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Expected dispatch: 28-01-2026

Social-Emotional Task Cards Ages 8-12

Item Code: LER95337

MTA Teachers Resource Catalogue Page: 612

$46.52 (inc. GST)
$40.45 (ex. GST)
Taxes, discounts and shipping calculated at checkout.

The Social-Emotional Task Cards - Ages 8-12 are designed to support older primary students in developing essential social-emotional skills through engaging, age-appropriate activities. With 64 thoughtfully crafted task cards, this resource encourages children to explore self-awareness, regulate emotions, practice empathy, and build healthy peer relationships in both structured lessons and informal settings.

Perfect for use with individuals, pairs, or small groups, these task cards promote self-reflection, resilience, kindness, and collaboration. They are ideal for classroom wellbeing programs, group counselling, or mindfulness stations, and help children gain confidence in understanding and expressing their thoughts and emotions in constructive ways.

Educational Benefits:

  • Enhances emotional intelligence by exploring feelings, reactions, and coping strategies
  • Promotes empathy, kindness, and active listening in peer interactions
  • Encourages mindfulness and stress management techniques to support self-regulation
  • Builds confidence and communication skills through paired or group discussions

Classroom & play activity ideas:

  • Use during morning check-ins or wellbeing sessions to open meaningful discussion
  • Facilitate peer conversations using a task card prompt to promote respectful listening
  • Create a mindfulness or emotional regulation corner where students can work through cards independently
  • Introduce as reflection prompts during writing sessions or as exit tickets after group work

Safety & Information:

  • Ages: Suitable for children aged 8+ years
  • Includes: 64 durable task cards with developmentally appropriate SEL activities
  • Cards are wipe-clean and ideal for repeated use in classrooms or group settings
  • Supports wellbeing, emotional literacy, and positive behaviour in middle to upper primary