Mindful Moments with Miss Harrison

St Stephen's CE Primary, Bradford, UK
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Welcome to Mindful Moments with Miss Harrison – the perfect place for kids, parents, and educators to explore emotions, build mindfulness, and develop emotional intelligence!  What We Offer:Join Miss Harrison on a journey of self-discovery through engaging stories, fun activities, and calming mindfulness exercises. Each episode focuses on helping children: Understand their emotions Practice kindness and empathy Build confidence and resilience Navigate friendships Handle life’s ups and downs with calmness and courage  What to Expect: Relatable stories for kids that teach emotional lessons Fun, interactive games and challenges Easy-to-follow mindfulness exercises to practice at homeTools and tips for managing emotions like anger, worry, and excitement Why Listen?Perfect for children of all ages, this channel is a safe and positive space to help young minds grow and thrive. Whether you’re looking for resources for the classroom, bedtime listening, or family mindfulness routines, Miss Harrison has you covered! About Miss Harrison:Miss Harrison is a passionate teacher and mindfulness advocate who loves helping children shine their brightest by understanding their emotions and building inner strength.  New Episodes Every Week!Subscribe to stay up-to-date with the latest episodes, and let’s explore emotions together, one mindful moment at a time. Join the Community:We’d love to hear from you! Comment on your favourite episodes, share your mindful moments, and spread kindness wherever you go! #MindfulMomentsWithMissHarrison #KidsMindfulness #EmotionalIntelligence #ParentingTips #MindfulnessForKids #KidsPodcast    

  1. 1d ago

    S16 E2 - What Happens When I Get Angry? – Learning to Notice Anger Before It Takes Over

    Helping children recognise the physical and behavioural clues that tell them anger is beginning to grow, so they can notice it earlier and have more time to choose what happens next. In this episode of Mindful Moments with Miss Harrison’s Understanding Anger series, children explore what happens inside their bodies when anger begins to rise. After learning that anger is a normal emotion that can give us useful information, children now discover that anger rarely arrives without warning. Our bodies often begin sending us clues. A face might feel hot. Hands might tighten. A heart might begin beating faster. Muscles might become tense. A voice might become louder. Thoughts might begin racing. Children learn that these signals can be different for everybody—but recognising their own personal clues can help them catch anger before it becomes overwhelming. Through Isaac’s story, children see this in action during a lunchtime football game. An argument begins and Isaac can feel anger building. His face becomes hot, his hands tighten, his heart starts thumping, and his voice begins getting louder. At first, Isaac is focused only on what has happened. But when he begins to notice what his body is doing, he realises something important: His anger thermometer is rising. The episode introduces children to the idea of an Anger Thermometer. Just as a thermometer shows temperature rising, our bodies can give us signs that our anger is moving from calm, through irritation and frustration, towards much bigger feelings. Children discover that the earlier they notice those signs, the more opportunity they have to pause, use a strategy, ask for help, step away, or choose their next action carefully. The aim isn't to stop children ever becoming angry. Instead, it is to help them become better at noticing anger sooner. That awareness gives them something extremely powerful: time to choose. What children will learn in this episode: How anger can create physical changes in the bodySome common early warning signs of angerWhy everybody's anger signals may look and feel slightly differentHow our actions and voices can change as anger becomes strongerHow an Anger Thermometer can help us recognise different levels of angerWhy noticing anger early gives us more time to make helpful choicesEmotional Skills from Miss Harrison: Notice your body Pay attention to clues such as a hot face, tense shoulders, tight hands, a faster heartbeat, or a feeling of energy building inside you. Notice what you start doing Your voice may become louder, your movements quicker, or your words sharper. These can also be clues that your anger is growing. Learn your own signals Not everybody experiences anger in exactly the same way. Begin noticing the clues that are most common for you. Catch anger early When you notice one of your warning signs, think: “My anger thermometer is rising.” That thought can remind you that this is the moment to pause and choose what happens next. These skills help children develop body awareness, emotional literacy, early self-regulation, impulse awareness, and greater control over their responses. Mindful Moment Challenge: This week, see if you can notice one clue that tells you your anger is beginning to rise. Perhaps you notice: Your face becoming hot. Your hands becoming tight. Your heart beating faster. Your shoulders tensing. Your voice becoming louder. Your thoughts speeding up. When you notice it, quietly think: “My anger thermometer is rising.” You don't have to wait until anger feels enormous. Learning to notice the first clues can make a very big difference. Perfect for: Primary school-aged children learning to recognise the physical signs of angerChildren who say anger seems to happen “suddenly”Classrooms developing emotional awareness and self-regulationFamilies helping children identify their personal warning signsTeachers and pastoral leaders supporting children to recognise escalation earlierQuote of the Week: "The earlier we notice anger, the more time we have to choose what happens next." #MindfulMoments #UnderstandingAnger #AngerThermometer #AngerSignals #SelfRegulation #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #EmotionalLiteracy #BodyAwareness #WellbeingInSchools Send us Fan Mail Support the show

