Calling For Help wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce calling for help and speaking with emergency services through a structured, ready-to-teach lesson. Students learn to recognise when a situation needs urgent help and practise the basic steps for staying calm and getting an adult or emergency support. The lesson keeps the focus simple and procedural, giving young students an early foundation in personal safety and knowing what to do when something feels wrong.
Keeping Safe & First Aid
Snapshot
Calling For Help
The lesson gives teachers a structured way to introduce calling for help using simple, age-appropriate language young students can follow.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when help is needed and practising simple steps for calling for help
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 an adult or emergency help may be needed
recognise the difference between something they can handle and something that needs adult help
identify who they can ask for help at home, at school or in the community
Understand
understand why staying calm helps when asking for help
understand that sharing clear, simple information helps others understand what is happening
Practise
practise simple phrases for asking an adult for help
practise sharing basic details such as what is happening and where they are
practise staying calm when talking about a difficult or unfamiliar situation
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 to 2 who are building early personal safety knowledge and beginning to understand help-seeking.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or circle time sessions
personal safety and protective behaviours programmes
early first aid and safety awareness units
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 personal safety Use when students need a first, simple introduction to calling for help and speaking with emergency services.
Building classroom culture Use when reinforcing that asking for help is a safe and sensible choice, not something to worry about.
Practising safe responses Use when students are learning simple steps for what to say when something feels wrong or unfamiliar.
Supporting help-seeking confidence Use when students need practice identifying who they can turn to at home, at school or in the community.
Preparing for transition Use when students are moving into new routines or environments and need a refresher on basic safety steps.
Creating a structured safety discussion Use when you want a calm, teacher-led way to introduce personal safety without relying on a specific incident.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students need simple, practical language for recognising when a situation calls for help and knowing what to do next. Calling for help is a skill that benefits from early, low-pressure practice rather than being left until a difficult moment. Personal safety learning at this age is not about memorising procedures. It is about helping students feel confident that asking for help is a sensible, everyday choice, and that trusted adults and emergency services exist to support them. This lesson supports a calmer, more confident classroom by giving students an early foundation in staying calm, speaking up and knowing that help is always available.
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
Risk recognition Students learn to notice situations where help may be needed.
Help-seeking Students practise asking an adult or emergency service for help.
Communication Students practise sharing simple, clear information when asking for help.
Emotional regulation Students explore how staying calm supports clear thinking and communication.
Protective behaviours Students build early understanding of personal safety and trusted support.
Confidence Students build familiarity with a skill they may need to use in real life.
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 personal stories
Frame the discussion around general examples rather than personal disclosures
Identify the trusted adults students can speak to at home and 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 simple, general examples rather than detailed emergency scenarios
Keep language age-appropriate and avoid technical emergency terms
Give students time to practise simple phrases aloud
Reinforce that asking for help is always a safe and sensible choice
Supporting safe discussion
Encourage students to use general examples rather than personal experiences
Reinforce that unsafe or scary situations should be shared with a trusted adult
Keep the tone calm and reassuring throughout
Adaptation options
Use partner talk or drawing for quieter students
Slow down and repeat key phrases for younger or less confident students
Spend more time identifying trusted adults if students need additional support
This lesson does not provide formal first aid training or emergency service certification. It supports early awareness and confidence rather than technical competence.
