Friends After School wellbeing lesson plan
A secondary wellbeing lesson for Years 12 to 13 that helps Australian teachers introduce practical strategies for making and maintaining connections with others through a structured, ready-to-teach lesson. Students learn simple, usable approaches to starting conversations, staying in touch with friends and building healthy relationships as they move through senior school and beyond.
Healthy Relationships & Communication
Snapshot
Friends After School
This lesson gives teachers a structured way to talk through connection and communication skills with senior students. Feedback: 4.2/5 from 14 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building practical strategies for making and maintaining connections with others
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 everyday opportunities to make or maintain a connection with others
recognise the difference between surface level contact and a genuine connection
recognise when a friendship or relationship may need more communication or care
Understand
understand why maintaining connections can become harder during periods of change or transition
understand how respectful communication supports healthy relationships
Practise
practise simple conversation starters and ways to check in with others
practise setting and respecting boundaries in friendships
practise using clear, respectful language to stay connected with others
Who this lesson is for?
This lesson is designed for senior secondary students in Years 12 to 13 who already have some understanding of relationships and are approaching key transitions in their social lives.
It is suitable for:
senior secondary wellbeing lessons
PDHPE teaching
pastoral care or advisory sessions
transition and future planning programs
respectful relationships or communication skills 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.
Building classroom culture Use when reinforcing respectful, open communication among senior students.
Supporting inclusion Use when encouraging students to notice and check in on peers who may be harder to reach.
Introducing the topic Use when introducing communication and connection skills as a new focus area.
Practising communication skills Use when students need structured practice with conversation starters or checking in with others.
Preparing for transition Use when students are approaching the end of school and will need to build connections in new study, work or social settings.
Reinforcing respectful communication Use when revisiting expectations for respectful, healthy relationships in senior year groups.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Senior students often navigate significant changes to their friendships as routines, timetables and peer groups shift in the lead up to leaving school. Having simple, practical language for staying connected can make these changes easier to manage. Building connection and communication skills is not only useful during school. These are skills students carry into further study, work and new social settings, where they will need to start conversations, maintain friendships and build relationships without the daily structure school provides. This lesson supports a proactive approach to relationships by helping students see connection as something they can actively build and maintain, rather than something that happens automatically.
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
Communication skills Students practise starting conversations and checking in with others.
Relationship building Students explore simple ways to maintain friendships as circumstances change.
Social confidence Students build language for connecting with new people in unfamiliar settings.
Self awareness Students reflect on their own approach to staying connected with others.
Boundaries Students consider how to communicate respectfully while maintaining personal boundaries.
Help seeking Students recognise when to reach out for support if a relationship feels difficult.
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 private details about other people's friendships
Frame discussion around general scenarios and strategies rather than personal disclosures
Make clear that the lesson is about building practical connection and communication skills
Identify support pathways available at school for students who want to talk further
During delivery
Use everyday examples such as reconnecting with friends outside school hours or meeting new people in study or work settings
Give students time to practise conversation starters and check in phrases aloud or through partner work
Reinforce that maintaining connections looks different for everyone
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than based on real friendships in the room
Encourage respectful listening when peers share general views
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 small group discussion for confident classes
Use written reflection or journaling for quieter students
Spend more time on transition specific strategies for students preparing to leave school