  2. 3d ago

    S16 E1 - Getting to Know Anger – Understanding a Powerful Emotion

    Follow this podcast - teacher and pupil resource coming out soon for every episode Helping children understand that anger is a normal emotion rather than a “bad” feeling, and showing them how recognising anger with curiosity can help them make safer and more thoughtful choices about what they do next. In this episode of Mindful Moments with Miss Harrison’s Understanding Anger series, children begin exploring one of the strongest emotions we can experience: anger. Children discover that everybody feels angry sometimes. Anger might arrive when something feels unfair, when something important to us goes wrong, when somebody hurts our feelings, when we are frustrated, or when something we care about is damaged. Rather than teaching children that anger should be ignored or pushed away, the episode introduces an important idea: anger can give us information. Through Leo’s story, children see what this can look like in an everyday situation. Leo has spent a long time carefully building a tower when another child accidentally knocks it over. His face becomes hot, his heart starts thumping, and anger arrives quickly. His teacher helps him recognise that his feeling makes sense because something he cared about has been damaged. But Leo also learns something equally important: feeling angry and acting angrily are not the same thing. Instead of immediately shouting or lashing out, Leo says, “I need a minute.” He gives himself some space, breathes, and waits until the first powerful rush of anger begins to settle. Afterwards, he is able to explain how he feels and start rebuilding. The episode helps children understand that anger itself is not the problem. What matters is learning to recognise it, understand why it might be there, and remember that we still have choices about our words and actions. Children are introduced to the simple idea of meeting their anger with curiosity rather than fear or judgement. The episode encourages them to pause and ask: “I'm feeling angry. I wonder why my anger is here?” That small question begins the journey from simply reacting to anger towards understanding it. What children will learn in this episode: That anger is a normal emotion that everybody experiencesWhy anger shouldn't automatically be described as a “bad” feelingHow anger can give us useful information about what matters to usWhy there is always a reason behind an angry feelingThe important difference between feeling angry and choosing an angry actionHow taking a moment can create space to choose what happens nextEmotional Skills from Miss Harrison: Name the feeling Simply noticing “I'm feeling angry” can help you begin to understand what is happening rather than immediately reacting. Get curious about your anger Ask yourself, “I wonder why my anger is here?” Anger may be trying to tell you that something feels unfair, frustrating, disappointing, or important. Separate the feeling from the action You are allowed to feel angry. But anger doesn't have to decide what you say or do. Give yourself a moment Sometimes saying “I need a minute”, pausing, or taking a breath can create enough space to make a safer choice. These skills help children develop emotional literacy, self-awareness, self-regulation, reflection, and a healthier understanding of strong emotions. Mindful Moment Challenge: This week, if you notice yourself becoming angry, try not to judge the feeling. Instead, pause and say to yourself: “I'm feeling angry.” Then gently ask: “I wonder why my anger is here?” You don't have to solve the feeling straight away. For now, simply practise noticing it and becoming curious about it. Remember: Anger is a feeling. And feelings can give us information. Perfect for: Primary school-aged children learning to understand and manage strong emotionsChildren who find anger confusing, uncomfortable, or difficult to talk aboutClassrooms developing emotional literacy and self-regulationFamilies opening conversations about anger in a calm and non-judgemental wayTeachers and pastoral leaders helping children separate emotions from behaviourQuote of the Week: "Your anger is a feeling. It doesn't get to decide what your feet or your words do next." #MindfulMoments #UnderstandingAnger #GettingToKnowAnger #Anger #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #EmotionalLiteracy #SelfRegulation #UnderstandingEmotions #WellbeingInSchools Send us Fan Mail Support the show

