Tackling Cyberbullying PSHE lesson plan
A PSHE lesson for Years 6 to 8 that helps UK teachers introduce online bullying, respectful online behaviour and safe help-seeking through a structured, ready-to-teach lesson. Pupils learn to recognise unkind or harmful behaviour online, understand how it can affect others, and practise safe ways to respond, report and ask for help.
Online Safety, AI & Digital Literacy
Snapshot
Tackling Cyberbullying
The lesson gives teachers a structured way to introduce online bullying and help pupils build practical, everyday responses. Feedback: 4.2/5 from 120 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising online bullying and practising safe 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 examples of unkind or harmful behaviour online, such as exclusion, unkind comments or sharing messages without permission
recognise the difference between a one off unkind comment and repeated harmful behaviour online
recognise signs that an online situation needs adult support
Understand
understand how online communication can affect how a message is read or understood
understand why privacy and respectful communication matter when using social media and messaging
Practise
practise language for responding calmly to unkind behaviour online
practise identifying safe steps such as reporting, blocking or speaking to a trusted adult
practise applying respectful communication habits to online conversations
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 8 who are using or beginning to use social media, messaging apps or online gaming platforms, and who benefit from clear language for recognising and responding to unkind online behaviour.
It is suitable for:
PSHE lessons
relationships education
pastoral care or form time
digital literacy and online safety learning
respectful friendships and communication units
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 a starting point for language around online bullying, digital respect and help-seeking.
Building respectful online communication norms Use when reinforcing how tone, intent and privacy work differently in online spaces.
Practising safe responses Use when pupils are learning how to respond to unkind online behaviour without escalating a situation.
Preparing for transition Use as pupils move between year groups or schools and take on more independent online communication.
Supporting help-seeking confidence Use when pupils need to understand who to speak to and what to report when something feels unsafe online.
Creating structured PSHE discussion Use when you want a calm, teacher-led discussion about respectful digital 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 communicating online earlier and more often, so they need practical language for recognising unkind behaviour and knowing how to respond before it becomes normalised. Tackling online bullying is not only about reacting after harm occurs. It is also about helping pupils build everyday habits around respectful communication, privacy and thinking critically about how their words and actions land in digital spaces. This lesson supports a safer online culture by helping pupils understand that respectful communication applies just as much online as it does in person, and that trusted adults are there to help when something does not feel right.
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 citizenship Pupils consider how their words and actions affect others online.
Empathy Pupils consider how unkind online behaviour can make someone feel.
Communication skills Pupils practise calm, respectful responses in online situations.
Critical thinking Pupils consider tone, intent and privacy when communicating online.
Help-seeking Pupils learn who to speak to and how to report harmful online behaviour.
Resilience Pupils practise stepping back from unhelpful 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 specific stories about other people
Frame discussion around general scenarios rather than personal accusations
Make clear the lesson is about building safe habits, not blaming individuals
Identify trusted adults pupils can speak to at school about online concerns
During delivery
Use general examples such as unkind comments, exclusion from a group chat or messages shared without permission
Give pupils time to practise calm, respectful responses aloud or in writing
Reinforce that pupils do not need to respond to unsafe situations alone
Allow pupils to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help with an online concern is a responsible choice
Explain that harmful online behaviour should be shared with a trusted adult
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 paired or small group discussion for confident classes
Use written reflection for quieter pupils or those less comfortable speaking aloud
Spend more time on reporting and trusted adults if pupils need extra support identifying help pathways
