Digital Kindness Code wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce kind, respectful and safe technology use through a structured, ready-to-teach lesson. Students learn to recognise kind and unkind online behaviour, understand why privacy and respectful communication matter, and practise simple digital choices that support safe, positive relationships online.
Online Safety, AI & Digital Literacy
Snapshot
Digital Kindness Code
This lesson gives teachers a structured way to introduce online kindness, respect and safe digital habits using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Being kind, respectful and safe when using technology
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 kind and unkind online behaviour
recognise that words and actions online can affect how someone feels
recognise situations where personal information should be kept private
Understand
understand why respectful communication matters when using technology
understand that online choices can support or harm relationships with others
Practise
practise using kind and respectful language in online situations
practise simple strategies for protecting personal privacy online
practise deciding when to ask a trusted adult for help with an online situation
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are beginning to use technology more independently and are building early understanding of online behaviour and relationships.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital literacy or online safety programs
class discussions about respectful technology use
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 online safety and digital citizenship Use when students are starting to learn about respectful and safe technology use.
Reinforcing classroom digital expectations Use when revisiting expectations for respectful online communication.
Supporting healthy relationships online Use when students need language for kind and respectful interactions in online spaces.
Building critical thinking about digital choices Use when students are learning to think before sharing or responding online.
Preparing for increased device use Use when students are gaining more independence with technology at school or home.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about digital kindness 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 are using technology earlier and more often, so they need simple, usable language for being kind, respectful and safe online before habits are set. Digital kindness is not only about avoiding harm. It is also about helping students notice how their words and choices affect others, think critically about what they share, and understand when to ask for help with an online situation. This lesson supports a positive digital culture by helping students see that respectful online behaviour is an active choice, and that trusted adults are available to help when something online feels confusing or unsafe.
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
Digital citizenship Students learn what respectful, safe behaviour looks like online.
Empathy Students consider how online words and actions affect other people.
Respectful communication Students practise kind and clear language in online situations.
Privacy awareness Students learn when personal information should be kept private.
Critical thinking Students think before sharing, commenting or responding online.
Help-seeking Students learn when and how to ask a trusted adult for support with an online situation.
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 share personal details about their own or others' online activity
Frame discussion around general examples and scenarios, not personal accounts
Clarify that the lesson focuses on building safe, respectful digital habits rather than specific apps or platforms
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, relatable examples such as sending a message, commenting or sharing content
Give students time to discuss and practise respectful language
Reinforce that online choices can affect other people, even when it does not feel that way at the time
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage privacy rather than personal disclosure when discussing examples
Remind students that asking a trusted adult for help with an online situation is a responsible choice
Follow your school's child safety procedures if concerns arise
Adaptation options
Use partner discussion for quieter groups
Extend the discussion on privacy and personal information for classes needing more support
Spend more time on trusted adults and help-seeking pathways if students need it
