The Dangers of Sextortion PSHE lesson
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce sextortion, online risk and protection strategies through a structured, ready-to-teach lesson. Pupils learn to recognise the warning signs of sextortion, understand the pressure tactics used online, and practise safe, practical responses including how to seek help.
Online Safety, AI & Digital Literacy
Snapshot
The Dangers of Sextortion
The lesson gives teachers a structured way to introduce sextortion and practical online protection strategies without needing specialist digital safety training. Feedback: 4.2/5 from 42 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising sextortion risks and practising protective online strategies
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 sextortion, such as unexpected pressure to share images or personal information online
recognise pressure tactics that rely on urgency, secrecy or fear
recognise when an online interaction feels unsafe or does not feel right
Understand
understand why sextortion relies on pressure, secrecy and fear to work
understand how privacy settings and digital footprints can affect personal risk online
Practise
practise safe responses to pressure or threats online, including not responding and saving evidence
practise identifying trusted adults or services pupils can contact if something feels unsafe
practise applying protective digital habits, such as reviewing privacy settings and thinking before sharing personal content
Who this lesson is for?
This lesson is designed for older secondary pupils who are building independence in how they use social media and the internet, and who benefit from clear, practical language around online risk and protection.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time and personal development sessions
online safety or digital literacy programmes
wider internet safety or citizenship 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 online safety topics Use when pupils need a structured introduction to sextortion, online risk and protection strategies.
Building digital literacy skills Use when reinforcing critical thinking about privacy, sharing and digital footprints.
Running an online safety focus Use to give a dedicated PSHE session on protecting personal information and images online.
Practising safe responses Use when pupils are learning how to respond to pressure without panicking or handling it alone.
Building help seeking confidence Use when pupils need to understand where to go if they feel unsafe or pressured online.
Preparing for greater online independence Use as pupils take on more unsupervised device or social media use.
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 simple, usable language for recognising online pressure and knowing how to seek help before a situation feels overwhelming. Online safety education is not only about warning pupils away from technology. It is also about helping them build critical thinking, recognise pressure tactics and make informed choices about what they share and with whom. This lesson supports a safer approach to online life by helping pupils understand that protective habits, privacy awareness and early help seeking reduce risk, and that support is always available if something feels unsafe.
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 privacy settings, digital footprints and safe sharing choices.
Risk awareness Pupils learn to recognise early warning signs of pressure or manipulation online.
Critical thinking Pupils evaluate online situations and consider safer responses before acting.
Help seeking Pupils learn when and how to ask a trusted adult or service for support.
Self protection Pupils practise steps that reduce personal risk, such as reviewing privacy settings.
Confidence online Pupils build assurance in making informed, safer digital choices.
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 themselves or others
Frame discussion around general scenarios rather than personal disclosures
Make clear the lesson focuses on prevention, safe choices and help seeking, not blame
Identify the trusted adults and reporting pathways pupils can access at school
During delivery
Use general, age appropriate language rather than explicit or graphic detail
Keep discussion focused on decision making and strategies rather than real cases
Allow pupils to respond through discussion or written reflection depending on confidence
Reinforce that no one is to blame for feeling pressured online
Supporting safe discussion
Reinforce that seeking help is a responsible and expected response
Explain the school's reporting pathways for online safety concerns
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 small group discussion for pupils who need more support engaging
Use written or independent reflection for pupils who prefer not to speak aloud
Spend more time on help seeking pathways if pupils are unfamiliar with reporting options
