7-10 wellbeing sessions

Being active


  • Suitable for: Years 7-10
  • Session overview: Exploring good posture and stretches students can use when they've had a lot of screen-time.


  1. Watch Screen time stretches (3:42).
  2. Pause the video when prompted and follow the instructions to do the stretches as shown. These can be done sitting comfortably in a chair or standing.

Maintaining connections


  • Suitable for: Years 7-12
  • Session overview: How to identify behaviours and emotions of concern in a friend and feel confident in helping them seek support.
  • Materials needed: pen and paper.


  1. View this picture and answer the following questions in your workbook.
  • Describe what you can see in the picture.
  • What behaviours concern you about the people in the picture? Why?
  • How may these people be feeling? List at least 3 emotions and why you think this is.
  1. View the headspace resource: How to help a friend. Read the information.
  2. Imagine the person in the image you viewed before is your friend. Using your newfound knowledge, complete the following sentences:
  • One thing I could say...
  • One thing I could do is...
  • My friend might need...
  • One person I could connect my friend to...
  • One place I could connect my friend with...

Reflection: what are the 3 key messages you took away from this wellbeing session?


  • Suitable for: Years 7-8
  • Session overview: Talking to friends and family might be hard if it seems there is not much to talk about these days. In this session we'll have a go at some fun challenges for you and your friends.
  •  Materials needed: empty plastic bottle, pen, timer.


  1. Collect materials.
  2. Have a go at both challenges. You can start by practising by yourself.
  3. When you're ready, contact and challenge a friend or family member! This can be done virtually (e.g. via FaceTime or Zoom). 
  4. You can also make up your own 'win it in a minute' challenge games.
  5. When you're finished, make sure you organise a time for your next challenge games session.

Challenge 1: Bottle head squats

You will need: an empty plastic bottle and a timer.

  • Start by placing the bottle on your head. You will need to keep it balanced. 
  • You are not allowed to touch the bottle with your hands. 
  • When the bottle is stable bend your legs so you do a full squat (imagine you are trying to sit on a chair). 
  • Stand back up and straighten your knees 
  • One squat (without the bottle falling) = one point.
  • Set a timer for one minute. 
  • When the timer starts count how many squats you can do with the bottle balanced on your head.  
  • If the bottle falls during the minute, replace it and keep going for the time left. 
  • Record your score. 
  • Compare notes with your the person you challenged. How many points did you each get? What was easy/hard about this challenge? How could you make this challenge harder?

Challenge 2: Foot pick up

You will need: a pen and a timer. 

  • You will need to be barefoot for this activity.
  • Put a pen on the floor.
  • Using only your foot, pick up the pen.
  • Once your foot has picked the pen off the ground, grab the pen with your hand and raise it above your head.
  • Drop the pen on the floor, ready to go again.
  • Each time you complete this = one point.
  • Set a timer for one minute.
  • See how many times you can pick the pen up with your foot and raise it above your head.
  • Record your score.
  • Compare notes with your the person you challenged. How many points did you each get? What was easy/hard about this challenge? How could you make this challenge harder?

Managing change


  • Suitable for: Years 7-10
  • Session overview: Using information from Reach Out, students will learn about creating the best plan to be successful during home-based learning, and trouble -shooting when things don’t go to plan.
  • Materials needed: pen and paper


  1. Watch Keeping up, being successful (3:12)
  2. Create a plan for the day.


  • Suitable for: Years 9 and 10
  • Session overview: The purpose of this session is to get students thinking about what life is like in lockdown, and what easing of restrictions might mean.
  • Materials needed: pen and paper


  1. Watch Living in lockdown (7:07).
  2. When prompted head over to the Kids Helpline website.
  3. Watch the video Totally Wild: Living through a pandemic (8:34) on YouTube.
  4. Write down and answer the following questions. Make sure you think about your own experience of living in lockdown as you respond to each question.
    • What do you already do to make yourself feel better every day?
    • Is there anything you are doing that you know isn’t helpful?
    • If you had to add 2 more positive things to do each day to feel good, what would they be?
    • Write down the names of 5 people who can support you when things are tough.
    • What do you miss the most about ‘normal life’?
    • What is the first thing you will do when lockdown ends?

School and study support


  • Suitable for: Years 7-12
  • Session overview: Not sure which study method is best for you? This session will help you understand more about your learning style and provide you with some different strategies to best study for your exams. 


  1. Watch the Study tips video (3:41). When prompted, view the video Discover your learning style (3:31) on YouTube.
  2. Think about your learning style and answer these questions:
  • What type of learner are you?
  • What works best for you when you're studying?
  • What strategies could you try next time you study?


Looking for more study tips and ideas?

