SPHE Skill Library

Every NCCA learning outcome as a hands-on skill — with an opener, hover-definitions, media and a quick pop quiz. Open with your class or browse on your own.

Ability tier

S1.1 · Health & Wellbeing

What Shapes My Wellbeing?

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Examine the many factors — personal, social, environmental, economic — that influence health and wellbeing at this stage of life.”

Skills we're building (ADRA)

Awareness

Map the top influences on my wellbeing right now

Dialogue

Talk about wellbeing without reducing it to exercise

Reflection

Identify two factors most/least in my control

Action

Upgrade one thing this week in my 'wellbeing wheel'

Opener — read together

Senior-cycle life is busier, louder and more pressured than ever. This lesson takes stock of everything that's currently shaping how you feel — from sleep and friends to finances and the state of the world — and helps you pick your leverage points.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw Ireland — what shapes young-person wellbeing

Curated default

Irish resource

Wellness Action Plan — See Change IrelandSee Change

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Wellbeing is mostly about the choices you make — not the circumstances you're in.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“What's one thing in Irish teenage life right now that's hurting wellbeing more than people admit?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Which of these is an ECONOMIC factor that can shape a senior cycle student's wellbeing?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1Describe three things that shape your wellbeing right now — one helpful, one neutral, one unhelpful.
2Think of a specific week recently when your wellbeing dipped. What was happening? What pulled you back up?
3What's one thing in your life you treat as 'just normal' that's probably having a bigger impact on your wellbeing than you admit?
4If you wanted to raise your baseline wellbeing by ten percent over the next month, what single change would make the biggest difference — and what's stopping you starting tomorrow?

S1.2 · Health & Wellbeing

Healthy Habits for Real Life

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Evaluate what healthy habits (sleep, nutrition, movement, rest, connection) look like for senior-cycle students and plan realistic changes.”

Skills we're building (ADRA)

Awareness

Spot which habit is sliding the most right now

Dialogue

Drop diet-culture nonsense and keep it practical

Reflection

Notice what actually sabotages my good intentions

Action

Run a 7-day realistic habit plan

Opener — read together

Real healthy habits fit into real life — LC timetables, part-time jobs, messy social lives. This lesson is about boring, repeatable wins instead of 30-day transformation challenges that never last.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

HSE Make a Healthy Change — habit-building (Ireland)

Curated default

Irish resource

Sleep & routine — HSE HealthwellHSE

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“If you get your sleep right, everything else sorts itself out.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“Why is it so much easier to tell other people what healthy habits look like than to do them yourself?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Most realistic sleep habit for a busy 6th year?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1What does a typical day look like for you in terms of sleep, food and movement? Be honest.
2Pick one habit — sleep, food, screen time, or exercise — and describe a day it was at its best and a day it was at its worst. What was different?
3Why is it so much easier to know what healthy habits look like than to actually do them? What gets in your way specifically?
4What's one small, realistic habit you could start this week and keep going for a month? How will you know it's working?

S1.3 · Health & Wellbeing

Social Pressures & Decision-Making

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Critically examine social pressures around alcohol, vaping and substances, and apply decision-making skills in real scenarios.”

Skills we're building (ADRA)

Awareness

Spot the difference between 'I want to' and 'everyone else is'

Dialogue

Hold my ground without preaching at mates

Reflection

Think about who I am when I'm not copying anyone

Action

Pick my line in the sand for this year's nights out

Opener — read together

Social pressuresocial pressureThe pull to do what the people around you are doing, even when it doesn't match your own values. in senior cycle is grown-up — drink culture, house parties, college prep, 18th birthdays. This lesson helps you decide now, sober, what kind of choices you want to make, so you're not deciding at 2am.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Drink aware Ireland — teen drinking facts

Curated default

Irish resource

Peer pressure & social norms — SpunOutSpunOut.ie

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Peer pressure is a bigger influence on health than family or school.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“When is being influenced by your friends actually a good thing, and when does it tip over into a problem?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Why decide your limits BEFORE a night out?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1Who and what influences the choices you make about your health day to day?
2Describe a time you went along with something health-related because of people around you. How did you feel afterwards?
3When is being influenced by your friends or family a good thing, and when does it become a problem?
4The next time you feel social pressure to do something you're not sure about, what's one thing you can say or do to give yourself space?

S1.4 · Health & Wellbeing

Mental Health Literacy

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Build mental health literacy — recognise factors, signs and protective strategies.”

