Community Wellbeing Champions wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce community safety, respect and inclusion through a structured, ready-to-teach lesson. Students learn to recognise what helps a community feel safe and welcoming, understand how diversity and culture shape a sense of belonging, and practise respectful ways to support safety and inclusion for everyone.
Diversity, Equality & Society
Snapshot
Community Wellbeing Champions
The lesson gives teachers a structured way to introduce community safety, diversity and inclusion using practical, age-appropriate discussion.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Promoting safety, respect and inclusion in the community
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 behaviours and attitudes that help a community feel safe, respectful and inclusive
identify situations where someone may feel excluded or unfairly treated because of their background or culture
recognise that unsafe or unfair behaviour should be shared with a trusted adult
Understand
understand how diversity and culture contribute to a community's sense of identity and belonging
understand why fairness and respect matter in shared community spaces
Practise
practise respectful language when talking about different backgrounds and cultures
practise simple strategies for including others and responding to unfair treatment
practise identifying trusted adults or support options when something feels unsafe
Who this lesson is for?
This lesson is designed for Year 5 and 6 students who are building their understanding of community, diversity, fairness and safety.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
diversity, inclusion and respectful relationships programs
broader community and citizenship learning
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 community wellbeing concepts Use when students are new to thinking about safety, fairness and inclusion at a community level.
Supporting inclusion Use when reinforcing respect for different backgrounds, cultures and experiences within the classroom or school community.
Building classroom culture Use when establishing shared expectations around respect, fairness and belonging early in the term.
Practising safe responses Use when students are learning how to respond safely to unfair treatment or exclusion.
Reinforcing respectful communication Use when students need language for talking about diversity and culture respectfully.
Preparing for transition Use when students are moving into a new class, school or community setting and need shared expectations around inclusion.
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 early, practical language for understanding what keeps a community safe, fair and inclusive. Community wellbeing is not only about responding when something goes wrong. It also involves teaching students to notice unfair treatment, value different backgrounds and cultures, and know how to speak up safely or ask for help when something does not feel right. This lesson supports students to see their role in building a safer, more inclusive community. It reinforces that respect and fairness are everyday choices, and that trusted adults are available when a situation feels unsafe or too difficult to manage 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
Social awareness Students notice when someone is excluded or treated unfairly because of their background.
Cultural understanding Students consider how diversity and culture contribute to a community's identity.
Empathy Students think about how unfair or exclusionary treatment can affect others.
Respectful communication Students practise respectful language when discussing different backgrounds and cultures.
Help-seeking Students learn when and how to speak to a trusted adult about unsafe or unfair situations.
Belonging Students reinforce that everyone has a role in making the community feel safe and inclusive.
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 other people's personal stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that no student should be asked to speak on behalf of a cultural group, background or identity
Identify trusted adults students can speak to at school
During delivery
Use general examples such as left out because of where someone is from or treated unfairly because of their background
Give students time to discuss and reflect using respectful language
Reinforce that students do not need to manage unsafe situations alone
Allow students to respond through discussion, writing or small group work depending on confidence and maturity
Supporting safe discussion
Keep examples general rather than tied to specific students or incidents
Reinforce that asking for help is a responsible, safe choice
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use small group discussion for confident classes
Use individual reflection or writing for quieter groups
Spend more time identifying trusted adults if students need support with help seeking pathways
