Anger is a normal emotion, but some pupils can find it difficult to recognise, understand or manage when their feelings become intense. ELSA sessions can provide opportunities for pupils to explore what anger feels like, what can trigger it and what might help them when it starts to build.

Here are 10 simple activities to try.

1. Anger Body Map

Draw an outline of a body and ask the pupil to show where they notice anger. Do they feel hot? Tense? Shaky? Does their heart beat faster? Do they clench their fists?

ELSA tip: Don’t assume every pupil will experience anger in the same way. Their own description of what they notice is what matters.

2. What Makes Me Angry?

Create a collection of situations and ask the pupil whether each one would make them:

Not angry → A little angry → Very angry

You could include things such as losing a game, being interrupted, plans changing, someone laughing at you or being told “no”.

ELSA tip: Use this activity to explore individual differences. Something that feels very frustrating to one person may not bother someone else.

3. My Anger Thermometer

Create a thermometer from 1–5.

Ask the pupil to describe what their anger might look and feel like at different points.

1 – Calm

2 – Starting to feel irritated

3 – Getting angry

4 – Very angry

5 – Extremely angry

ELSA tip: Ask the pupil what they notice at levels 2 or 3. These early signs can be useful because they may give them more opportunity to recognise that their anger is building.

4. Anger Detective

Give the pupil a short scenario involving someone who is becoming angry.

For example:

“Jamie folds their arms, starts speaking loudly and pushes their chair away.”

Ask the pupil to spot the clues that Jamie might be angry.

ELSA tip: This can be a helpful starting point for pupils who find it easier to recognise emotions in other people than in themselves. You can gradually link the activity back to their own experiences.

5. What Happened?

Choose an everyday situation that could lead to anger.

Ask:

What happened?

How did they feel?

What might they have been thinking?

What did they do?

What happened next?

This helps pupils explore the links between situations, thoughts, feelings and behaviour.

ELSA tip: Try to stay curious rather than looking for someone to blame. The purpose is to understand what happened and what might help next time.

6. Anger Choices

Give the pupil an anger scenario and brainstorm different things the person could do.

For example:

“Someone pushes in front of you in the queue.”

What could you do?

You could shout, walk away, tell them you were waiting, ask an adult for help or take a moment before responding.

ELSA tip: Instead of simply labelling responses as “good” or “bad”, talk about what might happen next and whether the response helps the situation.

7. My Anger Toolkit

Help the pupil create a list of strategies that might help when anger starts to build.

These might include:

• taking some space
• movement
• breathing
• talking to someone
• drawing
• listening to music
• asking for help
• using a familiar regulation strategy.

ELSA tip: Don’t give every pupil the same list. Help them discover which strategies actually work for them.

8. Anger Is OK

Ask the pupil:

“Is it OK to feel angry?”

Talk about the difference between having an emotion and what we do when we have that emotion.

You could write:

I can feel angry AND…

…tell someone what is wrong.

…ask for help.

…take some space.

…use a strategy.

…explain what I need.

ELSA tip: Be careful not to give pupils the message that anger itself is something they need to get rid of. The aim is to help them understand and respond to their feelings.

9. Anger Scenarios

Give the pupil different scenarios and ask:

“What might you feel?”

“What might you notice in your body?”

“What could you do?”

“What might help?”

Use situations that are relevant to the pupil’s everyday life.

ELSA tip: Let the pupil suggest their own solutions before offering ideas. You may discover that they already have strategies that work for them.

10. My Anger Plan

Finish by bringing everything together.

Ask the pupil to complete:

Things that can make me angry:

I know I’m becoming angry when:

Things that can help me:

I can ask ______ for help.

Something I want people to understand about my anger:

ELSA tip: Keep the plan simple enough that the pupil can actually remember and use it. It can also be revisited and changed as they learn more about their own emotions.

A final thought for ELSAs

When supporting pupils with anger, remember that anger is an emotion, not a behaviour.

A pupil may need help understanding what their anger is communicating, recognising the signs that it is building and finding ways to respond that work for them.

You don’t have to solve everything in one session. Small steps, repeated opportunities to practise and a supportive relationship with the pupil can all make a difference.

Sometimes the first important step is simply helping a pupil say:

“I know what angry feels like for me.”