From Bystander to Upstander wellbeing lesson plan
From Bystander to Upstander is a primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce practical ways to support others when they see unfair or unkind behaviour, through a structured, ready-to-teach lesson. Students learn to recognise when someone needs support, understand the different safe ways they can respond, and practise language and actions that help without needing to confront anyone directly.
Healthy Relationships & Communication
Snapshot
From Bystander to Upstander
This lesson gives teachers a structured way to help students move from noticing harmful behaviour to taking safe, practical action to support others. Feedback: 4.2/5 average rating from 62 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Taking safe, practical action to support 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 when someone may need support, such as being excluded, spoken to unkindly or left out
recognise the different roles people can take when they witness harmful behaviour
recognise that a single unkind action can still affect how someone feels
Understand
understand that supporting others does not always mean confronting the person involved
understand why some students find it harder to speak up or act than others
Practise
practise simple phrases and actions that show support for someone who is struggling
practise deciding when to act directly and when to ask a trusted adult for help
practise including others and responding to unfair situations in everyday school life
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building on earlier learning about kindness, inclusion and respectful behaviour, and are ready to think more actively about how they respond when they see someone struggling.
It is suitable for:
upper primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
class culture and peer support 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 peer support and upstander behaviour Use when students are new to thinking about the different roles people play when someone needs support.
Reinforcing respectful relationships Use when building on earlier learning about kindness, inclusion and fair treatment.
Strengthening classroom culture Use when you want students to understand practical, everyday ways to look out for one another.
Supporting inclusion Use when students need language for including someone who is being left out or excluded.
Building help-seeking confidence Use when students need to understand when and how to involve a trusted adult.
Preparing for transition or new peer groups Use when students are moving into new classes, groups or activities and need clear expectations for supporting one another.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students often notice when a peer is being treated unfairly, but may not know what a safe or helpful response looks like. Learning practical ways to support others helps build a classroom culture where students feel confident acting rather than staying silent. Supporting a peer does not need to involve confrontation. Students can learn that noticing, including, speaking up in a low key way or asking a trusted adult for help are all valid and safe ways to make a difference. This lesson supports a classroom environment where students understand that looking out for one another is a shared, everyday responsibility, not something that only matters after something goes wrong.
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 when a peer is being excluded or treated unfairly.
Empathy Students consider how it feels to be left out or treated unkindly.
Relationship skills Students practise inclusive language and supportive actions.
Help-seeking Students learn when and how to involve a trusted adult.
Decision making Students weigh up different safe responses to a situation.
Belonging Students reinforce that everyone deserves to feel included and supported.
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 other people's stories
Frame discussion around general examples and scenarios, not personal accusations
Make clear the lesson is about learning safe choices, not blaming anyone
Identify trusted adults students can speak to at school
During delivery
Use everyday examples such as being left out, spoken to unkindly or excluded from a group
Give students time to practise supportive phrases aloud
Reinforce that supporting a peer does not require confrontation
Allow students to respond through discussion, drawing or role-play depending on confidence
Supporting safe discussion
Reinforce that asking a trusted adult for help is a responsible choice, not a last resort
Explain that unsafe or harmful behaviour should always 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 students
Use drawing or written reflection for quieter students
Spend more time identifying trusted adults if students need support with help pathways