  3. 3d ago

    Complete Series 15 - Understanding Anger

    Follow this podcast - teacher and pupil resource coming out soon for every episode Helping children understand that anger is a normal emotion, and developing the awareness, self-regulation and responsibility to notice it, understand what may be underneath it, pause before acting, express it safely and repair things when anger leads to a poor choice. In Series 16 of Mindful Moments with Miss Harrison, children explore what it really means to understand anger. Across six practical and reassuring episodes, Miss Harrison moves away from the idea that anger is simply a “bad” feeling that children should get rid of. Instead, children learn that anger is a normal human emotion that can carry useful information. The important skill is not avoiding anger altogether, but learning to recognise it, understand it and make thoughtful choices about what happens next. The series begins with Getting to Know Anger, where children learn an important distinction: feeling angry and acting angrily are not the same thing. Through Leo's carefully built tower being accidentally knocked over, they discover that anger can make sense when something important to us is damaged or feels unfair. Leo learns that his anger is real, but it does not get to decide what his feet or words do next. Children begin practising curiosity by asking, “I wonder why my anger is here?” In What Happens When I Get Angry?, children become anger detectives and explore the physical clues that can tell them anger is beginning to grow. Through Isaac's football game, they notice how a hot face, tight fists, a thumping heart or a louder voice can act like an early warning system. The Anger Thermometer helps children understand that noticing anger while it is still rising gives them more time to make a thoughtful choice before they reach boiling point. What Is My Anger Telling Me? takes the learning deeper. Through Layla discovering that she has not been invited to a birthday party, children learn that anger can sometimes sit on top of other feelings such as hurt, disappointment, embarrassment, worry or feeling left out. The Anger Iceberg helps them explore three important questions: “What happened?” “What else am I feeling?” and “What might I need?” Children discover that understanding what lies underneath anger can help them identify what would actually help. In The Pause Before We Act, children learn one of the most practical strategies in the series: Stop. Breathe. Choose.Through Ben's painting being accidentally soaked with water, they see how anger can create an immediate urge to react. A short pause does not make the anger disappear, but it gives the thinking brain time to catch up. Children learn that even a few seconds can create space between the feeling and the action, giving them more choice about what to do next. Expressing Anger Safely explores what children can actually do with strong angry feelings. Through Maya discovering her younger sister wearing a bracelet she made, children see that anger does not need to be hidden or allowed to explode. They learn three safe options: use words, help the body release energy safely, and get support. The Safe Anger Menugives children something concrete to prepare in advance: something they can say, something safe they can do, and someone they can talk to. Finally, Making Things Right recognises an important reality: even when children understand anger and know useful strategies, they will still sometimes make mistakes. Through Ayaan tearing Leo's picture, children learn that anger can explain why something happened without making a hurtful action acceptable. They are introduced to three restorative steps: Recognise. Repair. Learn. Children discover that a real apology involves taking responsibility, thinking about what can be repaired and considering what they could do differently next time. Together, the six episodes develop a thoughtful and realistic understanding of anger: Anger is not something to fear or feel ashamed of. We can notice it. We can listen to it. We can recognise its warning signs. We can look underneath it. We can pause before reacting. We can express it safely. And when things go wrong, we can take responsibility, repair what we can and learn for next time. Episodes in this series: S16 E1 Understanding Anger - Getting to Know Anger Learning that anger is a normal emotion, understanding that it often has a reason and recognising that feelings and actions are different. S16 E2 Understanding Anger - What Happens When I Get Angry? Recognising physical and behavioural anger signals and using an Anger Thermometer to notice when feelings are beginning to rise. S16 E3 Understanding Anger - What Is My Anger Telling Me? Looking beneath anger to explore other possible feelings and identifying what we might need in that moment. S16 E4 Understanding Anger - The Pause Before We Act Learning how a short pause can create space between feeling angry and choosing what to do through Stop, Breathe, Choose. S16 E5 Understanding Anger - Expressing Anger Safely Finding safe ways to use words, release physical energy and seek support without hurting ourselves, other people or the things around us. S16 E6 Understanding Anger - Making Things Right Taking responsibility after an angry choice, repairing what we can and learning what we could do differently next time. What children will explore across the series: Why anger is a normal emotion rather than a “bad” feelingHow anger can give us useful information about something that mattersThe difference between feeling angry and choosing a hurtful actionWhy everybody experiences anger slightly differentlyHow to notice body signals such as a hot face, tight fists, tense muscles or a faster heartbeatHow an Anger Thermometer can help children notice escalation earlyWhy recognising anger sooner gives us more time to choose what happens nextHow anger can sometimes sit alongside hurt, worry, embarrassment, disappointment or feeling left outHow to ask “What happened?” “What else am I feeling?” and “What might I need?”Why understanding what lies beneath anger can help us respond more effectivelyHow a brief pause can give the thinking brain time to catch upHow to use Stop, Breathe, ChooseWhy a pause does not need to remove anger in order to be usefulSafe ways to express anger using words, movement and supportHow to create a personal Safe Anger MenuWhy asking a trusted adult for help is a strong and sensible choiceHow anger can explain a poor choice without excusing itWhy apologising does not mean another person has to stop feeling hurt immediatelyHow to Recognise, Repair and Learn after things go wrongEmotional Skills from Miss Harrison: Notice your anger Instead of immediately judging the feeling, pause and recognise: “I'm feeling angry.” Listen to your body Notice the early clues that your anger thermometer is rising. A hot face, tight hands, tense muscles or a louder voice can all be useful signals. Look underneath Ask: “What happened?” “What else am I feeling?” and “What might I need?” Anger can sometimes point towards something deeper. Create the pause When anger makes you want to react immediately, remember: Stop. Breathe. Choose. Express it safely Use your Safe Anger Menu. Think about something you can say, something safe you can do, and someone you can talk to. Repair and learn If anger leads to a poor choice, don't hide from it. Recognise what happened, repair what you can and learn what you might do differently next time. Together, these skills help children develop emotional literacy, self-awareness, self-regulation, impulse control, communication, empathy, responsibility, restorative thinking and healthier ways of responding to strong emotions. Perfect for: Primary school-aged children learning to understand and manage angerChildren who become overwhelmed by strong emotionsChildren who find it difficult to recognise when anger is beginning to growFamilies developing a calmer and more constructive language around angerClassrooms exploring emotional literacy and self-regulationTeachers and pastoral teams supporting children with emotional regulationSchools using restorative approaches to behaviour and relationshipsChildren learning how to pause, express feelings safely and repair things when mistakes happenSeries Message: Anger is a normal feeling, but it does not have to choose what happens next. Notice it, listen to what it may be telling you, pause before you act, express it safely—and if things go wrong, recognise, repair and learn. #MindfulMoments #UnderstandingAnger #Anger #SelfRegulat Send us Fan Mail Box Score Brains : A Free Daily Baseball Podcast for KidsScores, stats, stories, trivia & Baseball IQ, every morning.Listen on: Apple Podcasts   Spotify Support the show

