Dealing

with change
Overview
In this lesson, students will explore the nature of both expected and unexpected change,
identify some of the challenges that can arise in managing changing situations and relationships,
and learn where to get support if needed.

Recommended age
Recommended agegroup
group Resources
Resources
11-16 (KS3/KS4)
Education providers for ages 11-16 (KS3/KS4) • • PowerPoint
PowerPointpresentation
presentation
Time
Time • • Blank
BlankA4
A4paper
paperand
andpens
pens
45 minutes approximately • • Sticky-notes
Sticky-notes
Preparation
Preparation Key
Keyvocabulary
vocabulary
Before delivering the lesson: Change,
Change,new,
new,relationships, transition,
transition (moving), routine,
routine (usual), challenge (hard),
unknown,
expected challenge, expected, unexpected,
(known), unexpected (not known),support 
support (help)
• Consider cross-curricular links
consider cross-curricular links and
and how
how this
this could
could
be related to other content such as the Every Mind Matters Follow
Followupup
resources on puberty and positive relationships 
You
Youmaymaywish
wishtotoextend
extendpupils’ learning
students’ withwith
learning oneone
• Familiarise yourselfwith
familiarise yourself withthe
thefilm
filmcontent
contenton
onslides
slides89and
and11
11of
ofthis
this ofofthe
theextended
extendedlearning
learningprojects
projectson
onslide
slide18.
18.
PowerPoint
Readthrough
• read throughthe
theEvery
EveryMind
MindMatters
Mattersclassroom
classroomtips
tipson
onslide
slide3.2

Dealing with Change | 2

Classroom tips
Climate for learning  • handling sensitive questions 
Read through Guidance for Learning in a Safe Environment. • involving students with special educational needs
This includes advice on:  and disabilities (SEND) and autism
Recommended age group Resources
• developing and revisiting effective ground rules drawn up with You may also wish to familiarise yourself with any schemes or offers
11-16 (KS3/KS4)
students  • available
PowerPoint presentation
in your school, organisation or local area to support young
people’s mental health.
•Time
familiarity with your school’s safeguarding policy and procedures, • Blank A4 paper and pens
including Child Protection and other relevant policies
45 minutes approximately • Sticky-notes
• being prepared in case students make a disclosure 
Preparation Anonymous
Key vocabularyquestion box
• including and protecting vulnerable students  Place a question box or envelope somewhere in the classroom.
Before delivering the lesson: Change, new, relationships, transition, routine,
Students write down any questions that occur to them during the
• using distancing techniques so that students can discuss unknown, challenge, expected, unexpected, support 
• Consider cross-curricular links and how this could lesson and submit them anonymously. You can address these
sensitive issues without being encouraged to make a disclosure 
be related to other content such as the Every Mind Matters Follow upin the next lesson or in form time.
questions
resources on puberty and positive relationships 
You may wish to extend pupils’ learning with one
• Familiarise yourself with the film content on slides 9 and 11 of this of the extended learning projects on slide 18.
PowerPoint
• Read through the Every Mind Matters classroom tips on slide 2

Dealing with Change | 3

Social distancing
Preparation
Returning to school and managing the changes that have come about Adapting lessons to social distancing
in their lives because of Covid-19 will have posed many different • Please refer to the Government guidelines and your own school’s
challenges for young people. It will have affected every young person advice
differently and it will be more important than ever before for students
Recommended
to have a safe spaceage grouptheir feelings and experiences.
to explore Resources
• Where pair or small group discussions aren’t possible, replace with
personal reflections or individual contributions to whole class
11-16lesson
This (KS3/KS4)
has a scenario related to Covid-19 and this may be • PowerPoint
discussionspresentation
particularly
Time sensitive for any students who have experienced
• • Blank A41paper
Activity (Slideand pens with change – students could draw out
8): Dealing
significant distress, loss or trauma prior to Covid-19 or during this
their answers individually on A3 paper and then hold up their mind-
45 minutes
time. There approximately
is clear guidance for teaching sensitive issues in the • Sticky-notes
maps to share with the person in front or behind them
Guidance
Preparationfor Learning in a Safe Environment document and it is Key vocabulary
important that this is read before delivering this lesson.
Before delivering the lesson: Change, new, relationships, transition, routine,
unknown, challenge, expected, unexpected, support 
• Consider cross-curricular links and how this could
be related to other content such as the Every Mind Matters Follow up
resources on puberty and positive relationships 
You may wish to extend pupils’ learning with one
• Familiarise yourself with the film content on slides 9 and 11 of this of the extended learning projects on slide 18.
PowerPoint
• Read through the Every Mind Matters classroom tips on slide 2

Dealing with Change | 4

What are we learning?
Learning Learning outcomes Key vocabulary
objectives
• identify expected and • change
We are learning about unexpected changes  • new
change and how to • transition (moving)
deal with some of the • describe the impact
that change can have • routine (usual)
challenges that can
arise with change. • challenge (hard)
• explain different
ways of managing • expected (known)
change and where • unexpected (not known)
to seek support • support (help)

