From Bystander to Upstander PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce safe ways to support others through a structured, ready-to-teach lesson. Pupils learn to notice when someone may need support, understand the difference between watching and taking safe action, and practise simple ways to help without putting themselves at risk.
Healthy Relationships & Communication
Snapshot
From Bystander to Upstander
The lesson gives teachers a structured way to introduce safe, supportive action within everyday peer relationships. Feedback: 4.2/5 average rating from 62 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when someone needs support and practising safe ways to help
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 situations where someone may need support from a peer
Identify the difference between watching a situation and taking safe action
Recognise when a situation should be shared with a trusted adult
Understand
Understand that supporting others can take many safe forms
Understand why staying silent or walking away can sometimes leave someone feeling unsupported
Practise
Practise phrases they can use to include or support a peer
Practise identifying safe options for helping without direct confrontation
Practise explaining when and how to ask a trusted adult for help
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building on earlier learning about kindness, inclusion and respectful relationships.
It is suitable for:
upper primary PSHE lessons
relationships education
pastoral care and form time
class culture and respectful relationships work
group work focused on peer support and inclusion
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.
Building classroom culture Use when you want pupils to understand that support can be shown in small, practical ways.
Introducing safe bystander behaviour Use when pupils are learning that noticing unfair treatment is a first step, and safe action is the next.
Supporting inclusion Use when reinforcing that everyone in the class has a role in helping others feel included.
Reinforcing respectful communication Use when pupils need language for supporting a peer without confrontation.
Practising safe responses Use when pupils are learning the range of options available, from including someone to asking an adult for help.
Preparing for transition Use when peer groups are changing and pupils need clear expectations for supporting one another.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils often notice when something feels unfair before they know what to do about it. Helping them understand the safe options available, rather than assuming direct confrontation is the only response, builds confidence to act supportively. Supporting others is not only about stepping in during a difficult moment. It is also about everyday choices, such as including someone, checking in with a peer or letting a trusted adult know when something does not feel right. This lesson supports a classroom culture where pupils understand that small, safe actions can make a real difference, and that asking for help is a responsible choice rather than a last resort.
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
Social awareness Pupils notice situations where a peer may need support.
Empathy Pupils consider how it might feel to be excluded or unsupported.
Communication skills Pupils practise simple, kind phrases for including or supporting others.
Decision making Pupils weigh up different safe options for responding to a situation.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Belonging Pupils reinforce that everyone has a role in helping others feel included.
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 classmates or share other people's stories
Frame discussion around scenarios and examples rather than personal situations
Identify trusted adults pupils can speak to at school
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
Present several safe response options rather than one expected reaction
Use everyday examples such as being left out or spoken to unkindly
Give pupils time to practise phrases aloud in pairs or small groups
Reinforce that supporting others does not mean confronting anyone directly
Supporting safe discussion
Use general examples rather than personal disclosures
Avoid asking pupils to speak for a particular group or experience
Reinforce that speaking to a trusted adult is a responsible choice, not a last resort
Adaptation options
Use paired discussion for confident groups
Use written or drawn reflection for quieter pupils
Spend more time identifying trusted adults if pupils need support with this step
