Respecting Others Online PSHE lesson plan
A primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce respectful online behaviour through a structured, ready-to-teach lesson. Pupils learn how everyday online actions, such as comments, messages or shared photos, can affect other people, and practise thinking carefully before they post, comment or share.
Healthy Relationships & Communication
Snapshot
Respecting Others Online
The lesson gives teachers a structured way to introduce respectful online behaviour without extra preparation. Feedback: 4.4/5 average rating from 10 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how online actions affect others and practising respectful digital communication
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 that online actions, such as comments, messages or shared photos, can affect other people
recognise examples of respectful and unkind online behaviour
recognise when an online situation may need to be shared with a trusted adult
Understand
understand that words and actions online can feel different to the person receiving them
understand why privacy and digital boundaries matter when interacting with others online
Practise
practise using respectful language in online situations
practise thinking before commenting, posting or sharing content
practise identifying when to ask a trusted adult for help with an online situation
Who this lesson is for?
This lesson is designed for pupils in Years 3 and 4 who are beginning to use online platforms, apps or shared devices, either at school or at home, and are building early digital literacy skills.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care or form time sessions
media and digital literacy teaching
class discussions about respectful communication
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 respect and digital citizenship Use when pupils are beginning to explore respectful online behaviour and digital communication.
Building classroom culture Use when reinforcing expectations around kindness, inclusion and respectful communication, both online and offline.
Supporting media and digital literacy teaching Use alongside broader digital literacy learning to build critical thinking about online behaviour.
Practising thoughtful online responses Use when pupils are learning to pause and think before commenting, posting or sharing.
Preparing for increased device or online access Use when pupils are starting to use new apps, platforms or shared devices and need clear expectations.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about respectful online behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are using online platforms, messaging and shared devices earlier, and they need practical language for understanding how their actions affect other people online. Respecting others online is not only about avoiding harmful behaviour. It is also about helping pupils build habits of pausing, thinking and considering how a comment, message or shared photo might feel to someone else before they act. This lesson supports a safer, more respectful classroom culture by helping pupils understand that respect applies in online spaces just as much as it does in person, and that trusted adults are there to help if an online situation feels difficult 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
Digital literacy Pupils build understanding of how online actions affect other people.
Empathy Pupils consider how comments, messages or shared content might feel to someone else.
Communication skills Pupils practise using respectful language in online situations.
Self-regulation Pupils practise pausing to think before posting, commenting or sharing.
Help-seeking Pupils learn when to ask a trusted adult for support with an online situation.
Respectful relationships Pupils reinforce that respect applies both online and offline.
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 stories about other people's online activity
Frame the discussion around scenarios rather than personal experiences
Make clear the lesson is about safe, respectful choices, not blaming anyone
Identify trusted adults pupils can speak to about online concerns at school
During delivery
Use everyday examples such as commenting on a post, sharing a photo or joining a group chat
Give pupils time to discuss and share ideas aloud
Reinforce that respectful online communication applies to everyone, including pupils themselves
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Use general examples rather than personal disclosures
Reinforce that asking for help with an online situation is a responsible choice
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.
Adaptation options
Use partner discussion for confident groups
Use written or drawn reflection for quieter groups
Spend more time on trusted adults and help-seeking pathways if pupils need more support