Check out the exam tips in the Stay Healthy HSC resource hub.

Self care


  • Suitable for: Years 7-8
  • Session overview: Looking for something to do after you finish learning for the day or during the holidays? This activity is about having some fun, looking after yourself and staying connected.  
  • Materials: Paper and pen.


Your task is to create a calendar of fun activities, one for each day of the month. 

  1. Watch the videos Calendar of fun - Part 1 (10:57) and Calendar of fun - Part 2 (4:57) to get some great ideas.
  2. Think about some activities you would like to try. If you're not sure where to start, check out an example calendar of fun (PDF 112KB).
  3. Use the Calendar of fun template (DOCX 24KB) to create your own calendar of fun activities. 
  4. Start using your calendar of fun each day and tick off an activity once completed.
  5. You can also share your calendar with your friends. Talk about the activities you tried and what you thought of them.


  • Suitable for: Years 9-10
  • Session overview: As humans, we are really good at taking notice of our physical health, but sometimes we’re not so good at checking in on our mental health and wellbeing. Let’s take 20 minutes to do a quick check-in quiz and then an activity to care for our wellbeing
  • Materials: workbook and pen.


Complete the ReachOut Checking in with yourself quiz. As you do the quiz, note down your responses to questions about:

  • how you are feeling
  • how you are dealing with stress
  • how motivated you feel
  • how regularly you are doing hobbies you enjoy
  • how connected you feel to family and friends
  • how you feel about the future

Next, answer these questions:

  • If you are feeling stressed or anxious, tired or flat, what are some of the things that might be making you feel this way? 
  • If you are feeling good, what are the things that are keeping your spirits high? 
  • If you are feeling disconnected from your friends, how might you reconnect? 
  • If you are feeling overconnected (often due to increased screen time) what are some ways you could manage this? 
What next?
  • At the end of the quiz you will see some recommendations on what you could do to help look after yourself. Take 10-15 minutes to complete one of these activities. 
  • Check out the ideas on Ways to chill for cheap for more suggestions. Keep in mind that if you are in lockdown, some may take a little forward planning and some may need to be modified.
  • If you’re feeling up to it, why not share this with a friend or family member? Get them to take the quiz and then do an activity together.
  • Remember: making sure we regularly reflect on how we are going is a positive step towards caring for our wellbeing. 

Who can help?

It is normal for things to change and it is okay not to be okay.

If you have identified that you aren’t in a great place with your mental health or wellbeing please start a conversation. It might be with a friend, a trusted adult or a healthcare professional. Read the helpful article from ReachOut about how to prepare for a converation.

There are also some free services you can contact at anytime in Australia:


  • Suitable for: Years 7-10
  • Session overview: In this session we are going to make a dream jar. A dream jar is somewhere you can store all your hopes, goals, wishes, visions, resolutions and dreams in one place.
  • Materials: pen, post-it notes (or small pieces of paper), an empty jar, decorations for your jar (optional).


  1. Watch the video about creating a dream jar (5:44) before you get started.
  2. Label and decorate your empty jar, making it unique to you. View an example of a dream jar.
  3. Jot down a dream or goal you have right now on one of your post-it notes.  
  4. Think of some small steps you could do right now to get started on each goal. Write these on the post-it note, underneath the goal. 
  5. Repeat with more goals or dreams – one per post-it note.
  6. Put these in the jar. 
What next?
  • Keep adding to your dream jar over time. 
  • Remember to take out your dreams and look at them regularly as dreams can change. 
  • When you achieve your dreams, reward yourself.  


  • Suitable for: Years 7-12
  • Session overview: This lesson will focus on observing our mindset, self-talk and resilience when approaching a difficult or frustrating task.
  • Materials: A deck of cards. If you don’t have cards, you could also use books or DVD/CD cases (approximately 15), pen and workbook.


Part 1

  1. With your deck of cards, you are going to aim to build a triangular card tower. This tower should have 3 pairs of cards on the bottom, 2 pairs of cards in the middle and on pair at the top. View an example.
  2. Set a timer and spend about 10 minutes completing this activity.
  3. When your 10 minutes is up, answer the following questions:
  • When you started the activity what were some of the things you thought to yourself?
  • If you found the activity difficult, what were some of the things you were thinking as you were finding it difficult?
  • Were your thoughts overall positive or negative?

What's the purpose of this activity?

Completing challenging tasks that have little purpose can teach us a lot about our self-talk and resilience. The things that we think when approaching new or challenging tasks can impact our ability to persevere and succeed.

