Online Grooming PSHE lesson plan
This secondary PSHE lesson gives UK teachers a ready-to-teach way to introduce online grooming with pupils in Years 8 to 10. It supports a structured, calm discussion about how unsafe online relationships can develop and how pupils can recognise and respond to them safely. Pupils learn to notice behaviour online that does not feel right, understand why privacy and personal boundaries matter, and practise safe ways to respond, including speaking to a trusted adult.
Online Safety, AI & Digital Literacy
Snapshot
Online Grooming
The lesson gives teachers a structured way to introduce online grooming without needing extra planning time. Feedback: 4.1/5 from 22 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe online behaviour and practising safe, confident responses
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 signs that an online relationship may not be safe, such as requests for secrecy or unusual personal questions
identify common tactics used to build trust or apply pressure online
recognise that unsafe online behaviour should be shared with a trusted adult
Understand
understand that online grooming can involve a gradual build up of trust that may not seem unsafe at first
understand why privacy settings and limiting personal information can support online safety
Practise
practise phrases they can use to respond to uncomfortable or unsafe online requests
practise steps for reporting or blocking unsafe contact online
practise identifying trusted adults or support pathways they can use if something feels wrong online
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 10 who are building on earlier online safety learning and are ready to explore unsafe online relationships in more depth.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time or wellbeing sessions
computing or digital literacy lessons
online safety or safeguarding programmes
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 safety learning Use when pupils are building foundational knowledge about safe and unsafe online relationships.
Building digital literacy skills Use when reinforcing privacy, digital footprints and critical thinking about who pupils interact with online.
Reinforcing safe online habits Use when revisiting expectations around privacy settings, personal information and online boundaries.
Practising safe responses Use when pupils are learning language for responding to unsafe or uncomfortable online requests.
Preparing for increased online independence Use when pupils are gaining more unsupervised access to social media or online platforms.
Supporting help-seeking confidence Use when pupils need clarity on how and when to speak to a trusted adult about online concerns.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils spend a significant amount of time online, often building relationships and friendships across social media and messaging platforms. Understanding how unsafe online relationships can develop gives pupils practical language to notice concerning behaviour early, rather than only reacting after a situation feels serious. Online grooming prevention is not only about warning pupils away from technology. It is also about building critical thinking, privacy awareness and confidence to question requests for secrecy or personal information that do not feel right. This lesson supports safer digital habits by helping pupils understand that they are never responsible for managing an unsafe online situation alone, and that trusted adults are there to help.
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 online requests for secrecy or personal information.
Digital literacy Pupils build understanding of privacy settings and digital footprints.
Risk awareness Pupils recognise behaviour patterns that can signal an unsafe online relationship.
Communication skills Pupils practise language for responding to unsafe online requests.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Online confidence Pupils build assurance in setting and maintaining digital boundaries.
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 share personal online experiences or name people they know
Frame discussion around general scenarios rather than personal disclosures
Confirm how pupils can report a concern at school and who the designated safeguarding lead is
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 unsafe online behaviour rather than specific apps or individuals
Give pupils time to discuss and practise safe response language
Reinforce that pupils are never responsible for managing an unsafe situation alone
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Use scenarios rather than personal stories
Avoid asking pupils to share their own online experiences
Signpost trusted adults and support options pupils can use after the lesson
Adaptation options
Use paired or small group discussion for confident classes
Use written reflection for pupils who prefer not to speak aloud
Spend more time on reporting steps if pupils need extra support identifying safe adults
