions, they are better equipped to manage them. By recognising when they are experiencing frustration, for example, children can learn strategies to calm themselves down, such as taking deep breaths or engaging in a preferred calming activity. The ability to regulate emotions effectively contributes to improved self-control and reduced impulsivity.
Included in this Children’s Feelings Dictionary
13 Page booklet with a front cover – this is the dictionary from A to Z, lots of words included. Please note there are no words beginning with the letter X.
A to Z of feelings worksheet – for pupils to choose words they like and write them down or add words not included in the dictionary. Please note there are no feelings words for x
Feelings words I can use worksheet – for pupils to think about the core emotions such as angry, sad, scared, happy, disgusted and surprised and write words they would use to describe those emotions.
Feelings words to describe the characters worksheet – pupils can look through the dictionary and choose words to describe the character’s feelings.
Synonyms worksheet – pupils can hunt for synonyms of the 6 core emotions.
Silly sentences worksheet – pupils can make up silly sentences using some of the feelings words in the dictionary.
Draw the feeling worksheet – pupils can choose six words from the dictionary and try to draw what that feeling might look like.
Empathy is a very difficult thing to learn for children and this lapbook will help to teach the skills needed. I have named it ‘Kindness’ because being empathetic is about being kind isn’t it? Caring about other people’s feelings and wanting to help them in some way.
Children will learn how to recognise their own feelings and the feelings of others. They will learn to look at different perspectives and how to get the full picture. The vocabulary of pity, empathy, sympathy and compassion will be taught. Children will look at ways of showing that they care and will become ‘care collectors’ – they will collect times when they showed kindness and times when they received kindness. This will help them to see that it actually feels good to be kind and caring. Basic listening skills will be taught so that they know how to listen to someone who might have a problem.
this ‘What are they thinking?’ resource has 72 cards with a character or characters and a thinking bubble. The idea is that the child must come up with something that the character is thinking. Look at where the thinking bubble is pointing for those pictures with several characters. You can of course ask what they think the other characters are thinking, feeling or why they are behaving in that way.
There is a whole range of emotions, body language, positive and negative behaviour cards included.
This is a great inference tool for children to look carefully at what is happening in the picture or to look carefully at the facial expression or body language. Great for speech and language activities as well as social and emotional. Children will learn how to really look at something and analyse what they can see. They will learn to infer what is happening. This will help them with reading different situations in their everyday life and of course for reading comprehension activities.
This is a ‘talking’ activity rather than a writing one but you could print the cards bigger, on A3 rather than A4, laminate them and they could be used with a dry wipe pen.
They could be used for one to one working, small groups or circle-time. This is also a great ice-breaker resource to help warm up the child before working with them.
This is a HUGE pack of words for emotions, feelings and conditions all with a hessian style background. These will be fabulous for your more ‘natural style displays’. Help create a calm environment linked to nature for your pupils.
Included in the pack is *120 emotion, feelings, condition words for display *2 Banners *Bordered paper in landscape and portrait, with and without lines, *20 cloud shaped quotes, *A-Z Alphabet for making your own words
This is a huge pack of resources to help children’s wellbeing. You can glue the pocket into an exercise book and then add things to the pocket that you think the child will find helpful.
An alternative would be to put all the resources in a folder for the child.
Brilliant kit for home learning and helping your child’s wellbeing
Included in this pack:
Pocket colour
Pocket black and white
Emotional register
List of feeling words
Star breathing
Thermometer for scaling
Jar activity
Bucket of happiness
Proud cloud
Relax tips
Relax top four
Starfish story
I made a difference sheet
Star of strengths
List of positive characteristics
Sleep tips
Grounding activity
Simple emotional register
Worry tree
Helping hand
5 a day for wellbeing
My favourites
Grateful flower
Physical feelings
Helpful thoughts
My family
I wish
This intervention is written for a group of four children and is led by an ELSA or teaching assistant. It covers emotions, relaxation and lessons around transition either into the next class or new school. It runs for approximately 40 minutes. It is pitched at junior aged children but would work for year 2 to year 3 too.
Children will work together in a group which will give them a sense of belonging. This helps to raise self-esteem.
All my interventions follow a similar structure:
Welcome and emotional register– welcome the children to the group, go over the circle time rules and talk about how they feel today.
Warm up – children really respond better if they have had chance to warm up and feel at ease by playing a game or activity. This may or may not be related to the learning objective.
Activity – this is where the children work on the learning objective.
Relaxation/Mindfulness – Children are more ready to go back to class if they are relaxed and calm.
Review of the session – Children talk about their learning experience and perhaps fill in a pupil feedback form on the session.
The paper resources for this intervention come in booklet form. Make one up to show the children at the start of your intervention but don’t make their booklets up straight away. Some weeks has a challenge for them to take away with them. Make their booklets up for their last session so they can take them away as a reminder. You can collect any evidence you require each week up to that point.