  4. 5d ago

    S15 E6 Understanding Yourself - Becoming Your Own Friend

    Becoming Your Own Friend – Learning to Speak to Yourself with Kindness Helping children understand what it means to treat themselves with the same patience, encouragement, honesty, and care they would offer to someone they care about, especially when something goes wrong or they make a mistake. In this final episode of Mindful Moments with Miss Harrison’s Understanding Yourself series, children bring everything they have learned together by exploring what it means to become their own friend. Children begin by imagining how they would respond if a good friend tried something difficult and got it wrong. Most wouldn't call their friend useless or tell them they ruin everything. They would probably offer encouragement, reassurance, or help. Yet children discover that the voice we use towards ourselves can sometimes be much harsher than the one we would ever use with someone else. The episode explains that being your own friend doesn't mean pretending everything is wonderful. A good friend can be honest. They listen when something is wrong, encourage us when things are difficult, help us learn from mistakes, and don't stop caring about us simply because something went wrong. Through Yusuf’s story, children see the difference between an unkind inner voice and a friendly one. Yusuf has spent a long time carefully making a model for school when it slips from his hands and breaks. Immediately, his thoughts tell him, “You've ruined everything” and “You're so clumsy.” Then his friend Ben arrives. Instead of criticising Yusuf, Ben notices how hard he worked, acknowledges his disappointment, and offers to help repair the model. Yusuf notices how different Ben's voice sounds from the one inside his own head. He decides to try talking to himself as though he were his own friend: “I'm disappointed because I worked hard on this. It was an accident. I can see if it can be fixed.” The model is still broken, but Yusuf now feels ready to deal with what has happened. The episode introduces children to three ways of becoming their own friend: listen to yourself, speak with kindness, and help yourself move forwards. Children practise replacing harsh inner statements with a more balanced friendly voice that can be both compassionate and honest. This final episode brings together the entire Understanding Yourself series: becoming curious about who we are, recognising what we need, identifying our strengths, respecting our limits, accepting the parts of ourselves that are still growing, and learning to offer ourselves friendship along the way. What children will learn in this episode: What it means to become their own friendWhy we can sometimes speak to ourselves more harshly than we would speak to othersWhy self-kindness doesn't mean pretending mistakes haven't happenedHow to recognise an unkind inner voiceHow to replace harsh self-talk with kinder, more balanced languageHow understanding their needs, strengths, limits, and feelings can help them care for themselvesEmotional Skills from Miss Harrison: Listen to yourself A good friend notices when something is wrong. Ask yourself, “How am I feeling?” and “What do I need?” Speak with kindness When something goes wrong, ask, “What would I say to a friend in this situation?” Then try offering those same words to yourself. Be kind and honest Being your own friend doesn't mean ignoring mistakes. You can say, “That didn't go well. What can I learn?” without attacking yourself. Help yourself move forwards Your friendly voice can acknowledge disappointment while also helping you decide what comes next: “This is hard. What do I need?” These skills help children develop self-compassion, emotional regulation, constructive self-talk, resilience, reflection, and a healthier relationship with mistakes and setbacks. Mindful Moment Challenge: Once each day this week, pause and ask yourself: “If I were my own friend right now, what would I say to myself?” If you've made a mistake, perhaps your friendly voice might say: “Everyone makes mistakes. What can I learn?” If something feels difficult: “This is hard. What do I need?” If you're disappointed: “It's okay to feel disappointed. What can I do next?” Listen carefully to your answer. Then practise speaking to yourself with the same patience and care you would offer someone you love. Perfect for: Primary school-aged children developing positive and compassionate self-talkClassrooms exploring PSHE, self-esteem, emotional literacy, resilience, and wellbeingFamilies helping children respond constructively to mistakes and disappointmentTeachers and pastoral leaders supporting children who are highly self-criticalChildren developing self-compassion, emotional regulation, confidence, and resilienceQuote of the Week: "If you wouldn't say it to a good friend, ask whether you need to say it to yourself." #MindfulMoments #UnderstandingYourself #BecomingYourOwnFriend #SelfCompassion #PositiveSelfTalk #SelfKindness #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #EmotionalLiteracy #Resilience #SelfAwareness #WellbeingInSchools Send us Fan Mail Support the show