Skills we're building (ADRA)

Awareness

Know the difference between a low day and a low month

Dialogue

Use correct words (anxiety, depression) without stigma

Reflection

Notice my top 3 protective factors

Action

Strengthen one protective factor this week

Opener — read together

Mental health isn't on/off — it's a continuum everyone moves along. This lesson builds the vocabulary, the spot-the-signs skills and the 'what protects me' checklist you'll use for the rest of your life.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw — teen mental health basics

Curated default

Irish resource

Mental health literacy — JigsawJigsaw

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Mental health should be a compulsory subject with its own timetable slot and exam.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“What would a genuinely mentally-healthy school week look like for a teenager in Ireland?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Which is a protective factor for mental health?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1In your own words, what is the difference between mental health and mental illness?
2Think of a time you or someone close to you struggled mentally. What did it look like from the outside versus the inside?
3What beliefs about mental health did you grow up with, and how much of that do you still believe now?
4If a younger version of you came to you today worried about how they were feeling, what would you want them to know?

A person looking into a mirror thoughtfully

S1.5 · Health & Wellbeing

Mindset & Self-Talk

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Recognise thought patterns, unhelpful self-talk and the impact of mindset on performance and wellbeing.”

Skills we're building (ADRA)

Awareness

Catch my inner critic in the act

Dialogue

Name common thinking traps (catastrophising, black-and-white)

Reflection

Ask: would I say this to a mate?

Action

Rewrite one unhelpful thought into a realistic one daily

Opener — read together

Your inner voice basically narrates your life — and sometimes it's a bit of a drama queen. This lesson teaches you to catch it, check it and edit it into something closer to the truth.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw Ireland — growth mindset for senior cycle

Curated default

Irish resource

Fixed vs growth mindset — NCCA resourcesNCCA

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Your inner voice is mostly the voice of the people who raised you.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“Where does negative self-talk come from, and whose job is it to help people change it?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Which is a 'cognitive distortion'?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1What does your inner voice sound like on a bad day? Write a few of the things it says.
2Describe a recent situation where your self-talk made things harder than they needed to be.
3Where do you think that voice came from? Is it really yours, or something you picked up from somewhere?
4What's one thing you could say to yourself instead, next time that voice shows up? Try it on.

S1.6 · Health & Wellbeing

Emotional Regulation Toolkit

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Build and use a toolkit of strategies to regulate emotions and respond (not react) under pressure.”

Skills we're building (ADRA)

Awareness

Spot my 'I'm about to snap' warning signs

Dialogue

Name the feeling instead of firing it at someone

Reflection

Work out which strategies actually work for me

Action

Use a regulation tool in one real situation this week

Opener — read together

Everyone gets flooded sometimes. The goal isn't to feel nothing — it's to have a few moves you can reach for when the volume spikes, so you respond instead of react.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw Ireland — grounding & calming techniques

Curated default

Irish resource

Emotional regulation — Pieta House resourcesPieta House

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Boys find it harder to regulate emotions than girls.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“Which emotion do young people find hardest to express out loud, and why?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

You feel yourself about to blow up mid-argument. Best move?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1Name the emotion you find hardest to sit with, and describe what it feels like in your body.
2Think of a moment in the last week when a strong feeling drove you to do or say something you later regretted. What happened?
3Why do you think certain emotions are harder to handle than others? What gets in the way of just feeling them?
4What's one strategy you could practise this week to catch yourself before a strong emotion takes over?

S1.7 · Health & Wellbeing

Getting Support

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Recognise signs of low mood and anxiety, and know how, when and where to seek help.”

Skills we're building (ADRA)

Awareness

Know my personal warning signs

Dialogue

Say 'I'm not ok' without apologising

Reflection

Identify my support map

Action

Book or save one real support option

Opener — read together

Knowing when to ask for help is a senior-cycle survival skill. This lesson covers the signs that something is more than a bad week, and the concrete Irish services that actually take young people seriously.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw — asking for help

Curated default

Irish resource

Getting professional help — YourMentalHealth.ieHSE

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Asking for help is a sign of strength, not weakness.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“Why do so many teenagers say they'd ask for help — but don't, when it comes down to it?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

When is a low mood worth flagging — to a friend, parent or a service like Jigsaw?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1Who are the people you'd actually go to if you were struggling? Why them?
2Describe a time you needed help and didn't ask for it. What stopped you?
3What makes asking for help so hard for young people in particular? What would make it easier?
4If a friend came to you tomorrow clearly not okay, what would you do? Walk through it step by step.

S1.8 · Health & Wellbeing

Risk, Coping & Addiction

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Understand addiction pathways, risk factors and supports around substances and compulsive behaviours.”

