Asking For Help wellbeing lesson plan
A secondary wellbeing lesson for Years 6 to 9 that helps Australian teachers introduce asking for help as a practical communication and academic skill, through a structured, ready-to-teach lesson. Students look at everyday situations where help-seeking matters, such as struggling with schoolwork or needing support from a friend or teacher, and practise the language and confidence to ask for help before a difficulty builds up.
Healthy Relationships & Communication
Snapshot
Asking For Help
This lesson gives teachers a structured way to introduce help-seeking as a practical, everyday skill rather than a response to crisis. Feedback: 4.0/5 from 215 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building confidence and practical language to ask for help with schoolwork, friendships and everyday challenges
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise situations where asking for help would be useful, such as falling behind with schoolwork or feeling unsure about a task
recognise that asking for help is a normal and responsible choice, not a sign of failure
recognise the difference between struggling quietly and reaching out for support
Understand
understand why people sometimes avoid asking for help, such as feeling embarrassed or unsure who to ask
understand that different situations may need different kinds of support, from a teacher, friend or trusted adult
Practise
practise clear, simple language for asking for help with schoolwork or a difficult situation
practise identifying who to ask for help in different school contexts
practise asking for help in a calm, direct way without waiting until a problem feels too big
Who this lesson is for?
This lesson is designed for students in Years 6 to 9 who are building independence in their learning and relationships, and who benefit from explicit language and practise around asking for help.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
academic mentoring or study skills support
transition support for new year levels or school settings
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 help-seeking as a skill Use when students need simple, direct language for asking for help before problems build up.
Supporting academic confidence Use when students are reluctant to ask for help with schoolwork or admit they are struggling.
Reinforcing classroom communication norms Use when building a classroom culture where asking questions and seeking support feels normal.
Preparing for transition Use when students are moving into a new year level, subject or school setting and may need support navigating who to ask.
Building advisory or pastoral routines Use as part of regular pastoral care or advisory sessions focused on communication and self-management.
Strengthening study skills programmes Use alongside academic habits or study skills work to connect communication with academic success.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students often know when they need help, but do not always have the words or confidence to ask for it. This becomes more noticeable in Years 6 to 9, as students take on more independence and can feel added pressure to manage things alone. Building comfort with asking for help early supports both academic progress and stronger relationships, since students who can communicate a need clearly are more likely to get the right support before a small issue grows. This lesson supports a classroom culture where asking for help is seen as a normal, responsible part of learning and communication, not something to avoid or feel embarrassed 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
Communication skills Students practise clear, direct language for asking for help.
Self-awareness Students notice when they are struggling and need support.
Academic confidence Students build comfort asking questions and seeking help with schoolwork.
Help-seeking Students learn who to approach for help in different school situations.
Relationship skills Students practise reaching out to friends, teachers or trusted adults.
Self-management Students build habits of addressing difficulties early rather than avoiding 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 students not to name classmates or share other people's stories
Frame discussion around general examples and scenarios, not personal disclosures
Identify the trusted adults students can go to for academic or personal support at your school
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use everyday examples such as struggling with a task, falling behind or needing support from a friend
Give students time to practise phrases aloud or in pairs
Reinforce that asking for help is a responsible choice, not a sign of weakness
Allow students to respond through discussion, writing or paired practise depending on confidence
Supporting safe discussion
Keep examples general rather than tied to specific students or situations
Reinforce privacy and respectful discussion rather than promising confidentiality
Encourage students to speak to a trusted adult if they need support after the lesson
Adaptation options
Use paired or small group practise for confident classes
Use written reflection for quieter students
Spend more time identifying trusted adults if students are unsure who to ask