  5. Oct 6

    S15 E5 Understanding Yourself - Accepting All of Yourself

    Accepting All of Yourself – Growing Without Being Unkind to Who You Are Helping children understand that accepting themselves doesn't mean believing they are perfect, and showing them how they can recognise their strengths, acknowledge the things they find difficult, and continue growing without becoming unkind towards themselves. In this episode of Mindful Moments with Miss Harrison’s Understanding Yourself series, children explore what it means to accept all the different parts of who they are. Children are encouraged to think about the qualities they like in themselves—their kindness, humour, creativity, curiosity, or other strengths—while also recognising that everyone has parts of themselves they sometimes wish were different. Perhaps they are quieter than their friends. Maybe something other people find easy feels difficult for them. Perhaps they sometimes become impatient, nervous, frustrated, or upset. Children learn that self-acceptance doesn't require pretending these things don't exist. Instead, it means being able to say, “This is part of me too.” Through Ruby’s story, children see how this can work. During a self-portrait activity, Ruby happily describes herself as creative, kind, and good at dancing—but she doesn't want to include the fact that she is shy. She wishes she could be more like her friend Amira, who seems able to talk to anyone. With her teacher's help, Ruby begins looking at this part of herself differently. She realises that when she is quiet, she often watches and listens carefully. Alongside “Sometimes shy,” Ruby discovers another word that describes her: “Thoughtful.” Ruby learns that shyness isn't her whole personality. It is one part of a much bigger person, and it doesn't cancel out everything else about her. The episode introduces children to three important ideas: nobody is just one thing, difficult doesn't mean bad, and speak to yourself with understanding. Children discover the important difference between saying “I'd like to get better at this” and believing “There's something wrong with me.” This episode encourages children to recognise that self-acceptance and personal growth aren't opposites. We can want to learn, change, and develop while still treating the person we are today with kindness. What children will learn in this episode: What accepting yourself really meansWhy self-acceptance doesn't mean believing you are perfectWhy everyone contains many different and sometimes contrasting qualitiesHow something they find difficult doesn't automatically make that part of them “bad”The difference between wanting to grow and rejecting who they areHow kinder language can help them understand parts of themselves they find difficultEmotional Skills from Miss Harrison: Remember that nobody is just one thing You can be confident sometimes and nervous at other times, patient one day and frustrated the next. Human beings are complicated—and that's okay. Separate difficult from bad Something you find difficult isn't evidence that there is something wrong with you. You can recognise a challenge without turning it into a judgement about yourself. Speak to yourself with understanding Try saying, “This is something I find difficult, and that's okay,” or “I'm still learning about this part of myself.” Accept yourself and still grow Self-acceptance doesn't mean stopping. You can learn, practise, change, and develop while still being kind to yourself along the way. These skills help children develop self-acceptance, emotional literacy, self-compassion, balanced self-awareness, and a healthier approach to personal growth. Mindful Moment Challenge: This week, notice if you have an unkind thought about part of yourself. Perhaps you catch yourself thinking: “I don't like this about me.” Pause. Then try changing it to: “This is something I'm learning to understand.” Or: “This is something I find difficult, and I'm still growing.” Remember: You can accept yourself and still grow. Perfect for: Primary school-aged children developing healthy self-acceptanceClassrooms exploring PSHE, identity, self-esteem, emotional literacy, and personal developmentFamilies helping children talk positively and realistically about themselvesTeachers and pastoral leaders supporting children experiencing negative self-talkChildren learning to approach their strengths and difficulties with greater balance and kindnessQuote of the Week: "Accepting ourselves doesn't mean we stop growing. It means we treat ourselves with kindness while we grow." #MindfulMoments #UnderstandingYourself #SelfAcceptance #AcceptingYourself #SelfCompassion #PositiveSelfTalk #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #EmotionalLiteracy #PersonalGrowth #WellbeingInSchools Send us Fan Mail Support the show