Skills we're building (ADRA)

Awareness

Know how casual use turns into a pattern

Dialogue

Discuss addiction without judgement

Reflection

Spot my own compulsive habits (not just substances)

Action

Know 2 Irish addiction supports

Opener — read together

AddictionaddictionA compulsive pattern of use or behaviour that continues despite negative consequences. isn't just 'being weak'. It's a pattern your brain learns, often starting from a place of stress, pain or loneliness. This lesson is calm, realistic and points you at real help without lecturing.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Drugs.ie — addiction & young people in Ireland

Curated default

Irish resource

Drugs & alcohol — drugs.ieHSE

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“All teenagers should be allowed to take some risks — that's how you grow.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“What's the difference between a risk that helps you grow and one that damages you?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Which of these is a known RISK FACTOR for developing a substance addiction?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1What does 'risky behaviour' mean to you in the context of your own life?
2Describe a time you took a risk you later thought was a bad call. What pulled you into it?
3Why do some people get caught in addictive patterns while others don't? What's your honest theory?
4What's one thing you can notice in yourself that would be an early warning sign you're using something to cope rather than enjoy?

S1.9 · Health & Wellbeing

Staying Safe Socially

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Plan for safety in social situations — nights out, travel, big events, college move-out.”

Skills we're building (ADRA)

Awareness

Know what a safety plan looks like

Dialogue

Agree a buddy plan with mates out loud

Reflection

Think about past nights that went wrong — what would I change?

Action

Make a real 'getting home safe' plan for this weekend

Opener — read together

Staying safe on a night out, at a festival or heading to college isn't about being boring — it's about getting home with the same group you came with. This lesson builds the small, unsexy habits that actually do that.

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Night out safety — Ireland

Curated default

Irish resource

Staying safe — An Garda Síochána safetyAn Garda Síochána

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Young people today are less socially safe than their parents' generation.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“What's one thing adults misunderstand about how young people stay safe socially today?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Strongest safety move before a night out?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1What does staying safe socially actually mean for someone your age — online and off?
2Think of a social situation recently where you felt uneasy. What was giving you that feeling?
3Why do we sometimes ignore our gut when we know something isn't right?
4What's one boundary or rule you'd like to set for yourself going into social situations from now on?

Loading…

S1.1 · Health & Wellbeing

What Shapes My Wellbeing?

Teaching live? Use ▶ Present lesson — fullscreen, no editing. Editing & reusing? Download the .pptx — student-clean canvas with all teacher cues in PowerPoint speaker notes.

Set the scene

Read together. Set the lens before any discussion.

⏱ 3 min

Learning outcome

“Examine the many factors — personal, social, environmental, economic — that influence health and wellbeing at this stage of life.”

Skills we're building (ADRA)

Awareness

Map the top influences on my wellbeing right now

Dialogue

Talk about wellbeing without reducing it to exercise

Reflection

Identify two factors most/least in my control

Action

Upgrade one thing this week in my 'wellbeing wheel'

Opener — read together

Tip: hover the highlighted words for a quick definition.

Take it in

Watch together. 3–5 min. Don't explain it — go straight to the discussion.

⏱ 5 min

Watch / listen

Jigsaw Ireland — what shapes young-person wellbeing

Curated default

Irish resource

Wellness Action Plan — See Change IrelandSee Change

Discuss

Pick the approach that fits your group — walking debate or class discussion.

⏱ 5 min

Walking debate

“Wellbeing is mostly about the choices you make — not the circumstances you're in.”

Agree = one side. Disagree = the other. Undecided = the middle. Students walk and defend.

Class discussion

“What's one thing in Irish teenage life right now that's hurting wellbeing more than people admit?”

Run as think-pair-share, fishbowl, or open conversation.

Apply it

Add the activities for this lesson — Individual, Paired and Case study.

⏱ 15 min

Quick check

Whole-class call-out. Hands up for A / B / C / D before tapping the answer.

⏱ 3 min

Which of these is an ECONOMIC factor that can shape a senior cycle student's wellbeing?

Pin it — assign reflective activities

End-of-class. Pupils write their reflection later in their Skilly Diary.

⏱ 5 min

Once you’ve run the activities, finish the lesson by assigning one or more of these reflective activities. Pupils write 75–100 words and get formative feedback on their reflection.

1Describe three things that shape your wellbeing right now — one helpful, one neutral, one unhelpful.
2Think of a specific week recently when your wellbeing dipped. What was happening? What pulled you back up?
3What's one thing in your life you treat as 'just normal' that's probably having a bigger impact on your wellbeing than you admit?
4If you wanted to raise your baseline wellbeing by ten percent over the next month, what single change would make the biggest difference — and what's stopping you starting tomorrow?