Seeking Help, Protecting Myself PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce safe and unsafe situations, calling for help and staying safe in different environments through a structured, ready-to-teach lesson. Pupils learn to recognise when a situation feels unsafe, understand simple steps for getting help, and practise safer choices in everyday places such as home, school and outdoors.
Keeping Safe & First Aid
Snapshot
Seeking Help, Protecting Myself
This lesson gives teachers a structured way to introduce personal safety and help-seeking skills to young pupils. Feedback: 4.8/5 average rating from 25 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and knowing how to seek 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 the difference between situations that feel safe and situations that feel unsafe
recognise physical and emotional signs that something does not feel right
recognise that unsafe situations can happen in different places, including at home, at school or outdoors
Understand
understand that it is always okay to ask for help
understand that trusted adults are there to help keep them safe
Practise
practise simple ways to ask a trusted adult for help
practise identifying a trusted adult in different environments
practise using clear words to describe how they are feeling in an unsafe situation
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to learn about personal safety, trusted adults and asking for help. It works well for pupils who are developing early independence and starting to spend time in a wider range of environments, both with adults nearby and on their own.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
personal safety or protective behaviours work
early transition support as pupils gain more independence
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 personal safety Use when pupils need simple language for describing safe and unsafe feelings.
Building classroom culture Use when reinforcing that asking for help is a safe and sensible choice.
Supporting independence Use when pupils are starting to spend more time in different environments, such as outdoor play or community settings.
Practising safe responses Use when pupils are learning simple steps to follow if something feels unsafe.
Preparing for transition Use when pupils are moving into new routines or environments and need to know who to ask for help.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about staying safe and seeking help.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils need simple, reliable ways to recognise when something feels unsafe and to know that asking for help is always the right choice. Building this understanding early helps pupils feel more confident in a range of everyday environments, from home and school to outdoor and community settings. This lesson supports a proactive approach to personal safety. Rather than waiting for a specific concern to arise, it gives pupils the language and confidence to notice unsafe situations and seek support from a trusted adult before things escalate. Teaching this early also helps pupils build a habit of help-seeking that they can rely on as they grow older and spend more time away from direct adult supervision.
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
Safety awareness Pupils learn to notice when a situation or feeling seems unsafe.
Help-seeking Pupils practise simple ways to ask a trusted adult for support.
Self-protection Pupils build early strategies for keeping themselves safer in different settings.
Emotional awareness Pupils learn to describe how unsafe situations make them feel.
Confidence Pupils build assurance in knowing what to do when something feels wrong.
Trust and belonging Pupils reinforce that trusted adults are there to help.
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 personal stories about specific people or places
Frame the discussion around general examples and scenarios, not real incidents
Identify the 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
Use simple, general examples such as feeling scared, feeling unsure or being somewhere that does not feel right
Give pupils time to practise simple phrases for asking for help
Reinforce that pupils do not need to manage unsafe situations alone
Allow pupils to respond through discussion, drawing or role play depending on confidence and maturity
Supporting safe discussion
Use privacy and general examples rather than personal disclosures
Reinforce that asking for help is always the right choice
Follow your school's safeguarding procedures if any concerns arise during the lesson
Adaptation options
Use simple visual prompts for pupils who need extra support with vocabulary
Spend more time identifying trusted adults if pupils need help naming who they can go to
Use partner or small group discussion for pupils who are less confident speaking to the whole class
Keep messages about unsafe situations at home or with familiar people especially calm and clear, focusing on knowing what to do rather than on what might happen.
