Everyone Deserves Respect wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce respectful behaviour online and in person through a structured, ready-to-teach lesson. Students learn to recognise respectful and disrespectful behaviour, understand how hurtful behaviour affects others, and practise safe, respectful responses in everyday school and digital situations. The lesson gives teachers a calm, structured way to open discussion about respect, kindness and fair treatment without needing to build materials from scratch.
Healthy Relationships & Communication
Snapshot
Everyone Deserves Respect
This lesson gives teachers a structured way to introduce respect, online behaviour and hurtful behaviour using age-appropriate discussion and activities. Feedback: 4.3/5 average rating from 61 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising respectful and disrespectful behaviour online and in person
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 respectful and disrespectful behaviour in online and in-person situations
identify examples of hurtful behaviour, such as exclusion, unkind comments or unfair treatment
recognise that repeated unkind behaviour towards someone may be a form of bullying
Understand
understand how respectful behaviour supports positive relationships at school and online
understand why privacy, kindness and fairness matter in digital communication
Practise
practise using respectful language in everyday school situations
practise responding safely when they see or experience disrespectful behaviour
practise identifying a trusted adult to speak to if something feels unfair or unsafe
Who this lesson is for?
This lesson is designed for Year 5 and 6 students who are building on earlier learning about kindness and are ready to explore respect in more depth across both online and in-person situations.
It is suitable for:
upper primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
respectful relationships or digital citizenship units
class culture and behaviour expectation 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 respect online and in person Use when students need a shared understanding of what respectful behaviour looks like across different settings.
Starting a digital citizenship or online behaviour focus Use when introducing how respect and kindness apply to online communication.
Reinforcing class expectations Use when revisiting agreed behaviour and communication expectations as a class.
Supporting students during group work or friendship challenges Use to give students structured language for navigating everyday relationship or group work difficulties.
Building help-seeking confidence Use when students need to understand when and how to speak to a trusted adult.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led conversation about respect, fairness and safe 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 move between online and in-person spaces every day, often without a shared language for what respectful behaviour actually looks like in each. Building this language early helps students notice unfair or hurtful behaviour before it becomes normalised. Respect is not only about avoiding harm. It is also about how students choose to include others, communicate online, and speak up safely when something does not feel fair. Teaching this proactively gives students practical tools they can use across friendships, group work and digital spaces. This lesson supports a classroom culture where students understand that respectful behaviour is a shared responsibility, and that trusted adults are available to help when a situation feels unfair, hurtful 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
Respect and empathy Students consider how disrespectful behaviour affects others online and in person.
Digital citizenship Students explore how privacy, kindness and fairness apply to online communication.
Communication skills Students practise respectful language for everyday school situations.
Social awareness Students notice when someone is excluded or treated unfairly.
Help-seeking Students identify a trusted adult to speak to when something feels unfair or unsafe.
Belonging Students reinforce that everyone deserves to be treated with respect.
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 the lesson is about building respectful habits, not identifying blame
identify trusted adults students can speak to at school
During delivery
use everyday examples students may recognise, such as group chats, group work or playground situations
give students time to practise respectful language aloud or through discussion
reinforce that students do not need to argue, retaliate or manage unsafe situations alone
allow students to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
reinforce that asking for help is a responsible choice, not a last resort
explain that unfair or unsafe behaviour should be shared with a trusted adult
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 or small group discussion for confident classes
use individual reflection or writing for quieter groups
spend more time on trusted adults and support pathways if students need extra guidance identifying help options
