Friendship Fires wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce simple, practical language for solving friendship problems through a structured, ready-to-teach lesson. Students learn how small disagreements and hurt feelings can happen between friends, and practise using words to sort out friendship problems calmly and respectfully.
Healthy Relationships & Communication
Snapshot
Friendship Fires
The lesson gives teachers a structured way to introduce everyday friendship problems and guide students towards calm, respectful ways to sort them out.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Using words to fix friendship problems and practise respectful communication
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 common friendship problems, such as disagreements over turns, games or feeling left out
recognise how their words and actions can affect how a friend feels
recognise when a friendship problem is minor and when it may need adult support
Understand
understand that friendship problems are a normal part of getting along with others
understand how calm, respectful words can help sort out a disagreement
Practise
practise using simple phrases to explain their feelings during a disagreement
practise listening to a friend's point of view before responding
practise choosing words that help repair a friendship rather than make things worse
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are learning how to manage everyday disagreements with friends. It suits students who are beginning to understand turn taking, sharing and cooperative play, and who benefit from simple language for sorting out friendship problems.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
class culture and friendship skill building
respectful relationships programs for younger students
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 early language for talking through disagreements with friends.
Reinforcing class expectations Use when reinforcing respectful communication and cooperative play as part of classroom culture.
Building on turn taking and sharing routines Use when students need extra support applying fair play and sharing habits to real friendship moments.
Supporting students after a friendship disagreement Use to guide a calm, structured conversation after a minor disagreement between students.
Practising calm communication Use when students are learning to use words instead of walking away, arguing or staying upset.
Preparing for group or partner work Use when students are about to work in pairs or groups and need a shared approach to sorting out disagreements.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Friendship problems are a normal part of school life for young students, and knowing how to use words to sort them out is a skill that takes practise. Teaching students early how to explain their feelings, listen to a friend and find a fair way forward can help support more positive peer relationships over time. This lesson supports a classroom culture where students feel confident using words to repair small friendship problems, rather than relying only on adults to step in or letting disagreements build up.
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 Students practise using clear, calm words to explain how they feel.
Empathy Students consider a friend's point of view during a disagreement.
Conflict resolution Students learn simple steps for sorting out a friendship problem fairly.
Self-regulation Students practise staying calm rather than reacting straight away.
Relationship repair Students explore how words can help mend a friendship after a disagreement.
Help-seeking Students recognise when a friendship problem needs support from a trusted adult.
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, rather than personal accusations
Make clear that the lesson is about learning helpful words, not deciding who was right or wrong
Identify trusted adults students can speak to if a friendship problem feels too hard to sort out alone
During delivery
Use simple, familiar examples such as disagreeing over a turn, a game or feeling left out
Give students time to practise saying phrases aloud with a partner
Reinforce that students do not need to sort out every problem alone
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep the conversation focused on scenarios rather than real classmates
Reinforce that asking a trusted adult for help is a responsible choice, not a last resort
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 talk or drawing for students who are less confident speaking aloud
Spend more time on identifying trusted adults if students need extra support
Extend the discussion with additional friendship scenarios for students who are ready for more
