Are Online Friendships Enough? PSHE lesson plan
Are Online Friendships Enough? is a ready-to-teach PSHE lesson for Years 5 and 6 that helps UK teachers introduce structured discussion about online friendships and digital relationships. Pupils explore what online friendships can offer, where they may fall short, and how to think critically about digital connections. Pupils learn to recognise the qualities of a supportive friendship, question assumptions about people they interact with online, and practise respectful, safe communication when forming or maintaining online relationships.
Online Safety, AI & Digital Literacy
Snapshot
Are Online Friendships Enough?
This lesson gives teachers a structured way to help pupils think critically about online friendships without discouraging online interaction. Feedback: 4.7/5 average rating from 38 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Evaluating the value and limits of online friendships
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise the qualities that make a friendship supportive, both online and offline
recognise that online friendships can have real value while also having limits
recognise situations where an online friendship may not offer the same support as a face to face friendship
Understand
understand why it can be difficult to know someone fully through online interaction alone
understand how privacy, honesty and digital footprints affect online relationships
Practise
practise questioning assumptions about people they interact with online
practise using respectful, safe language when discussing or engaging in online relationships
practise identifying when to seek support from a trusted adult about an online friendship
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are using, or beginning to use, online platforms, games or apps to connect with others. It suits pupils who have some familiarity with online communication and are ready to think more carefully about the friendships they form there.
It is suitable for:
upper primary PSHE lessons
relationships education
digital literacy and online safety teaching
pastoral care, circle time or form time
transition preparation as pupils move towards more independent online use
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing online relationships Use when pupils are starting to explore how friendships form and are maintained online.
Building critical digital thinking Use when pupils need practice questioning what they can and cannot know about someone online.
Reinforcing online safety learning Use to extend earlier online safety work into a discussion of relationships and connection.
Supporting digital literacy units Use when digital footprints, privacy or online communication are already part of your planning.
Preparing for increased online independence Use as pupils begin using more online platforms, games or apps independently.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about online relationships and digital choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Many pupils now form friendships through games, apps and online platforms alongside their face to face relationships. Understanding what these friendships can offer, and where they may fall short, helps pupils make more informed choices about how they connect with others. This lesson is not about discouraging online interaction. It gives pupils language and thinking skills to evaluate online relationships critically, recognise what genuine support looks like, and know when to check in with a trusted adult about a friendship that does not feel right. Building this kind of critical thinking early can support pupils in making more considered choices as they use digital platforms with growing independence.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils question assumptions about people and relationships they encounter online.
Digital literacy Pupils consider what can genuinely be known about someone through online interaction.
Relationship skills Pupils compare qualities of supportive friendships across online and offline contexts.
Privacy awareness Pupils reflect on how sharing information online affects trust and safety.
Help-seeking Pupils identify when to speak to a trusted adult about an online friendship.
Respectful communication Pupils practise thoughtful, safe language for online interactions.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific people they talk to online or share private details about others
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about thinking critically, not judging pupils' online friendships
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
During delivery
Use general examples such as meeting someone through a game or app, rather than specific pupils' experiences
Give pupils time to discuss in pairs or small groups before whole class sharing
Reinforce that pupils do not need to work out an online friendship concern alone
Keep the tone balanced, showing both the value and the limits of online connection
Supporting safe discussion
Use privacy rather than confidentiality when explaining discussion expectations
Encourage pupils to use general examples rather than naming classmates or online contacts
Remind pupils they can seek support after the lesson if something has concerned them
Adaptation options
Use paired discussion for pupils who are less confident speaking in a whole class setting
Use written reflection for pupils who prefer to process ideas individually
Spend more time on trusted adults and support pathways if pupils need extra reinforcement
