From Strangers to Friends wellbeing lesson plan
From Strangers to Friends is a wellbeing lesson for Years 6 to 7 that helps Australian teachers introduce practical skills for meeting new peers, starting conversations and building respectful friendships, through a structured, ready-to-teach lesson. Students learn how to approach new peers with confidence, use respectful communication and recognise the everyday habits that help new friendships and classroom relationships grow.
Healthy Relationships & Communication
Snapshot
From Strangers to Friends
The lesson gives teachers a structured way to help students build new friendships and settle into new peer groups with confidence. Feedback: 4.3/5 from 174 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building new friendships and communicating confidently with new peers
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 the feelings that can come with meeting new peers or starting in a new class
recognise everyday opportunities to start a conversation or include someone new
recognise signs that a peer may want to join in or may be feeling left out
Understand
understand that respectful communication helps new friendships grow
understand how positive peer relationships can support confidence in learning and classroom participation
Practise
practise simple ways to start a conversation with someone new
practise including others in conversations or group activities
practise asking a peer or trusted adult for support when settling into a new group feels difficult
Who this lesson is for?
From Strangers to Friends suits students in Years 6 to 7 who are meeting new peers, moving into a new class or adjusting to a new cohort, including students preparing for or experiencing the transition into secondary school. It works well for students who are ready to talk through everyday social situations and practise practical conversation and inclusion skills.
It is suitable for:
wellbeing lessons supporting new peer groups
PDHPE or advisory sessions
pastoral care, orientation or transition programs
new class or cohort settling in activities
respectful relationships and inclusion 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.
Starting a new school year Use when students are meeting new classmates and settling into a new class group.
Supporting the transition to secondary school Use when Year 6 or Year 7 students are adjusting to new peer groups and a new school environment.
Welcoming a new student Use when a new student joins the class or cohort and peers need practical ways to include them.
Building classroom culture Use when reinforcing inclusion, respectful communication and a sense of belonging in the classroom.
Reinforcing peer connection skills Use when students need continued practice starting conversations and including others in everyday interactions.
Preparing for group or partner work Use when students are about to work in new pairs or groups and need confidence connecting with peers they do not know well.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Starting in a new class, school or year group can feel unfamiliar, even for confident students. Learning how to approach new peers, start a conversation and include others gives students practical tools they can use well beyond this one lesson. Building new friendships is not only a social skill. Feeling comfortable with peers can support how confidently students settle into new routines, contribute in class and ask for help when they need it. This lesson supports a positive classroom culture by helping students see that they can play an active role in welcoming others and building respectful, everyday friendships, rather than waiting for connections to happen on their own.
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 confidence Students practise approaching and talking with peers they do not know well.
Communication skills Students use everyday language to start conversations and include others.
Empathy Students consider how it feels to be new, unsure or left out of a group.
Inclusion Students recognise practical ways to welcome others into conversations and activities.
Help seeking Students recognise when to ask a peer or trusted adult for support settling in.
Sense of belonging Students reinforce that everyone can play a part in helping new peers 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 to use general examples rather than naming classmates or sharing other people's stories
Frame discussion around everyday scenarios, not specific peer situations in your class
Identify trusted adults students can speak to if they are finding a new peer group difficult
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use everyday examples such as sitting with someone new or joining a group conversation
Give students time to practise simple conversation starters aloud or in pairs
Reinforce that including others is an active choice, not something that happens automatically
Allow students to respond through discussion, writing or paired talk depending on confidence
Supporting safe discussion
Keep the focus on practical skills rather than personal disclosures
Remind students that privacy matters when discussing friendships and social situations
Encourage students to seek support from a trusted adult if settling into a new peer group feels difficult
Adaptation options
Use paired talk or small groups for students who are less confident speaking to the whole class
Extend the discussion for students ready to consider group or partner work in academic settings
Spend more time on trusted adults and support pathways if students need help identifying who to ask