Part 2

  1. View the Reachout article: How to challenge negative thoughts
  2. Read the article and write down some points you find interesting.
  3. Think of how you could use this tool when:
  • Learning from home
  • When you return to learning at school
  • Activities you are involved in outside of school (sport, part-time work, performing arts etc).


  • Suitable for: Years 7-8
  • Session overview: Explore the concept of stability rocks to help create a daily routine of  self care tasks.
  • Materials: pen and workbook.

Where do I start?

Self care is important for your brain to function at its best. Keeping a daily routine for our basic needs helps our body to stay physically and mentally healthy.   

Let’s start by reflecting on how we are going with some of our basic needs at the moment. Think about these questions: 

  • How well am I sleeping?  
  • How much sleep am I getting?  
  • What time do I generally eat breakfast, lunch and dinner?  
  • Do I connect with a friend each day?  
  • How often am I doing physical activity?  

When we feel stressed we can start to forget about the basics.  That’s why its important to practise self care.  

Stability rocks

Routines are one way we can maintaining our self care. Routines will help give us a sense of control, manage our emotions and improve our focus.  We can use the concept of 'stability rocks' to help create a daily routine of self care tasks. 

  • A ‘stability rock’ is a practice that adds something reliable to your life when it feels like things are spinning out of control.
  • Stability rocks (your routines and rituals) are important at these times as they give you some control over what’s going on in your life.   

Examples of ‘stability rocks’ could be:  

  • waking up at the same time every day  
  • eating regular meals  
  • going to bed at the same time every day  
  • doing some form of exercise every day  
  • reaching out to a friend each day.  


  1. Watch the video All about self care (4:30).  
  2. After watching, write down 3 interesting things you learnt from the video.  
  3. Read the information about 'stability rocks' (above).
  4. Use the Stability Rocks sheet (PDF file, 7.4 MB) to create your stability rocks list and schedule them into your week. 
  5. Put it up in your room or somewhere in your home so that you see it regularly.  


  • Suitable for: Years 9-10
  • Session overview: The purpose of this activity is to stop for 20 minutes and engage in some small activities to support your wellbeing. There are several activities to choose from. 
  • Materials: Paper and pen.


Prioritise your wellbeing with a bingo style activity.

  • View the wellbeing bingo card (PDF file, 84 KB) and choose 3 activities that you would like to do today.
  • You can refer to the bingo card throughout the week and try to complete each of the set tasks.
  • You may even wish to complete the tasks and compete with a classmate or family member virtually! 


  • Suitable for: Years 7-8
  • Session overview: This session will allow you to learn about mindfulness.
  • Materials: Paper, pen and device.


  1. Start by using the link provided to go to the Bite Back website page learn mindfulness and discover more about mindfulness
  2. Use the student worksheet What is mindfulness (PDF 36KB) to answer the questions. 
  3. Return to the Bite Back webpage and take the Mindfulness Quiz that is in the Explore section  
  4. Think about the recommendations provided at the end of the quiz. How could you include these recommendations in your life? 
  5. Now imagine that you have been asked by your school to promote mindfulness to students. You can create anything that you feel would engage young people in exploring and practising mindfulness. You may like to create something like a Tik-tok video to be played on the school’s webpage, design a poster, write a series of daily messages to be texted to the school community or develop activities for a mindfulness day for all students to engage in. Or come up with your own way of promoting mindfulness. 
  6. You may want to think about the following
    1. What would be an effective medium to reach lots of students? 
    2. How will you help them learn what mindfulness is? 
    3. How will you be able to show different ways to practise mindfulness? 
    4. How can you convince them of the benefits of mindfulness? 
  7. Once you develop this strategy share it with your Year Advisor. You never know they might take your ideas on! 


  • Suitable for: Years 7-8
  • Session overview: We are all so busy and can often need reminding of what makes us happy. Being happy is important, it can promote a growth mindset and invigorate us to try something new or to simply get on with our day. 
  • Materials: Paper and pen.


Your task is to create an A-Z list of things or activities that make you feel happy. 

  1. Separate your page into 2 columns. 
  2. In the first column write the letters of the alphabet 
  3. In the second column for each letter, write a word, phrase or draw something that makes you feel happy. 
  4. Fill in as many as you can. 


  1. How did you feel creating this list? Was it easier or harder than you thought?   
  2. Did you manage to write something for each letter? You can share your list with a friend for more inspiration or to fill in any blanks.
  3. Review your list, and schedule some happiness time into your week.  For example:
  • 1 to do now
  • 2 for later this week
  • 3 for next week.

Remember, It is important to keep reminding yourself about what makes you happy in life.

What next?

  • Put your list somewhere visible in your home, so that you see it regularly as well as the people you live with.
  • You can mark off the activities you do that make you happy. See if you can do everything on your list!
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