Friendship Feels wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce the signs of a good friend through a structured, ready-to-teach lesson. Students learn to recognise respectful and supportive friendship behaviour, understand what shared respect looks like day to day, and practise language for building and maintaining healthy friendships.
Healthy Relationships & Communication
Snapshot
Friendship Feels
The lesson gives teachers a structured way to introduce respectful friendship behaviour and shared respect using clear, age-appropriate language. Feedback: 4.8/5 from 10 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Spotting the signs of a good friend and practising respectful friendship behaviour
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 of a good friend, such as listening, including others and treating people fairly
recognise when a friendship feels respectful and supportive
recognise early signs that a friendship may need attention, such as feeling left out or unheard
Understand
understand that shared respect is a two way part of any healthy friendship
understand that friends can disagree without the friendship becoming unsafe or unfair
Practise
practise language for expressing needs or concerns to a friend respectfully
practise simple ways to repair a friendship after a disagreement or misunderstanding
practise identifying a trusted adult to talk to if a friendship feels difficult to manage
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are developing more complex friendships and starting to notice differences between supportive and one sided relationships.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
respectful relationships units
general friendship and social skills programs
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 friendship skills Use when students are learning what respectful, supportive friendships look like for the first time.
Building classroom culture Use when reinforcing inclusion, fairness and respect among peers.
Supporting a respectful relationships unit Use when this lesson forms part of a broader unit on healthy relationships and communication.
Reinforcing conflict resolution skills Use when students need language for disagreeing respectfully and repairing friendships.
Preparing for transition Use when peer groups are changing and students need clear expectations about respectful friendships.
Creating a structured wellbeing discussion Use when you want a calm, teacher led discussion about friendship and shared 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 need practical language for recognising what a good friend looks like and for noticing when a friendship feels unfair or one sided. Friendship skills like these underpin much of a student's everyday social experience at school. Teaching students to recognise fairness, respect and honest communication early helps them build stronger friendships and speak up safely when something does not feel right. This lesson supports a classroom culture where students understand that good friendships involve shared respect, and that trusted adults are available if a friendship becomes difficult to manage alone.
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
Social awareness Students notice signs of respect or unfairness within a friendship.
Empathy Students consider how friendship behaviour affects how someone feels.
Communication Students practise language for expressing needs and resolving disagreements.
Relationship skills Students explore what shared respect looks like in everyday friendships.
Help-seeking Students identify a trusted adult to talk to if a friendship feels difficult to manage.
Belonging Students reinforce that fair, respectful friendships help everyone feel included.
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 the discussion around general examples and scenarios, not personal situations
Make clear that the lesson is about learning respectful friendship skills, not identifying who is a good or bad friend
Identify trusted adults students can speak to about friendship concerns
During delivery
Use everyday examples such as including others, listening and being honest
Give students time to discuss and practise respectful language aloud
Reinforce that friends can disagree without the friendship becoming unsafe or unfair
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Encourage privacy and respectful discussion rather than naming classmates
Reinforce that asking for help with a difficult friendship is a responsible choice
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 written or individual reflection for quieter students
Spend more time on trusted adults if students need support identifying help pathways
