Digital Self-Defence wellbeing lesson plan
A primary wellbeing lesson for Years 5 to 6 that helps Australian teachers introduce digital self-defence skills through a structured, ready-to-teach lesson. Students learn to recognise risky online situations and relationships, protect their personal information and respond safely when something online feels unsafe or unfair. The lesson gives students practical language for managing online relationships and digital choices, including thinking critically about what they share, who they trust online and when to ask a trusted adult for support.
Online Safety, AI & Digital Literacy
Snapshot
Digital Self-Defence
This lesson gives teachers a structured way to introduce digital self-defence and online relationship safety without needing extra preparation.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising risky online situations and managing online relationships safely
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 signs that an online situation or relationship may be risky or unsafe
recognise requests for personal information or pressure to share details as warning signs
recognise that not everything shared online is accurate or trustworthy
Understand
understand how digital footprints can affect privacy and online reputation
understand why online relationships need the same care and boundaries as relationships offline
Practise
practise strategies for protecting personal information online
practise questioning the reliability of online content and messages
practise identifying when and how to ask a trusted adult for support
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building independence online and starting to navigate online relationships, messaging and shared content.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy or online safety units
pastoral care, circle time or advisory sessions
class discussions about online behaviour and digital choices
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 concepts Use when students need structured language for recognising risky online situations and relationships.
Building digital literacy skills Use when reinforcing critical thinking about online content, misinformation and digital footprints.
Supporting inclusion in online spaces Use when reinforcing respectful communication in online relationships and group chats.
Reinforcing previous digital safety learning Use when revisiting privacy, personal information and safe online choices already introduced in class.
Preparing for greater online independence Use when students are gaining more access to devices, apps or online communication.
Creating a structured digital literacy discussion Use when you want a calm, teacher-led discussion about safe, respectful online behaviour.
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 increasingly managing their own online relationships and digital choices, often without a clear framework for deciding what feels safe or fair. Digital Self-Defence gives students practical skills for pausing, questioning and making safer decisions online, rather than reacting to problems after they happen. Understanding how to protect personal information, think critically about online content and manage online relationships helps students build confidence as they use digital tools for school, communication and connection. This lesson supports a proactive approach to digital literacy by helping students see that online safety includes both protecting themselves and communicating respectfully with others.
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
Critical thinking Students question the reliability of online content and messages.
Digital literacy Students build understanding of privacy, digital footprints and online choices.
Relationship skills Students consider how to manage online relationships with care and boundaries.
Self protection Students practise strategies for keeping personal information private.
Help-seeking Students learn when and how to ask a trusted adult for support online.
Decision making Students practise pausing and questioning before responding to risky online situations.
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 online experiences in detail
Frame the discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about building safe digital habits, not blaming anyone for past online choices
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 general examples such as being asked for personal details or feeling pressured online
Give students time to discuss and practise safer response strategies
Reinforce that questioning online content or requests is a sensible habit, not overreacting
Allow students to respond through discussion or partner reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help with an online situation is a responsible choice
Explain that unsafe or uncomfortable online situations should be shared with a trusted adult
Keep examples general rather than tied to specific apps, platforms or people
Adaptation options
Use partner discussion for confident groups
Use guided teacher-led examples for students who need more structure
Spend more time on trusted adults and support pathways if students need help identifying who to ask
