Sextortion PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce sextortion and online threats through a structured, ready-to-teach lesson. Pupils learn to recognise warning signs of online pressure, understand why these situations rely on secrecy and fear, and practise safe steps for seeking help. The lesson keeps the discussion age-appropriate and calm, focusing on boundaries, safe online behaviour and where to go for support, rather than on how these situations happen.
Sex & Relationships Education
Snapshot
Sextortion
This lesson gives teachers a structured way to introduce sextortion and online threats using clear, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising online threats and practising safe help-seeking 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 common warning signs of online pressure or threats, such as urgency, secrecy or requests for images or money
recognise that sextortion can happen to anyone and is never the fault of the person being targeted
recognise when an online interaction feels unsafe or does not match someone's usual behaviour
Understand
understand why people who attempt sextortion rely on secrecy, fear and urgency
understand why sharing images or personal information online can later be used to pressure someone
Practise
practise simple language for setting boundaries online
practise identifying safe steps to take if they feel pressured or unsafe online
practise explaining where to go for help, including trusted adults and reporting options
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are building independence online and may already be using social media or messaging apps. It assumes pupils have some existing understanding of online communication but may not yet have language for identifying pressure, threats or unsafe requests.
It is suitable for:
PSHE lessons
relationships education
online safety learning
pastoral care or form time discussions
digital citizenship or e-safety 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 need age-appropriate language for recognising online threats and unsafe requests.
Building digital citizenship skills Use when reinforcing safe, respectful and private online behaviour.
Revisiting personal boundaries Use when pupils need language for setting and maintaining boundaries in online interactions.
Practising safe responses Use when pupils are learning how to respond to pressure or threats without engaging or responding alone.
Building help-seeking confidence Use when pupils need to understand when and how to report concerns to a trusted adult.
Preparing for increased online independence Use when pupils are gaining more access to social media, messaging apps or online platforms.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need clear, usable language for recognising online pressure and knowing how to seek help before a situation feels overwhelming. Sextortion relies on secrecy and fear, so calm, early conversations can help pupils feel more confident about noticing warning signs and speaking up. Online safety education is not only about responding after something has gone wrong. It is also about building everyday skills, such as recognising unsafe requests, protecting personal information and knowing that support is available. This lesson supports a safer school and online culture by helping pupils understand that asking for help is a responsible, sensible response, not something to feel embarrassed about.
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 learn to recognise warning signs of online pressure and unsafe requests.
Boundary setting Pupils practise language for setting and maintaining boundaries online.
Critical thinking Pupils consider why online threats rely on secrecy, urgency and fear.
Help-seeking Pupils learn when and how to report concerns to a trusted adult.
Emotional regulation Pupils explore calm, practical ways to respond if they feel pressured or unsafe.
Respectful communication Pupils reinforce respectful, safe behaviour in online interactions.
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, and to use general examples instead
Frame the discussion around scenarios rather than personal disclosures
Make clear that the lesson is about recognising pressure and knowing safe steps, not assigning blame
Identify trusted adults and reporting pathways pupils can access 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
Keep language general and age-appropriate, avoiding graphic detail
Use scenario-based examples rather than asking pupils to describe real situations
Reinforce that pupils never need to respond to threats or handle them alone
Allow pupils to engage through discussion or written reflection depending on confidence
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Reinforce that asking for help is a sensible, responsible response
Explain that concerns should always be shared with a trusted adult or safeguarding lead
Adaptation options
Use paired or small group discussion for confident classes
Use individual written reflection for quieter groups
Spend more time on reporting pathways if pupils need support identifying who to speak to
Keep the tone calm and non judgemental throughout, and avoid implying that any pupil is at fault if they experience pressure or a threat online.
