We All Deserve To Be Safe PSHE lesson plan
We All Deserve To Be Safe is a primary PSHE lesson that gives UK teachers a ready-to-teach way to introduce how everyday actions can make others feel safe or unsafe. Pupils explore examples from familiar school, home and community settings, building simple language to describe safe and unsafe feelings. Through guided discussion, pupils learn to notice how their actions affect others, understand that staying safe can look different depending on the environment, and practise simple ways to ask for help when something does not feel right.
Healthy Relationships & Communication
Snapshot
We All Deserve To Be Safe
The lesson gives teachers a structured way to introduce personal safety and respectful behaviour using clear, age-appropriate examples.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how actions can make others feel safe or unsafe
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 that actions, both big and small, can affect how safe someone feels
identify examples of safe and unsafe behaviour across different everyday settings
recognise that different environments may need different safety considerations
Understand
understand that staying safe can look different depending on where someone is
understand why respecting personal space and agreed rules helps people feel safe
Practise
practise describing safe and unsafe feelings using simple, clear language
practise identifying a trusted adult to speak to in different settings
practise simple ways to ask for help when a situation feels unsafe
Who this lesson is for?
This lesson is designed for primary pupils who are building early understanding of personal safety, respectful behaviour and how actions affect others. It does not assume prior learning and introduces safety language in a clear, structured way.
It is suitable for:
PSHE lessons introducing personal safety
relationships education
pastoral care, circle time or form time
whole class discussions about respectful behaviour
early protective behaviours learning
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 concepts Use when pupils are learning foundational language for safe and unsafe feelings for the first time.
Preparing for transition Use when pupils are moving into a new environment or routine and need to think about what feeling safe looks like there.
Reinforcing classroom expectations Use when revisiting class agreements about respectful behaviour and personal space.
Building help-seeking confidence Use when pupils need practice identifying trusted adults and asking for help.
Supporting inclusion and respect Use when reinforcing that everyone deserves to feel safe and included, regardless of setting.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about safe and unsafe actions.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from early, clear language for noticing how their actions and the actions of others affect feelings of safety, before these patterns become harder to talk about. Personal safety is not only about avoiding danger. It is also about everyday respect, personal space and awareness of how different environments call for different safety considerations. This lesson supports a safer classroom culture by helping pupils understand that everyone deserves to feel safe, 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
Social awareness Pupils notice how their actions and the actions of others affect feelings of safety.
Empathy Pupils consider how safe or unsafe actions make other people feel.
Communication skills Pupils practise simple language for describing safe and unsafe feelings.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Protective behaviours Pupils recognise that different environments may need different safety awareness.
Belonging Pupils reinforce that everyone deserves to feel safe and respected.
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 the discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about learning to recognise and respond to safety, not blaming anyone
Identify trusted adults pupils can speak to at school
During delivery
Use simple, concrete examples of safe and unsafe actions across school, home and community settings
Give pupils time to practise describing safe and unsafe feelings aloud
Reinforce that pupils do not need to manage unsafe situations alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use privacy rather than confidentiality when explaining how the discussion will be handled
Reinforce that asking for help is a responsible and expected response
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 partner or small group discussion for confident classes
Use drawing or individual reflection for quieter pupils
Spend more time identifying trusted adults if pupils need extra support with help pathways
