Calmly Resolving Conflict wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce calm, practical ways to resolve everyday conflicts through a structured, ready-to-teach lesson. Students learn to recognise disagreements with friends, use simple words to talk through how they feel, and practise calm, respectful ways to work towards a fair outcome instead of arguing or walking away upset.
Healthy Relationships & Communication
Snapshot
Calmly Resolving Conflict
This lesson gives teachers a structured way to introduce calm conflict resolution skills using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Talking through disagreements calmly and respectfully
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 that disagreements with friends are a normal part of school life
recognise early signs that a disagreement is starting, such as raised voices or hurt feelings
recognise when a conflict needs support from a trusted adult
Understand
understand that talking calmly is a safe way to work through a disagreement
understand that listening to a friend's point of view is part of solving a conflict fairly
Practise
practise using simple, calm words to explain how they feel during a disagreement
practise listening to a friend before responding
practise finding a fair way forward after a disagreement
Who this lesson is for?
This lesson is designed for Years 1 and 2 students who are learning to manage everyday disagreements with friends and build early skills for calm, respectful communication.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
friendship and social skills programs
class culture and respectful relationships work
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 conflict resolution skills Use when students need simple language for talking through disagreements calmly.
Building classroom culture Use when reinforcing respectful communication and shared respect between classmates.
Practising calm responses Use when students are learning how to explain their feelings without arguing or reacting angrily.
Reinforcing friendship skills Use when students need support understanding how to listen and find fair solutions with friends.
Supporting inclusion Use when helping students understand how to include others and resolve disagreements over turns, games or shared activities.
Preparing for transition Use when new friendship groups are forming and students need calm ways to work through disagreements.
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 are still learning how to manage disagreements with friends, and calm conflict resolution is a skill that needs practice rather than something students are expected to know instinctively. Teaching students to talk through disagreements early helps build a classroom culture where conflict is seen as normal and manageable, rather than something to avoid or fear. It also gives students practical language they can use straight away in everyday friendship situations. This lesson supports students to build confidence in handling disagreements calmly, while reinforcing that trusted adults are available to help when a conflict feels too difficult to work through alone.
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 Students practise using calm, simple words to explain how they feel during a disagreement.
Empathy Students consider a friend's point of view during a conflict.
Self-regulation Students learn to stay calm rather than react with anger or frustration.
Problem-solving Students practise working towards a fair way forward after a disagreement.
Relationship skills Students build shared respect and cooperation with classmates.
Help-seeking Students recognise when a conflict is too big to sort out alone and needs adult support.
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 general examples and scenarios, not personal accusations
Make clear that the lesson is about learning calm ways to solve disagreements, not about who is right or wrong
Identify trusted adults students can speak to if a disagreement feels too big to sort out alone
During delivery
Use simple examples such as disagreeing over a game, wanting a turn or feeling left out
Give students time to practise calm phrases aloud
Reinforce that students do not need to argue or react angrily to solve a disagreement
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage students to describe how they feel rather than blame a friend
Reinforce that asking a trusted adult for help is a responsible choice, not a last resort
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 simple role-play for confident groups
Use drawing or sentence starters for quieter groups
Spend more time on identifying trusted adults if students need extra support
