Speaking Up for Safety PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce safe help-seeking and trusted adult relationships through a structured, ready-to-teach lesson. Pupils learn to recognise unsafe or uncomfortable situations across different environments, identify trusted adults they can turn to, and practise clear, confident ways to speak up and ask for help.
Healthy Relationships & Communication
Snapshot
Speaking Up for Safety
This lesson gives teachers a structured way to help pupils identify trusted adults and practise speaking up safely across different settings.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe moments and finding trusted adults across different environments
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 feeling safe and feeling unsafe or uncomfortable
recognise that trusted adults can be found at school, at home and in the wider community
recognise that unsafe or uncomfortable situations can happen in different environments, including online
Understand
understand that speaking up and asking for help is a safe and responsible choice
understand that there is usually more than one trusted adult they can turn to
Practise
practise simple, clear phrases for asking a trusted adult for help
practise identifying a trusted adult in different environments
practise deciding when and how to speak up about an unsafe or uncomfortable situation
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building independence and moving through a wider range of environments, such as school, home, the community and online spaces.
It is suitable for:
PSHE lessons focused on personal safety
relationships education
pastoral care, circle time or form time
transition preparation as pupils gain more independence
whole-class safety and protective behaviours work
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 are learning foundational language for recognising unsafe situations and trusted adults.
Preparing for greater independence Use when pupils are beginning to move through more environments alone, such as travelling to school or spending time in the community.
Reinforcing pastoral routines Use when revisiting who pupils can go to for help at school and beyond.
Supporting transition Use when pupils are preparing to move to a new school, year group or setting with new adults and environments.
Building communication confidence Use when pupils need practice using clear, direct language to ask for help.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about safety, trust and help-seeking.
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 time across a range of environments, from school and home to community spaces and online, and each setting can bring different situations where they may feel unsure or unsafe. Having clear language for finding a trusted adult helps pupils respond with confidence rather than uncertainty. Speaking up for safety is not only about responding to a specific problem. It is also about building the habit of knowing who to turn to and feeling comfortable asking for help before a situation becomes harder to manage. This lesson supports pupils to see help-seeking as a practical skill rather than a last resort, and helps them understand that trusted adults are there to support them across the different parts of their lives.
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 feels unsafe or uncomfortable.
Help-seeking Pupils practise identifying and approaching a trusted adult for support.
Communication skills Pupils rehearse clear, confident phrases for speaking up.
Protective behaviours Pupils understand that sharing unsafe situations with a trusted adult is a safe choice.
Independence Pupils build confidence to make safe decisions as they move through different environments.
Belonging Pupils reinforce that support is available to them at school, at home and in the community.
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
Frame discussion around general scenarios, not personal disclosures
Identify the trusted adults pupils can speak to at school before the lesson
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 across school, home, community and online settings rather than one specific scenario
Give pupils time to practise phrases aloud or in pairs
Reinforce that pupils do not need to manage unsafe situations alone
Allow pupils to respond through discussion, writing or role-play depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible and safe choice
Explain that there is usually more than one trusted adult pupils can turn to
Follow school safeguarding procedures if concerns arise during or after the lesson
Adaptation options
Use paired discussion for confident groups and independent reflection for quieter pupils
Spend more time identifying trusted adults if pupils need extra support with this step
Adjust environment examples to reflect pupils' everyday routines, such as travel to school or time in the community
Where discussions touch on home or family settings, keep the message clear and non-judgemental: pupils can speak to a trusted adult at school if something feels unsafe or unclear anywhere in their lives.