  6. Oct 4

    S15 E4 Understanding Yourself - Knowing Your Limits

    Knowing Your Limits – Listening When You Need to Pause or Ask for Help Helping children understand that everyone has limits, and showing them how listening to their bodies and feelings can help them recognise when something is too much right now, when they need a break, or when it is time to ask for support. In this episode of Mindful Moments with Miss Harrison’s Understanding Yourself series, children explore an important part of self-awareness: knowing their limits. Children learn that recognising a limit doesn't mean deciding what they will never be able to do. Instead, it means understanding themselves well enough to notice when their body or mind has had enough for now, when something feels uncomfortable or overwhelming, or when a situation is too difficult to manage alone. The episode begins with the image of a backpack becoming heavier as more and more books are added. Eventually, everyone reaches a point when the bag becomes too heavy to carry. Children discover that reaching this point doesn't mean someone is weak—the load has simply reached their current limit. Through Ethan’s story, children see this idea in action. Ethan loves cycling and sets off on a long family bike ride determined to be the fastest. Even when his legs begin aching and his breathing becomes quicker, he refuses his dad's offer of a break because he believes being good at cycling means he should be able to keep going. Eventually, his legs feel like jelly and he has to stop. His dad helps him understand that being good at something doesn't mean never reaching a limit. After having a drink, eating a snack, and resting, Ethan feels ready to continue. This time he pays attention to his breathing, slows down when necessary, and asks for another break when his legs become tired. He still completes the ride—but now he understands that listening to himself doesn't make him less capable. The episode introduces children to three important ideas: listen for your signals, remember that limits can change, and say what you need. Children also imagine having their own internal traffic-light system: green when they feel comfortable, amber when something is changing and needs attention, and red when they need to stop, step away, or get help. This episode encourages children to understand that respecting a limit isn't failure. Limits can change with time, practice, support, and growth—and knowing when to speak up can itself be a strength. What children will learn in this episode: What it means to recognise a personal limitWhy reaching a limit isn't the same as failingHow their bodies and feelings can signal that something is becoming too muchWhy today's limit doesn't necessarily have to be tomorrow's limitHow time, practice, support, and growth can change what they are able to manageHow to use a personal traffic-light system to decide when to continue, pay attention, or stopEmotional Skills from Miss Harrison: Listen for your signals Notice when you feel exhausted, overwhelmed, uncomfortable, unable to concentrate, or physically tired. Your body and feelings can give you important information. Use your personal traffic lights Green means, “I'm comfortable. I can keep going.” Amber means, “Something is changing. I need to pay attention.” Red means, “I need to stop, step away, or get help.” Remember that limits can change Something that is too much today may become manageable with more time, practice, support, or simply as you grow. Say what you need Practise saying, “I need a break,” “I need some help,” “This is too much for me right now,” or “I don't feel comfortable with this.” These skills help children develop self-awareness, appropriate boundary-setting, emotional regulation, communication, and the confidence to recognise and express when they need support. Mindful Moment Challenge: Once each day this week, check your personal traffic lights. Ask yourself: “Am I green, amber, or red right now?” If you're green, notice what comfortable feels like. If you're amber, pay attention to what is changing. If you're red, think about whether you need to pause, step away, rest, or ask someone for help. Then ask: “What does my body or mind need?” Remember—recognising your limit isn't giving up. It's listening to yourself. Perfect for: Primary school-aged children developing self-awareness and healthy boundariesClassrooms exploring PSHE, emotional regulation, personal development, and wellbeingFamilies helping children recognise when they need rest or supportTeachers and pastoral leaders supporting children to communicate when situations feel overwhelmingChildren learning to distinguish perseverance from pushing themselves beyond what they can currently manageQuote of the Week: "Reaching a limit isn't the same as failing. Listening to yourself doesn't make you less capable." #MindfulMoments #UnderstandingYourself #KnowingYourLimits #PersonalBoundaries #SelfAwareness #EmotionalRegulation #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #SelfCare #Resilience #WellbeingInSchools Send us Fan Mail Support the show