There is a simple assessment for this intervention.
This pack includes
Planning booklet – please read this first
Emotion fans
Circle time rules
Relaxation booklet
Pupil booklet
Assessment
Certificate
Pupil feedback
The Control your Thunder – ELSA Anger intervention is an ANGER management intervention for KS2 upwards.
Included in the pack is:
Planning booklet
Pupil booklet
Circletime rules
Relaxation cube
Emotion fans
ANGER posters
Supporting resources
Certificate of completion
There are five lessons which are based on a letter from the word ANGER
A is AWARENESS
N is NEGATIVE thoughts
G is GAUGING
E is EXPRESSING
R is RELAXATION
Stress
This resource is about stress and coping strategies.
Some stress can be good because it can actually encourage and motivate you to work harder. When you get too much stress it can make you feel overwhelmed. Finding a balance is key to managing stress.
Stress bucket
The bucket is a metaphor for the body and the water is a metaphor for stress and coping strategies. This resource will lead the child through making a stress bucket and learning how to use it.
Levels of stress
Depending on the person, the level of water in the bucket may already be high due to past experiences. Stress entering the body isn’t necessarily filling up an empty bucket. It is adding to what is already there.
Every day stressors can soon overflow the bucket. There are always people and children who blow up over the slightest thing and this is probably because their stress is quite high all of the time.
Turning on the tap
Turning the tap on is a metaphor for letting out the stress and the best way to do this is through coping strategies. Coping strategies can be anything that the calms the person down from ‘calming breathing’ to ‘having a run’. It might also be things they enjoy doing, something that makes them feel happy. It can be individual to the person on what works for them. What relieves their stress?
Included in the pack
Stress scales. These could be used as bookmarks and taken away.
A4 poster that could be stuck to the wall as a reminder
24 additional supporting worksheets
An A4 bucket and pocket – pupils can put their stress INTO the bucket by using the pocket
Cloud and water for the craft
Different sizes of water droplets
Information sheets including examples of stressors, de-stressing ideas, physical body signs, and how it affects emotions and behaviour
Lots of children suffer from low self-esteem and this workbook has 25 activities to help them grow their self-esteem. When children have low self-esteem it can stop them doing things, due to fear of failure, thoughts maybe very negative and they might criticise themselves, they might struggle with friendships, are quiet, lack confidence and perhaps don’t feel very happy a lot of the time. It can massively affect well being.
Hopefully this book will help them discover they can do lots of things, be positive, have friends, speak out, know their strengths and feel happy!
The second page in the file is blank if you want to print duplex and make an actual booklet but you could also just print off the page you are working on and do it with a group of children or even class of children.
This truth or lie game has 64 cards which are for sorting between something that is true and something that is a lie or that is false. There is a game board to make it more exciting and also for working with a group of children. There are a few supporting worksheets. Please check out the images for more information.
Children tell lies for lots of reasons. Before working on those it is important that children know the difference between a lie and the truth.
This is an anxiety booklet to help children understand their anxiety and find ways to cope with it.
There are 30 pages in the booklet which covers scaling, fight/flight, vocabulary, the worry tree, real worries as opposed to hypothetical worries, worry plans, breathing techniques, mindfulness, coping strategies, negative thinking, self talk and much more.
There are pages for pupils to show what they have learnt so far and there is a quiz at the end of the booklet. There is also a diary to take away to log any worries. This is offered in two different ways to cater for different needs. It also has a monster scale and some mandala colouring sheets.
This is ELSA Support’s Twinkle with respect intervention. It is written for children from approximately KS2 to KS3.
The Respect intervention is for a group of 6 children and is led by an ELSA or a teaching assistant. It covers emotions, relaxation, calming down techniques and learning objectives around respect. It runs for approximately 30-40 minutes, weekly for six weeks. There are lots of visuals, circle times and group activities along with lots of expression through drawing and writing.
Pupils will learn about emotions along with relaxation and coping skills each session. This knowledge and these skills will help them to become more emotionally literate. The coming together of a group fosters a sense of belonging and contributes towards higher self-esteem. Every opportunity should be taken to promote belonging and friendship.
This ‘Twinkle with respect intervention’ follows this structure
Welcome and emotional register– welcome the pupils to the group, go over the group rules and talk about how they feel today.
Warm up – This is an unrelated activity to warm the pupils up and break the ice.
Activity – this is where the pupils work on the learning objective.
Relaxation/Mindfulness – Teaches valuable relaxation and mindfulness skills.
Review of the session – pupils talk about their learning experience.
Resources – ready to print and go!
