Assessing the Trustworthiness of Others wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce trust, safety and healthy relationship skills through a structured, ready-to-teach lesson. Students learn to notice signs that someone may or may not be trustworthy, understand how trust develops over time, and practise safe ways to check in with themselves and seek support when a situation feels uncertain.
Healthy Relationships & Communication
Snapshot
Assessing the Trustworthiness of Others
The lesson gives teachers a structured way to introduce trust, safety and relationship skills using practical, age-appropriate examples. Feedback: 4.5/5 from 42 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising signs of trustworthiness and practising safe decision making
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 signs that someone may or may not be trustworthy
recognise how personal boundaries connect to feeling safe in relationships
recognise situations where more caution or support may be needed
Understand
understand that trust is built over time through consistent, respectful behaviour
understand how personal safety and healthy relationships connect to broader community and legal contexts
Practise
practise questions and language for checking in with themselves about a relationship or situation
practise identifying safe, trusted adults or support options
practise making calm, considered decisions about who to trust in different settings
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building judgement around trust, safety and relationships in their everyday lives.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
protective behaviours and personal safety programmes
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 trust and safety concepts Use when students need a starting point for thinking about trust in relationships, online contacts or new social settings.
Building classroom culture Use when reinforcing respectful communication, boundaries and safe decision making as part of everyday class expectations.
Supporting a respectful relationships unit Use when this lesson fits into a broader sequence on healthy relationships, communication or personal safety.
Practising safe decision making Use when students are learning how to weigh up trust, caution and personal boundaries in different situations.
Building help-seeking confidence Use when students need to understand who they can go to for support if a relationship or situation feels unsafe.
Preparing for new social contexts Use when students are moving into new friendship groups, work experience, community settings or online spaces where trust decisions matter.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students regularly navigate new relationships, friendships, online contacts and community interactions where they need to judge who they can trust. Learning to notice patterns of trustworthy behaviour, and knowing when to pause or ask for support, is a practical skill rather than something students are expected to work out alone. This lesson supports students to build confidence in their own judgement. Rather than focusing on a single incident or relationship, it helps students develop a broader set of skills they can apply across friendships, family, community and online interactions throughout adolescence and beyond. Understanding how trust connects to safety also supports a stronger classroom culture. Students learn that checking in with themselves and seeking support are responsible choices, not signs of weakness.
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 Students notice patterns of behaviour that build or reduce trust in a relationship.
Critical thinking Students weigh up evidence and context before deciding how much to trust someone.
Communication skills Students practise language for setting boundaries and checking in with others.
Help-seeking Students learn how and when to ask a trusted adult for support.
Self-awareness Students reflect on their own comfort and safety in different relationships.
Protective behaviours Students connect personal safety with everyday decision making.
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 to use general examples rather than naming classmates or sharing other people's stories
Frame discussion around scenarios rather than personal disclosures
Identify trusted adults students can speak to at 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 new friendships, online contacts or group settings
Give students time to practise language for checking in with themselves or others
Reinforce that speaking up safely or asking for help is a responsible choice, not the only safe response
Allow students to respond through discussion, written reflection or small group talk depending on confidence
Supporting safe discussion
Keep the discussion focused on general scenarios rather than specific people
Avoid asking students to speak on behalf of a particular group or experience
Encourage privacy and respectful discussion rather than promising confidentiality
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written tasks for quieter groups
Spend more time on identifying trusted adults if students need extra support with help seeking
Some students may reflect on personal experiences during this lesson. Keep the focus on building skills and language, and follow your school's support pathways if a student needs further help.
