Being There for a Friend wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce practical ways to support a friend who needs help, through a structured, ready-to-teach lesson. Students learn to recognise when a friend might need support, use respectful and caring language, and understand safe ways to help, including when to ask a trusted adult for support. The lesson keeps the focus on everyday friendship situations, helping students build confidence in noticing when someone needs support and responding in ways that are kind, respectful and safe.
Healthy Relationships & Communication
Snapshot
Being There for a Friend
The lesson gives teachers a structured way to introduce supportive friendship skills without needing an incident to prompt the discussion. Feedback: 4.8/5 average rating from 29 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a friend needs support and responding safely
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recognise signs that a friend may need support, such as seeming upset, withdrawn or unsure
recognise the difference between helping a friend and taking on responsibility that belongs to an adult
recognise that friends can need different kinds of support at different times
Understand
understand that listening and checking in are meaningful ways to support a friend
understand why respecting a friend's feelings and choices matters when offering support
Practise
practise simple phrases for checking in with a friend
practise listening without judgement in a supportive conversation
practise deciding when to involve a trusted adult to help a friend
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are building on early friendship skills and starting to notice when others may need support. It suits students who are ready to talk about feelings, listening and respect in the context of everyday friendships.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
friendship and social skills programs
respectful relationships education
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.
Building classroom culture Use when you want students to understand that supporting friends is an everyday expectation, not just a response to problems.
Introducing friendship skills Use when students are learning foundational skills for noticing and responding to a friend's feelings.
Reinforcing respectful relationships Use alongside broader respectful relationships or inclusion work to build on shared respect between friends.
Practising safe responses Use when students need to practise checking in with a friend and deciding when to ask an adult for help.
Supporting help seeking confidence Use when students need clearer understanding of when and how to involve a trusted adult.
Preparing for transition Use when friendship groups are changing and students need language for supporting each other through change.
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 notice when a friend is struggling before an adult does, but they do not always know what to say or do. Giving them simple, practical language for checking in and offering support helps friendships feel safer and more genuine. Being there for a friend is not about fixing every problem. It is about noticing, listening and knowing when to involve a trusted adult, so students do not feel they have to manage difficult situations alone. This lesson supports a classroom culture where students feel comfortable offering and asking for support, and understand that shared respect is part of being a good friend.
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 signs that a friend may be finding something difficult.
Empathy Students consider how it feels to be supported or unsupported by a friend.
Communication skills Students practise checking in and listening without judgement.
Respect Students learn to respect a friend's feelings and choices when offering support.
Help-seeking Students understand when and how to involve a trusted adult.
Belonging Students reinforce that friendships are built on shared care and respect.
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 specific stories about other people
Frame discussion around general scenarios rather than personal disclosures
Make clear the lesson is about practising supportive skills, not identifying who needs help
Identify trusted adults students can speak to at school
During delivery
Use everyday examples such as a friend seeming upset, quiet or left out
Give students time to practise checking in phrases aloud
Reinforce that supporting a friend does not mean solving every problem alone
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking a trusted adult for help is a responsible choice, not a last resort
Keep examples general rather than tied to real classmates
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use partner talk or small groups for confident students
Use drawing or written reflection for quieter students
Spend more time identifying trusted adults if students need support recognising help pathways