  7. Oct 2

    S15 E3 Understanding Yourself - Knowing Your Strengths

    Knowing Your Strengths – Recognising What You Bring to the World Helping children understand that strengths aren't only talents or things they are good at doing, and showing them how kindness, curiosity, patience, courage, determination, listening, and the way they respond to others can all be important personal strengths. In this episode of Mindful Moments with Miss Harrison’s Understanding Yourself series, children explore another important part of knowing who they are: recognising their strengths. Children begin by thinking about things they might traditionally describe themselves as being good at—football, drawing, reading, dancing, building, or solving maths problems. They learn that these are valuable skills, but that strengths can go much deeper. A strength can be found in how we approach the world. Perhaps we notice when someone feels left out. Maybe we continue trying when something is difficult. We might be curious and ask thoughtful questions, remain patient when something takes time, treat people fairly, or know how to make others laugh. Through Samira’s story, children discover why some of our most important strengths can be easy to overlook. During a group challenge to build the tallest possible tower from paper and tape, Samira looks around and sees obvious talents in everyone else. Theo is good at designing, Lucy builds quickly, and Oscar has lots of ideas. Samira begins to think that everyone has something they're good at except her. But when disagreements begin and everyone starts talking at once, Samira does something important. She listens. She suggests hearing everyone's ideas, asks questions, and helps the group combine the best parts of their different suggestions. Her teacher later points out a strength Samira hadn't recognised in herself: she is very good at helping people work together. The episode introduces children to three ways of discovering strengths: look beyond skills, notice what comes naturally, and listen to what others notice. Children become Strength Spotters, thinking about strengths they use in relationships, when facing difficulty, and those that trusted people have recognised in them. This episode encourages children to recognise that having a strength doesn't mean being the best at something. Their strengths can be found in how they think, respond, learn, contribute, and treat the people around them. What children will learn in this episode: The difference between a skill and a broader personal strengthWhy strengths aren't only things we can perform or achieveHow qualities such as kindness, curiosity, patience, courage, and determination can be strengthsHow everyday behaviour can provide clues about their strengthsWhy other people can sometimes recognise strengths that we haven't noticed ourselvesWhy they don't need to be “the best” at something for it to be one of their strengthsEmotional Skills from Miss Harrison: Look beyond skills Instead of only asking, “What am I good at?” ask, “What kind of person am I when I'm at my best?” Notice what comes naturally Think about what you often find yourself doing. Perhaps you notice details, solve problems, make people laugh, listen carefully, or help others feel included. Listen to what others notice Trusted people can sometimes see qualities in us that we haven't recognised. Pay attention when someone tells you that you're thoughtful, determined, patient, or a good listener. Become a Strength Spotter Notice the strengths you use during ordinary moments. You might discover them in the way you treat someone, respond to a problem, or continue when something is difficult. These skills help children develop positive self-awareness, confidence, reflection, emotional literacy, and a broader understanding of the qualities they contribute to relationships and communities. Mindful Moment Challenge: Each day this week, try to notice one strength you used. Perhaps you showed: Patience. Curiosity. Courage. Kindness. Determination. Or perhaps you notice a completely different strength. At the end of the day, finish this sentence: “One strength I used today was…” Remember: You don't need to be the best at something for it to be a strength. Perfect for: Primary school-aged children developing positive self-awarenessClassrooms exploring PSHE, character strengths, identity, and personal developmentFamilies helping children recognise qualities beyond academic or sporting achievementTeachers and pastoral leaders supporting confidence and positive self-conceptChildren learning to recognise the different strengths they and others bring to a groupQuote of the Week: "Strengths aren't only found in what you can do. They can be found in how you think, respond, learn, and treat other people." #MindfulMoments #UnderstandingYourself #KnowingYourStrengths #CharacterStrengths #SelfAwareness #Confidence #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #PersonalDevelopment #EmotionalLiteracy #WellbeingInSchools   Send us Fan Mail Support the show

  8. Sep 30

    S15 E2 Understanding Yourself - What Do I Need?