Group rules
Planning for 6 sessions
Certificate on completion
Feelings wheels
5 things you can see visual
I showed respect comic strip
Reach the sky visual
I showed disrespect comic strip
Fill your mind with colour visual
Respect and disrespect cards
Respect and disrespect examples worksheet
Scenario sort
List of characteristics
Passing through visual
Personal characteristic comic strip
Count those breaths visual
Design a poster task
Scenario consequences
Stand like a mountain visual
What I did or said
All the printable resources are included. You will also need a few other things such as colouring pens, pencils, a set of dominoes, and whiteboards and pens.
The lessons cover the following:
Learning objectives
Lesson 1
What is respect?
Lesson 2
What is disrespect?
Lesson 3
I can tell the difference between respect and disrespect
Lesson 4
What is self respect
Lesson 5
What is respect for our environment?
Lesson 6
What is respect for others?
This is ELSA Support’s Twinkle and shine self esteem intervention for young children. It is written for children from approx. 4 to 6 but could be used with 7 year olds too.
The Self-esteem intervention is for a group of 4 children and is led by an ELSA or a teaching assistant. It covers emotions, relaxation, calming down techniques and learning objectives around self-esteem. It runs for approximately 30-40 minutes, weekly for six weeks. There are also tips for areas of provision to continue or reinforce the learning done in the intervention group. There are lots of visuals, circle times and group activities along with lots of expression through drawing.
Children will learn about emotions during each session and will also learn relaxation and calming techniques through the ‘relaxation time’. This knowledge and these skills will help them to become more emotionally literate. The coming together of a group fosters a sense of belonging and contributes towards higher self-esteem. Every opportunity should be taken to promote belonging and friendship.
This Twinkle and shine self esteem intervention follows this structure
Welcome and emotional register– welcome the pupils to the group, go over the circle time rules and talk about how they feel today.
Warm up – This is a song they will sing right through every session to help them Twinkle and shine!
Activity – this is where the pupils work on the learning objective.
Relaxation/Mindfulness – pupils are more ready to go back to class if they are relaxed and calm. This also teaches them valuable coping/relaxation skills.
Areas of provision – these are suggestions to continue learning in class
Review of the session – pupils talk about their learning experience and fill in their star on the building block.
The pack contains the following:
Twinkle and shine planning – six sessions of fully resources planning with suggestions on what to say
Building blocks to self esteem – children will colour one star in at a time until they build their self esteem
Circle time song – Twinkle and shine sung to the tune of ‘Frere Jacque’
Certificate for the end of the sessions
I am special because I am different worksheet
Butterfly visual
My house
Paintpot visual
Family and friends game
Family and friends tree
Turtle shell visual
Things I am good at
Snowman visual
Proud cloud
Superhero pose visual
Grow happy feelings
Floating on a cloud visual
Circle time rules
Feelings wheel
Shout outs
Resources
This pack contains all the printable resources you will need for each lesson. There are other easy to find items needed and each lesson plan has a list of items you will need. These things are simple such as a mirror, and colouring pencils/pens.
This is a huge set of feelings cards and definitions. There are 171 cards in the pack which print 8 to an A4 page. There is also a page of ideas included which are listed below.
There is a feeling word and a very simple definition. You can use these for introducing vocabulary to children. They are suitable for KS2 to Secondary.
I have included some little cards that you can fold so you can hide the definition if you wish and get the child to guess what it might mean.
They are in alphabetical order and there are at least 4 feeling words for each letter except for x y and z
Ideas:
Find the letters of your name and decide if you have felt those feelings
Pick a bundle of the cards and arrange into alphabetical order
Pick out some positive feelings
Pick out some difficult feelings
Find a feeling word beginning with a certain letter and write a sentence using it
Hide the definition and ask the child to guess what it might mean
Find all the feelings that would be synonyms of happy, sad, angry or scared
Think about your day and pick out all the feelings you have felt in that day.
Make a collage of….angry words., happy words, scared words, sad words
Start a feelings diary and pick out your main feeling for that day. Write it down and explain why you felt that way.
Pick a card and draw…. the facial expression, a picture of a time when you felt like that, a comic strip of what happened when you felt like that
Use speech bubbles and thinking bubbles to show what you were thinking or saying
Make your own feeling’s dictionary by picking out all the emotion words you have heard of, writing them down in alphabetical order and write a brief description of what it means.
Pick an ‘angry’ word. How could you calm yourself down if you felt like that?
Pick a word and think about the physical feelings you get when you have this emotion.
Pick a feeling and… make the face, use a mirror to practise, act it out with a friend, make up a scenario that would make you feel like that.
Make up a scenario for a child and get them to choose the feeling they would feel in those circumstances.
Pick a positive feeling and try and use the word as many times as you can in one day.
Pick a feeling card and write or talk about how someone might behave when they feel that feeling. What might they do?
Pick a feeling word and think about who could help you if you felt like that or how could you help yourself if you felt like that?
Pick a feeling card and see if you can find the opposite feeling. An example would be that happy is the opposite of sad.
Pick a difficult feeling word and think about how you could change that feeling to a more positive feeling. What could you do?