Bullying and Being Mean wellbeing lesson plan
This ready-to-teach wellbeing lesson helps Australian teachers introduce bullying and hurtful behaviour to students across primary and secondary years, using structured discussion and practical ways to deal with harmful behaviours. Students learn to recognise unkind and harmful behaviour, understand how it can affect others, and practise safe ways to respond, including speaking up safely and asking a trusted adult for support.
Healthy Relationships & Communication
Snapshot
Bullying and Being Mean
This lesson gives teachers a structured way to introduce bullying and hurtful behaviour and build students' confidence in responding safely.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising harmful behaviour and practising safe responses
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 examples of unkind or harmful behaviour, such as exclusion, teasing or unfair treatment
recognise the difference between a one off unkind moment and behaviour that happens repeatedly
recognise signs that a peer may need support
Understand
understand how harmful behaviour can affect someone's feelings and sense of safety
understand that repeated unkind behaviour is a form of bullying
understand that speaking up safely is different to confronting someone directly
Practise
practise language for speaking up safely when they notice harmful behaviour
practise ways to support a peer who is being treated unfairly
practise identifying a trusted adult to ask for help
Who this lesson is for?
This lesson is designed for students who are building their understanding of respectful relationships, boundaries and how to deal with harmful behaviours. It suits students across primary and secondary years who are ready to discuss bullying and unkind behaviour in a structured, discussion based way.
It is suitable for:
wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programmes
general classroom discussion on kindness and inclusion
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 bullying and hurtful behaviour Use when students need clear language for recognising and responding to harmful behaviour.
Building classroom culture Use when reinforcing respectful communication, inclusion and fair treatment among students.
Practising safe responses Use when students are learning how to speak up safely without arguing or retaliating.
Supporting inclusion Use when helping students understand how to include peers and respond to exclusion.
Building help-seeking confidence Use when students need clear steps for asking a trusted adult for support.
Reinforcing respectful relationships Use when revisiting expectations around communication, boundaries and respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from having clear, practical language for recognising harmful behaviour and knowing how to respond before patterns of unkindness become normalised. Dealing with bullying and being mean is not only about responding after something has happened. It is also about building the everyday skills students need to notice unfair treatment, communicate respectfully and ask for help when something does not feel right. The lesson supports a classroom culture where students understand that safe, respectful behaviour is something they can actively practise. Students learn that speaking up safely and seeking support are responsible choices, not something to feel worried 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 Students notice examples of unfair or harmful behaviour among peers.
Empathy Students consider how unkind behaviour affects others' feelings.
Communication Students practise language for speaking up safely and setting boundaries.
Help-seeking Students learn when and how to ask a trusted adult for support.
Respectful relationships Students reinforce fair, inclusive and respectful behaviour towards peers.
Protective behaviours Students recognise that harmful behaviour should be shared with a safe adult.
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 stories about other people
Frame discussion around scenarios rather than personal accusations
Make clear that the lesson is about learning safe choices, not assigning blame
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 exclusion, unkind comments or unfair treatment
Give students time to practise phrases aloud or in pairs
Reinforce that students do not need to handle unsafe situations alone
Allow students to respond through discussion, writing or role play depending on confidence and maturity
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Reinforce that asking for help is a responsible choice
Follow your school's child safety procedures if concerns arise during discussion
Adaptation options
Use paired or small group discussion for confident classes
Use written reflection for quieter students
Spend more time identifying trusted adults if students need extra support
