Supporting kids to first understand their emotions, and then how to move through and express these emotions safely, is an important part of their social and emotional development. But this can be tricky, especially with a complex emotion like anger. That’s where using analogies, hands-on experiments, and play can be a game-changer for kids!
I love the volcano analogy because it illustrates how anger and ‘feelings accumulation’ work. Feelings accumulation refers to the gradual build-up of emotions over time, and when these emotions aren’t acknowledged or supported, they can simmer and build up, much like lava beneath the surface, until we feel like we’re about to explode or erupt. This analogy is also an excellent starting point for discussing regulation tools with kids.
This post explores two different methods – using a case study or the classic volcano experiment. You might discuss and use the volcano analogy to teach kids about anger. So let’s dive in!
How I discuss the volcano analogy with primary school-aged children
Here is an example of a script you could use to talk about anger (adapt it to suit the children you work with):
“Just like a volcano, our feelings can build up over time.
As the lava in a volcano builds up, the pressure increases until it finally explodes, spewing hot lava and ash everywhere. Similarly, when our feelings have been bubbling and building up over time, it might only take something small (like not being able to find our favourite pen!) for us to explode.
When our volcano explodes, it can be really obvious to others. We might show these feelings outwardly, saying or doing things we don’t mean because our thinking brains have gone offline.
For others, the explosion might feel internal – you may feel frozen or unable to speak.
Sometimes, we can release some of the pressure to stop our volcano from exploding. We can think of this as creating ‘taps’ that let out some of the pressure that has been building up.”
Option 1 – Using a case study to introduce the volcano
I normally use an example or create a story about someone’s volcano that ‘exploded’ to help kids conceptualise the idea. For younger kids, it’s a great opportunity to use puppets here! Here is an example of how you might create a story:
‘Ella’s Volcano’ – consider using a puppet or toy to speak to this kids
“Hi, I’m Ella, and sometimes, my feelings get really, really big—like a volcano! Have you ever felt like that? Let me tell you about my volcano and what happens when it starts to bubble up.
So, my day started off okay, but then things started to go wrong. My mum told me we had run out of peanut butter for breakfast, and that is my FAVOURITE, so I had to have an apple instead – eww, I don’t like apples, but I was hangry! My lava started to bubble and build.
Then we were running late for school, and Mum was rushing me out the door, which made me feel panicked – my volcano started to build even more!
But then I saw my best friend Stella, and we did our secret handshake (this released some of the lava that was building—just like a tap releasing the pressure!)
In maths class, I couldn’t figure out a problem, and it made me feel confused and dumb, which made me feel more FRUSTRATED with my day. But instead of telling my teacher, I just kept it inside because I felt embarrassed, adding more lava to my volcano.
Then, at recess, my best friend played with someone else, and that made me feel lonely. More lava went into my volcano. The last class of the day was writing, which I love, BUT I couldn’t find my favourite pen. That was it! My volcano was ready to explode!
And guess what? It did. I started yelling at my teacher, saying things I didn’t really mean, like “I hate school!” It was like the lava from my volcano was spilling out everywhere, and I couldn’t stop it. My feelings were so big that my thinking brain went offline, and I just couldn’t control what I was saying or doing.
Then the teacher helped me go to my calm corner for a reset and to use some tools. We talked about what happened, and she helped me find my pen. I started to feel a lot better.”
When discussing the case study, I might also use the following prompts with students to help them think about anger and feelings accumulation.
Introduce prompts:
- “Can you think of a time when your feelings started to build up like Ella’s volcano? What were the things that made your ‘lava’ bubble up?”
- “How do you know when your ‘volcano’ is starting to get too full? What signs do you notice in your body or thoughts?”
- “What are some things that might cause your volcano to start bubbling, like how Ella felt when she couldn’t have her favourite breakfast?”
- “Have you ever felt frustrated like Ella did in maths class? What was the situation that made you feel that way?”
- “When Ella’s volcano exploded, she said things she didn’t really mean. Can you think of a time when you said or did something in anger that you later regretted?”
- “What do you think might happen if we don’t find a way to release some of that ‘lava’ before our volcanoes explode?”
- “Ella felt lonely when her friend played with someone else. How do you feel when things don’t go the way you want with friends? What can you do in those moments?”
- “Do you think talking about your feelings, like Ella did with her teacher, can help stop your volcano from exploding? Why or why not?”
Introduce regulation tools:
- “Ella felt better after doing a secret handshake with her friend. What are some things you could do to release some pressure when your volcano is bubbling up?”
- “What tools or activities help you feel calmer when you’re upset, like Ella going to her calm corner? How can you use them when you feel your volcano building up?”
- “Ella’s teacher helped her find her pen and calm down. Who could you ask for help when you feel like your volcano might explode?”
Option 2 – The Volcano Experiment
Another way to help kids conceptualise this analogy (and it’s normally a big hit) is using the classic ‘volcano experiment’ (with baking soda and vinegar). Using these ingredients you can actually make the ‘lava’ pour out of the volcano! Kids love it, especially younger children. This is how I do it with the children I work with:
Setup: Create a volcano using playdough or clay, positioning a small plastic cup in the middle of the volcano. You may like to have a tray underneath the volcano to collect the spillage from the eruption. Pour some baking soda into the cup inside the volcano.
Activity: Discuss the volcano analogy (you may like to use the script provided above or even integrate the story about Ella). Discuss some common examples of things that may make their lava bubble/build up (e.g., running late, losing a favourite toy, friendship issues, feeling confused, etc.). Every time a child comes up with a suggestion, have them place a few drops of vinegar into the volcano (it will then start to bubble).
Discuss ways to let out some of the pressure, like talking to someone, taking deep breaths, or using other coping strategies. When you discuss these tools, let the bubbles simmer down.
Tip: As you near the end of the activity, if the volcano has not erupted, you may need to start adding extra vinegar – until it explodes!
Summary
This one is a favourite social and emotional learning activity I use in my sessions. I’ve adapted it to use with prep students right up until grade 6. I hope you enjoy and please reach out with any feedback or ideas.
Questions
If you have any questions or need further assistance please do not hesitate to get in touch here or at sophia.occupationaltherapy@gmail.com.
