My Trust Network PSHE lesson plan
My Trust Network is a primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce the idea of a trusted circle of support through a structured, ready-to-teach lesson. Pupils learn to identify the people they can turn to for support, understand what respectful friendships look like, and practise simple ways to ask for help when something feels difficult.
Healthy Relationships & Communication
Snapshot
My Trust Network
The lesson gives teachers a structured way to help pupils map their circle of support and practise respectful friendship skills.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Identifying trusted people and practising respectful friendship skills
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 different people who can make up a personal circle of support, such as family, friends and trusted adults.
Recognise signs of a respectful and supportive friendship.
Recognise when a situation feels difficult enough to ask someone for help.
Understand
Understand that trust and respect are built through everyday actions in friendships.
Understand that different people in their circle of support can offer different kinds of help.
Practise
Practise identifying the trusted people in their own circle of support.
Practise simple language for asking a trusted person for help.
Practise showing respect and consideration in everyday friendships.
Who this lesson is for?
This lesson is designed for Years 3 and 4 pupils who are building early skills in friendship, respect and knowing who to turn to for support.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and respect focused wellbeing work
early help-seeking and support pathway learning
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 help-seeking language Use when pupils are learning who they can turn to for support and how to ask.
Building friendship skills Use when reinforcing respect, kindness and consideration in everyday friendships.
Starting a relationships education unit Use to introduce the idea of trusted relationships before exploring friendship topics in more depth.
Supporting pastoral care conversations Use during circle time or form time to give pupils a shared way to talk about their support network.
Preparing for transition Use when pupils are moving into a new class or year group and may benefit from revisiting who they can rely on.
Reinforcing class expectations Use when building a classroom culture of respect and support among pupils.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from knowing early who they can trust and how respectful friendships feel, rather than only working this out after a difficulty comes up. Understanding a personal circle of support helps pupils feel more confident approaching everyday challenges, whether that is a friendship disagreement, a worry at school or simply not knowing who to talk to. Building this awareness early gives pupils a shared, practical starting point rather than leaving it to chance. The lesson supports a classroom culture where pupils understand that respect in friendships is something they actively practise, and that trusted adults are available whenever a situation feels too big to manage alone.
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
Self awareness Pupils reflect on who they trust and why.
Relationship skills Pupils consider what respect looks like in a friendship.
Help-seeking Pupils practise simple language for asking a trusted person for support.
Respect and consideration Pupils explore how respect works both ways in a friendship.
Communication Pupils practise clear, respectful language for everyday situations.
Belonging Pupils recognise that everyone benefits from having people they can rely on.
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 during discussion
Frame activities around general examples rather than personal disclosures
Identify the trusted adults pupils can speak to at school before the lesson begins
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 of trusted people and everyday friendship situations rather than specific classroom incidents
Give pupils time to think about who might be in their own circle of support
Reinforce that everyone's circle of support can look different
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep the focus on general examples and scenarios rather than personal experiences
Reinforce that asking for help is a sensible, responsible choice
Remind pupils they can speak to a trusted adult after the lesson if something is on their mind
Adaptation options
Use partner or small group discussion for confident classes
Use drawing or individual reflection for quieter groups
Spend more time on identifying trusted adults if pupils need extra support with this step