    What Do I Need? – Learning to Listen to Yourself Helping children understand how their bodies, feelings, and thoughts can provide clues about what they need, and showing them how pausing, listening, and asking for appropriate support can help them make choices that support their wellbeing. In this episode of Mindful Moments with Miss Harrison’s Understanding Yourself series, children take the next step in getting to know themselves by exploring a simple but powerful question: “What do I need?” Children discover that their bodies communicate with them all the time. Some signals are easy to recognise—a rumbling tummy might mean hunger, a yawn might signal tiredness, and feeling too hot might mean it's time to remove a jumper. But other needs can be harder to identify. Feeling grumpy might sometimes mean we're tired. Feeling fidgety might tell us we need movement. Feeling overwhelmed might signal a need for quiet. Confusion might mean we need someone to explain something, while sadness might tell us that we need comfort or someone to talk to. Through Zara’s story, children see how easy it can be to misunderstand these signals. Zara is having what feels like a terrible afternoon. Her brother is annoying her, her homework is annoying her, and even the ticking clock is annoying her. When her dad asks what she needs, Zara initially says “nothing.” But when she pauses and pays attention, she notices that her shoulders feel heavy, her eyes are tired, and she hasn't had a drink since lunchtime. After having a drink and resting quietly for a few minutes, Zara returns to exactly the same homework and exactly the same brother—but she no longer feels quite so irritated. She realises that perhaps everything wasn't annoying. Perhaps she needed something. The episode introduces children to three places to look for clues: listen to your body, notice your feelings, and ask for what you need. Children learn that feelings don't always tell us exactly what we need, but they can invite us to become curious. Children also practise a simple Needs Check-In, asking what their body needs, how they are feeling, and what might help right now. What children will learn in this episode: How their bodies can give them clues about what they needWhy difficult feelings can sometimes be connected to unmet needsHow tiredness, hunger, thirst, movement, quiet, comfort, or connection can affect how they feelWhy feelings are useful clues even when they don't give us an immediate answerHow to carry out a simple Needs Check-InHow to put a need into words and appropriately ask someone for supportEmotional Skills from Miss Harrison: Listen to your body Ask, “What is my body telling me?” Notice whether you're hungry, thirsty, tired, restless, uncomfortable, too hot, or too cold. Notice your feelings Ask yourself how you're feeling. Frustration might mean you need a pause, loneliness might signal a need for connection, and worry might mean you need reassurance or someone to listen. Ask what might help Once you've noticed the clues, ask, “What might help me right now?” It could be movement, quiet, a drink, a conversation, some help, or simply a little rest. Put your needs into words Practise saying, “I need a little break,” “Could you help me?” “I need someone to listen,” or “Can I have some quiet time?” These skills help children develop body awareness, emotional literacy, communication, self-regulation, and the ability to recognise and express their needs appropriately. Mindful Moment Challenge: Once each day this week, pause for a simple Needs Check-In. Ask yourself: “What is my body telling me?” “How am I feeling?” “What might I need?” Maybe you need movement, a drink, some quiet, help with something, or a conversation. Or perhaps you feel perfectly comfortable and don't need anything right now. That's useful to notice too. Perfect for: Primary school-aged children learning to identify and communicate their needsClassrooms exploring PSHE, self-awareness, emotional literacy, and wellbeingFamilies helping children understand what may sit behind difficult feelingsTeachers and pastoral leaders supporting children with emotional regulationChildren developing greater awareness of the connection between their bodies, feelings, and needsQuote of the Week: "Sometimes the world needs to change, and sometimes we need to notice what's happening inside us." #MindfulMoments #UnderstandingYourself #WhatDoINeed #SelfAwareness #EmotionalLiteracy #BodyAwareness #EmotionalWellbeing #ChildrensMentalHealth #PrimaryPSHE #SocialEmotionalLearning #SelfRegulation #MindfulnessForChildren #WellbeingInSchools Send us Fan Mail Support the show

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Welcome to Mindful Moments with Miss Harrison – the perfect place for kids, parents, and educators to explore emotions, build mindfulness, and develop emotional intelligence!  What We Offer:Join Miss Harrison on a journey of self-discovery through engaging stories, fun activities, and calming mindfulness exercises. Each episode focuses on helping children: Understand their emotions Practice kindness and empathy Build confidence and resilience Navigate friendships Handle life’s ups and downs with calmness and courage  What to Expect: Relatable stories for kids that teach emotional lessons Fun, interactive games and challenges Easy-to-follow mindfulness exercises to practice at homeTools and tips for managing emotions like anger, worry, and excitement Why Listen?Perfect for children of all ages, this channel is a safe and positive space to help young minds grow and thrive. Whether you’re looking for resources for the classroom, bedtime listening, or family mindfulness routines, Miss Harrison has you covered! About Miss Harrison:Miss Harrison is a passionate teacher and mindfulness advocate who loves helping children shine their brightest by understanding their emotions and building inner strength.  New Episodes Every Week!Subscribe to stay up-to-date with the latest episodes, and let’s explore emotions together, one mindful moment at a time. Join the Community:We’d love to hear from you! Comment on your favourite episodes, share your mindful moments, and spread kindness wherever you go! #MindfulMomentsWithMissHarrison #KidsMindfulness #EmotionalIntelligence #ParentingTips #MindfulnessForKids #KidsPodcast    

Information

  • Creator
    St Stephen's CE Primary, Bradford, UK
  • Years Active
    2025 - 2026
  • Episodes
    107
  • Rating
    Clean
  • Copyright
    © 2026 Mindful Moments with Miss Harrison
  • Show Website
    Mindful Moments with Miss Harrison