Friendship First Aid wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce practical techniques for repairing friendships after a conflict through a structured, ready-to-teach lesson. Students learn to recognise common friendship conflicts, understand the value of shared respect, and practise simple steps for repairing a friendship, including calming down, listening and finding a fair way forward.
Healthy Relationships & Communication
Snapshot
Friendship First Aid
This lesson gives teachers a structured way to help students work through friendship conflict and practise repair strategies with confidence.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Repairing friendships after conflict through 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 signs that a friendship is going through a conflict, such as arguing or avoiding each other
recognise that everyone experiences disagreements with friends at some point
recognise the difference between a one off disagreement and behaviour that needs adult support
Understand
understand that repairing a friendship takes effort from both people
understand why shared respect matters in keeping friendships strong
Practise
practise simple steps for repairing a friendship, such as calming down, listening and apologising
practise using respectful language when talking through a disagreement
practise deciding when a friendship issue needs the help of a trusted adult
Who this lesson is for?
This lesson is designed for Year 3 and 4 students who are building the social skills to manage everyday friendship ups and downs. It suits students who already have some experience of friendships and are ready to talk through simple conflict and repair scenarios.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
class culture and friendship skills programs
respectful relationships teaching
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 a friend.
Building classroom culture Use when reinforcing respectful communication and shared respect between classmates.
Supporting students after a falling out Use to give students a calm, structured way to think through repairing a friendship.
Practising respectful communication Use when students need practice using calm, respectful language during disagreements.
Reinforcing help-seeking Use when students need reminding that some friendship issues are worth talking through with a trusted adult.
Preparing for group work or transition Use when peer groupings are changing and students may need extra support navigating new or shifting friendships.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Friendship disagreements are a normal part of primary school life, and students benefit from having simple, practical steps for working through them. Learning to repair a friendship helps students build confidence in their everyday relationships. This lesson supports a classroom culture where conflict is seen as something students can work through calmly, rather than something to avoid or escalate. Students learn that shared respect and honest communication play a part in keeping friendships strong. For teachers, this gives a consistent way to talk through friendship issues with students, and it does not need an incident to prompt the discussion.
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 calm, respectful language for talking through a disagreement.
Empathy Students consider how conflict and repair feel from another person's point of view.
Conflict resolution Students learn simple steps for working through a disagreement and finding a fair way forward.
Self-regulation Students practise calming down before addressing a friendship issue.
Relationship skills Students build practical strategies for maintaining and repairing friendships.
Help-seeking Students recognise when a friendship issue is worth sharing with 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 the discussion around general examples and scenarios, not personal accusations
Make clear the lesson is about learning practical repair skills, not assigning blame
Identify trusted adults students can speak to at school
During delivery
Use everyday examples such as an argument over a game or feeling left out
Give students time to practise repair phrases aloud
Reinforce that repairing a friendship takes effort from both people
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage respectful language when discussing disagreements
Remind students that some friendship issues are worth sharing 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 discussion or role-play for confident groups
Use drawing or written reflection for quieter students
Spend more time on trusted adults if students need support identifying help pathways
