How to Begin
EYFS and KS1 pathway
EYFS includes both Nursery and Reception. Nursery practitioners should use the same sequence at a slower pace, selecting the simplest language, story, movement and visual activities from each lesson.
Deliver one lesson each week in this order:
* Understanding the Feel It Triangle
* The Butterfly Pause
* Red Layer - Marcus Meerkat
* Orange Layer - Eddie Elephant
* Green Layer - Olivia Owl
* Blue Layer - Delia Dolphin
* Purple Layer - Belle Bunny
* Gold Layer - Feel It Fiona
Initial programme length: approximately eight weeks.
KS2 pathway
Deliver one lesson each week in this order:
* Understanding the Feel It Triangle
* Red Layer - Body Alert
* Orange Layer - Regulation
* Green Layer - Pause and Reflect
* Blue Layer - Voice and Communication
* Purple Layer - Imagination, Practice and Growth
* Gold Layer - Self-Worth and “I Am Enough”
Initial programme length: approximately seven weeks.
KS2 does not include a separate Butterfly Pause lesson. Regulation strategies appropriate for older pupils are introduced through the layer teaching.
Core implementation
For the framework to be implemented as intended, schools should:
* Complete the introductory Teacher Training
* Teach the lessons weekly in the recommended sequence
* Display the Feel It Triangle permanently
* Keep Eddie Elephant’s calming and regulation resources available throughout the day
* Continue using the framework’s language after the initial programme has finished
* Revisit the layers and tools naturally when children need them
The lessons are taught in sequence, but children are not expected to move through their feelings in a fixed or linear order.
Recommended ongoing practise
After the initial lesson sequence has been delivered, continue using the framework’s routines, language and resources throughout the school year.
Daily Check-Ins
Schools can choose appropriate moments for brief check-ins, such as:
* As children arrive or during morning registration
* Before and after significant transitions
* After break or lunchtime
* Following a change in activity or environment
* At the end of the school day
Check-ins help children pause, notice how they feel and identify whether they need support. Children should be able to participate verbally, visually or privately - and should always be allowed to pass.
Suggested time: 1–3 minutes for a brief class check-in.
Mini Magical Monday
Use Mini Magical Monday every Monday morning to choose the class sunflower that children will support and grow during the week.
Introduce the sunflower’s focus, discuss what it might look like in everyday school life and return to it naturally throughout the week.
Suggested time: 5–10 minutes on Monday, followed by brief reminders during the week.
Feel It Friday
Use Feel It Friday before hometime each Friday.
Children are given an opportunity to pause, notice and express anything they may be carrying from the week. They can acknowledge difficult feelings, celebrate positive moments and let go of anything they feel ready to release.
Feel It Friday should not pressure children to “get over” a feeling. If something still feels important, children should be supported to speak to a trusted adult.
Suggested time: 5–10 minutes.
The Butterfly Pause
In EYFS and KS1, revisit the Butterfly Pause regularly:
Before learning
During transitions
After energetic activities
When the class needs to pause together
Before responding to a difficult moment
It should be practised when children are settled so it becomes familiar and easier to access when emotions feel bigger.
Suggested time: approximately 1–2 minutes.
The classroom environment
Schools are encouraged to:
* Keep the Feel It Triangle displayed throughout the year
* Keep Eddie Elephant’s calming resources accessible
* Create a Rainbow Tree classroom or whole-school display
* Refer regularly to the characters, colours, layers and tools
* Revisit previous layers whenever they are helpful
* Use books, assemblies and extension activities to reinforce learning
These routines help the Feel It Framework become part of everyday school life rather than a programme that ends after the final lesson.
Suggested lesson times
The timings should be presented as guidance so teachers can respond to age, attention and individual needs.
Nursery. 15-20 minutes
Reception. 20-30 minutes
KS1. 30-40 minutes
KS2. 40-50 minutes
Teachers may split a lesson into two shorter sessions where this supports engagement. Discussion, extension activities and books can also be continued separately rather than fitted into the core lesson time.
Targeted reinforcement and additional support
The Feel It Framework is designed primarily as a universal, whole-class approach. Teaching the framework to all children creates a consistent shared language and allows emotional skills to be introduced without singling out individual pupils.
Some children may benefit from additional opportunities to revisit particular layers, tools or activities through small-group or one-to-one support. This may be helpful when a child needs more repetition, a quieter environment, additional visual support or help applying the framework to everyday situations.
Targeted sessions should reinforce learning already introduced through the whole-class framework. Activities should be selected according to the child’s developmental level, needs and circumstances - not simply according to age.
It may be used by
* Class teachers
* Teaching assistants
* SENCOs
* Pastoral or family-support staff
* Emotional literacy or wellbeing practitioners
* Other appropriately trained members of school staff
* Examples of targeted reinforcement
* Revisiting Marcus Meerkat to notice individual body clues
* Practising Eddie Elephant’s calming tools in a quieter space
* Using Olivia Owl to explore Fact, Feeling or Story
* Supporting a child to practise asking for help with Delia Dolphin
* Using Belle Bunny’s stepping stones before a particular challenge
* Revisiting Fiona’s messages about self-worth and belonging
The Feel It Framework is an educational and preventative wellbeing framework. Small-group and one-to-one use does not make it a therapeutic intervention, diagnostic tool or replacement for specialist mental-health, safeguarding, SEND or clinical support. Schools should continue to follow their existing referral, safeguarding and support procedures.