Who Can I Trust? PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce the idea of trusted adults through a structured, ready-to-teach lesson. Pupils learn to identify people who care for them, understand what makes someone trustworthy, and practise simple ways to approach a trusted adult when they need help. The lesson keeps the focus on families and the people who look after pupils at home, at school and in their community, giving teachers a calm and practical way to introduce this early relationships topic.
Healthy Relationships & Communication
Snapshot
Who Can I Trust?
The lesson gives teachers a structured way to introduce trusted adults and safe help-seeking with young primary pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Identifying trustworthy people and how to approach them
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 families and carers can look different while still offering love, care and support
recognise trusted adults in different parts of their life, such as home, school and their community
recognise that trusted adults are there to help when something feels confusing or unsafe
Understand
understand what makes an adult trustworthy, such as listening, keeping them safe and treating them with respect
understand that they can have more than one trusted adult to turn to for help
Practise
practise identifying who their trusted adults are at home and at school
practise simple ways to approach a trusted adult and ask for help
practise language for explaining a problem or feeling to a trusted adult
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to learn about families, carers and safe relationships.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
family and community topics within wellbeing teaching
early help-seeking 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 trusted adults Use when pupils are beginning to learn about family, carers and safe adults in their life.
Building a relationships education unit Use when planning a sequence on families, carers or safe relationships.
Starting the school year Use when pupils are getting to know new staff and need to identify trusted adults at school.
Reinforcing help-seeking skills Use when pupils need practice knowing who to approach if they feel worried or unsure.
Preparing for transition Use when pupils are moving into a new class or year group and need to identify new trusted adults.
Creating a structured PSHE discussion Use when you want a calm, teacher-led session about families, carers and safe relationships.
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 identifying the people who care for them and knowing how to approach those people when they need help. Learning to recognise a trusted adult is a foundational relationships skill that pupils can carry into many areas of school and home life. This lesson is not only useful when a pupil feels worried. It also helps pupils build a clear, positive picture of the safe adults already around them, whether that is a family member, carer or member of school staff. By practising this early, pupils build confidence in knowing that support is available and that asking for help is a normal, positive choice rather than something to feel unsure 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
Social awareness Pupils notice the different people who care for them at home, school and in their community.
Communication skills Pupils practise simple language for approaching a trusted adult.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Family understanding Pupils recognise that families and carers can look different while still offering care.
Protective behaviours Pupils understand that trusted adults can help when something feels confusing or unsafe.
Belonging Pupils reinforce that they have safe, trusted people around them.
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 stories about other people's families
Frame the discussion around general examples rather than personal disclosures
Identify the trusted adults pupils can speak to at school before the lesson begins
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 simple, everyday examples of trusted adults at home, school and in the community
Give pupils time to practise saying who their trusted adults are and why
Reinforce that pupils can have more than one trusted adult to turn to
Allow pupils to respond through discussion or drawing depending on confidence and maturity
Supporting safe discussion
Keep the focus on identifying safe people rather than unsafe situations
Remind pupils that asking for help is a normal, sensible choice
Encourage privacy rather than sharing personal family details in front of the class
Adaptation options
Use drawing or simple worksheets for pupils who are less confident speaking aloud
Spend more time identifying school based trusted adults for pupils who are new to the class
Extend the discussion with partner talk for pupils who are ready for more independent reflection
