Developing Leadership Skills wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce leadership as a practical, personal skill through a structured, ready-to-teach lesson. Students explore what leadership means to them and begin to define their own leadership style. Students consider their values, strengths and ways of responding to challenges, and practise reflecting on how these shape the way they lead, contribute and support others.
Goal Setting, Mindset & Self-Worth
Snapshot
Developing Leadership Skills
The lesson gives teachers a structured way to introduce leadership as a personal, values-based skill rather than a fixed trait.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Discovering and defining a personal leadership style
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 leadership can take different forms, not only formal roles
recognise their own strengths and values as a starting point for leadership
recognise how mindset can affect the way they respond to challenges as a leader
Understand
understand that leadership style is personal and can change over time
understand the connection between values and the way someone chooses to lead
Practise
practise identifying personal values that shape their approach to leadership
practise describing their own leadership style using simple, specific language
practise applying a growth mindset when reflecting on leadership challenges
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are beginning to think about leadership as a personal skill rather than a formal title. It works well for students with a range of leadership experience, from those who have never considered themselves a leader to those already taking on roles in class or school groups.
It is suitable for:
secondary wellbeing lessons
PDHPE or Health teaching
pastoral care or advisory sessions
leadership or peer support programs
goal setting and mindset 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 leadership as a topic Use when students are new to thinking about leadership beyond formal roles or titles.
Building classroom culture Use when reinforcing shared values, contribution and respectful collaboration within a class or group.
Supporting goal setting units Use alongside broader goal setting or mindset work to help students connect values with personal growth.
Preparing students for leadership roles Use before students take on a class, team or school leadership responsibility.
Reinforcing growth mindset Use when students need language for responding to setbacks or challenges as they develop leadership skills.
Creating structured reflection time Use when you want a calm, teacher-led discussion about personal values and self-awareness.
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 thinking about leadership as something personal and developed over time, rather than a fixed trait reserved for a few. Understanding personal values and mindset gives students a foundation for approaching group work, responsibility and challenges with more self-awareness. This can support how they contribute in class, teams and community activities. The lesson helps build a classroom culture where leadership is seen as accessible and connected to values, resilience and reflection, rather than status or popularity.
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
Self-awareness Students reflect on personal values and how these shape their approach to leadership.
Growth mindset Students consider how mindset affects their response to setbacks and challenges.
Agency Students practise defining their own leadership style rather than following a fixed model.
Resilience Students explore how a leadership mindset can support them through difficulty.
Communication Students practise describing their strengths and values using clear language.
Collaboration Students consider how their leadership style contributes to group and team settings.
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 to use general examples rather than naming classmates or sharing other people's stories
Frame discussion around personal reflection, not comparison between students
Identify examples of leadership relevant to your class or school context beforehand
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
Encourage students to describe their own values and strengths rather than speaking on behalf of others
Allow time for individual reflection before group discussion
Reinforce that there is no single correct leadership style
Use prompts that connect leadership to everyday school situations, such as group work or peer support
Supporting safe discussion
Keep discussion focused on personal reflection and general examples
Avoid asking students to represent a group or identity when discussing leadership
Remind students that support is available if a discussion raises difficult feelings
Adaptation options
Use partner discussion for students who prefer not to share with the whole class
Provide written reflection prompts for quieter students
Extend discussion time for classes exploring goal setting or mindset in more depth
