Build vocabulary
Move beyond broad words such as “good”, “bad”, “angry” or “sad” and explore more precise language.
EMOTIONAL LITERACY
Helping Children and Young People Find the Words for Feelings
An emotion wheel can help someone move from a broad feeling such as happy, sad, angry or fearful to a more precise word that better describes what they are experiencing.
WHY USE IT?
Emotional Vocabulary Can Support Communication
Some children, young people and adults know that something feels wrong but find it difficult to identify or describe the feeling. A visual tool can offer words without demanding an immediate verbal explanation.
Support communication
A learner can point to a word, colour or part of the wheel instead of having to explain everything verbally.
Notice patterns
Over time, people may notice situations that repeatedly lead to feelings such as anxiety, frustration, loneliness or excitement.
Prepare for conversation
The wheel can give adults and children a shared starting point for talking about what happened and what support may help.
Support reflection
After an event, use the wheel when the person is calm enough to think about how they felt before, during and afterwards.
Reduce pressure
For some learners, choosing from visible words can be easier than being asked an open question such as “How do you feel?”
FOR TEACHERS
Using the Emotion Wheel in School
The wheel can be used as part of everyday emotional-literacy work, pastoral support, SEND support or calm reflection after a difficult event.
1
Introduce it when everyone is calm
Teach the wheel before expecting a pupil to use it when distressed. Explore a few words at a time and give simple examples.
2
Start with broad feelings
Ask whether the feeling is closest to happy, sad, angry, fearful, surprised, disgusted or another broad category. Then move outward only if helpful.
3
Offer choices instead of demanding answers
Try: “Does any word here feel close?” rather than “Tell me exactly what you are feeling.” It is also acceptable for a pupil to say none of the words fit.
4
Separate emotion from behaviour
All emotions can be acknowledged while still setting safe boundaries around behaviour. Feeling angry does not make someone bad, and acknowledging anger does not mean accepting harmful behaviour.
5
Ask what would help
Once the feeling is identified, move toward support: quiet time, clarification, movement, sensory regulation, a trusted adult, a break, help with a task or another reasonable response.
FOR PARENTS & CARERS
Using the Wheel at Home
The wheel can be used casually and does not need to become another task or assessment.
Daily check-in
Choose one word that best matches today. Adults can join in too so the child does not feel singled out.
After-school reflection
Instead of immediately asking “How was school?”, give some decompression time and later ask whether any emotion words fit parts of the day.
Stories, TV and games
Pause at a character's situation and ask which feelings might fit. More than one answer can be reasonable.
Before and after
Choose a word before a challenging event and another afterwards. This can help a child notice that emotions change.
Use pointing or choosing
A person does not have to say the emotion aloud. Pointing, selecting, drawing or typing can all be valid communication.
Model emotional language
Adults can say, “I think I'm frustrated because this isn't working,” showing that emotion words are normal and useful.
SEND & NEURODIVERSITY
Use the Wheel Flexibly
Some autistic, ADHD, non-speaking, language-delayed or otherwise neurodivergent learners may experience or communicate emotions differently. The wheel should be adapted to the person rather than treated as a compulsory communication method.
Helpful adjustments may include
- using only a small number of emotion choices at first;
- using pictures, symbols, colour or body-sensation descriptions alongside words;
- allowing pointing, eye gaze, typing, AAC or another communication method;
- giving extra processing time after asking a question;
- avoiding repeated questioning while someone is overloaded or distressed;
- accepting “I don't know”, “none of these” or more than one emotion;
- linking feelings to physical signs such as a fast heartbeat, tense muscles, tiredness or wanting to move away;
- using the same familiar version of the wheel consistently where that helps.
Do not use the wheel to force disclosure. If a child does not want to discuss a feeling or event, adults should consider safety and safeguarding responsibilities while respecting communication needs and avoiding unnecessary pressure.
CLASSROOM & HOME ACTIVITIES
Simple Ways to Practise Emotion Vocabulary
These activities can be adapted for different ages and communication levels.
Emotion detective
Read a short situation and choose one or more emotions a person might feel. Ask what clues led to the choice.
Word of the week
Choose one less familiar emotion word, explain it simply and notice examples during the week.
Same event, different feelings
Show how two people can experience the same situation differently. This helps teach that emotions are personal, not objectively right or wrong.
Emotion intensity
Discuss whether a feeling is mild, medium or strong. This can help distinguish annoyed from furious, worried from frightened, or pleased from excited.
Body clues
Connect emotion words with body sensations without assuming everyone experiences the same signs.
What might help?
After identifying an emotion, brainstorm safe strategies or support that could help with that feeling.
INTERACTIVE LEARNING
Play the Emotion Wheel Learning Game
Use the free RFTUK game to practise emotion families, specific emotion words and everyday scenarios.
The game includes
- matching specific emotions to broader emotion families;
- everyday scenarios with possible emotion choices;
- practice moving from broad feelings to more precise vocabulary;
- a mixed challenge mode;
- an interactive wheel explorer;
- browser-based read-aloud support.
IMPORTANT
An Emotion Wheel Is a Learning and Communication Tool
It is not a diagnosis, assessment of mental health, or proof of why somebody behaved in a particular way.
Avoid telling someone what they feel
Adults can suggest possibilities, but the person experiencing the emotion is the best source of information about their own internal experience.
More than one feeling can be true
A person might be excited and anxious, angry and hurt, or proud and nervous at the same time.
Behaviour is communication — but not a simple code
The same behaviour can have different causes. Use curiosity, context and communication rather than assuming a particular emotion.
Seek appropriate help when needed
Persistent distress, significant changes in behaviour, safeguarding concerns or mental-health difficulties may need support from the relevant school, health, safeguarding or specialist service.
RFTUK educational resource. Designed for practical emotional-vocabulary learning and signposting, not clinical assessment.
Give Feelings More Words
When children and young people have more ways to describe their internal experience, adults have more opportunities to listen, understand and respond appropriately.