Dealing with Change 5

Change
is always negative
Discuss

Dealing with Change 6

How confident 10
Extremely
are you in… confident
9
8
• identifying expected and 7
unexpected changes? 6
• understanding the effect that change 5
can have? (e.g. on friendships, 4
mood, routines, confidence etc.)
3
• knowing strategies to manage change 2
and where to seek support? Not
confident 1
0

Dealing with Change 7

Dealing with change
• Imagine a student is starting a new school year.
What changes could have taken place for them?
• Think about personal interests, relationships,
home life, school life, homework, exams, college,
work and possible changes in wider society.
• Highlight expected changes in one colour
and unexpected changes in another colour. 
• Draw emojis that show the impact of Watch the first part
each change or write possible emotions of the video
associated with the change. Dealing with change

Dealing with Change 8

Discuss
• What changes will everyone face?
• Do you think some changes are
easier to deal with than others? Why?
• Is it true that change always
causes stress?
• When in life can change
be positive and welcomed?
• When in life is change exciting
and inspiring?

Dealing with Change 9

Further challenge

Which life changes Which life changes What qualities

are expected? are unexpected? and strengths might
What might be the What might be the someone gain from
impact of a life change impact of a life change having to manage
being expected? being unexpected? unexpected change?

Dealing with Change 10

How can change be managed?
While watching, look out for strategies to manage change.

Dealing with change Let's talk about change!

Dealing with Change 11

 1
Scenarios Someone who has just
moved to this country
Read the scenarios 1-5
What advice would you give to each of 2 3
the students? You can use strategies from
Someone who Someone
your own list or the list on the next slide. is starting a new whose parents
school or job are separating
Challenge
In 2020, Covid-19 resulted in a lockdown. 4 5
This was a major and unexpected change Someone who Someone who
affecting many parts of people’s lives. What has experienced is going through
a change in their physical changes
would be your top three pieces of advice for friendship group (e.g. puberty)
a young person experiencing this?

Dealing with Change 12

Strategies Talk to Make time Have
someone for relaxing realistic
What advice would you you trust activities expectations
give to each of the students
on the previous slide?
You can use strategies Eat and drink
Create (or Spend less
from your own list or the continue) a time on
healthily daily routine social media
ideas on this slide.

Spend time
doing things
you enjoy, Set achievable Give yourself
such as goals time to adjust
listening
to music

Dealing with Change 13

Discuss
All
• What signs might you
see in someone finding it
hard to manage change?
• Can you think of any
missing strategies?
• Will all of these strategies
work for everybody?
Further challenge
• What have all of these
strategies got in common?
• Why can managing
change be difficult at
times?
• What is the relationship
between managing
change and resilience?
Dealing with Change 14
How confident 10
Extremely
are you now in… confident
9
8
• identifying expected and 7
unexpected changes? 6
• understanding the effect that change 5
can have? (e.g. on friendships, 4
mood, routines, confidence etc.)
3
• knowing strategies to manage change 2
and where to seek support? Not
confident 1
0

Dealing with Change 15

Complete the sentences:

1 2 3

Something I now Something I know Something I can

think/believe about now which I didn’t do now as a result
change is… before is… of this lesson is...

Dealing with Change 16

It’s really normal Childline:

to have lots of childline.org.uk

Or call 0800 1111

different feelings
when change occurs. The Mix:
If you are worried about changes Call 0808 808 4994
affecting you or a friend, remember
you can always speak to a trusted
adult at home or at school, or you can
contact an organisation like Childline. Shout:
Text 85258

Dealing with Change 17

Extended learning
KS3
1.Create a vlog or write an article for your school website on
managing change. 
Recommended age group Resources
2.In groups, prepare a transition lesson
11-16 (KS3/KS4) • PowerPointfor Year 6 students to be
presentation

delivered in a local primary school

Time • Blank A4 paper and pens
on the
45 minutes theme of positively managing
approximately change. Particularly
• Sticky-notes
highlight the opportunities of change. 
Preparation Key vocabulary
Before delivering the lesson: Change, new, relationships, transition, routine,
3.Design a ‘change box’ with items that could help someone if
unknown, challenge, expected, unexpected, support 
unexpected change
as the Everyoccurs.
Mind Matters Design
• Consider cross-curricular links and how this could
be related to other content such Followwhatup the box would look
like, onwhat
resources would
puberty and go in the box and
positive relationships  include a description of why
You may wish to extend pupils’ learning with one
eachyourself
• Familiarise itemwithin the
the film box
content could
on slides 9 and 11be
of thisuseful in dealing
of the extended learning projectswith change.
on slide 18.
PowerPoint
KS4
• Read through the Every Mind Matters classroom tips on slide 2

4.In groups, prepare a transition workshop for KS3 students onChange | 18

Dealing with
the theme of positively managing change. Particularly highlight