Gender-Based Violence wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce respect, fairness and safe help-seeking through a structured, ready-to-teach lesson that supports early understanding of gender-based violence. Students learn to recognise fair and unfair treatment, understand that everyone deserves respect regardless of gender, and practise simple ways to ask a trusted adult for help if something feels unsafe or unfair.
Healthy Relationships & Communication
Snapshot
Gender-Based Violence
This lesson gives teachers a structured way to introduce early understanding of respect, fairness and safe help-seeking connected to gender.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unfair or unsafe treatment and practising safe help-seeking
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 examples of unfair or unkind treatment linked to gender, such as teasing or exclusion
recognise that unsafe or scary behaviour should always be shared with a trusted adult
recognise that respect and fairness apply to everyone, regardless of gender
Understand
understand that everyone deserves to be treated with respect and equality
understand that unfair assumptions about gender can be hurtful
Practise
practise simple language for describing when something feels unfair or unsafe
practise safe ways to ask a trusted adult for help
practise showing respect and inclusion towards classmates regardless of gender
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are beginning to learn about respect, fairness and safe help-seeking. It introduces early language for noticing unfair or unsafe behaviour and does not require prior knowledge of gender-based violence as a formal topic.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
respectful relationships education
early equality and inclusion programmes
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 respectful relationships Use when students need early language for respect, fairness and equality between genders.
Building classroom culture Use when reinforcing inclusive behaviour and respect for all students regardless of gender.
Supporting inclusion Use when students need to understand that everyone deserves fair and respectful treatment.
Practising safe help-seeking Use when students are learning how to ask a trusted adult for help if something feels unfair or unsafe.
Preparing for transition Use when peer groups are changing and students need clear expectations about respect and fairness.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about respect, equality and safe behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Understanding respect and fairness between genders is a foundational part of building safe, inclusive classrooms. Introducing these ideas early helps students develop language for noticing unfair treatment and knowing that help is available before patterns of disrespect become normalised. At this age, supporting understanding of gender-based violence is not about naming or explaining violence directly. It is about helping students recognise fairness, treat others with respect regardless of gender and understand that trusted adults are there to help when something feels unsafe. This lesson supports a safer classroom culture by helping students see that respect is something everyone can practise every day, and that speaking up safely or asking for help is always the right choice.
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
Respect and equality Students learn that fairness and respect apply to everyone, regardless of gender.
Empathy Students consider how unfair or unkind treatment can make someone feel.
Social awareness Students notice when someone is treated unfairly because of gender.
Relationship skills Students practise respectful, inclusive language and behaviour.
Help-seeking Students learn when and how to ask a trusted adult for support.
Protective behaviours Students recognise that unsafe behaviour should always be shared with a safe 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 fairness and respect, not personal accusations
Make clear that the lesson is about learning safe choices, not blaming anyone
Identify trusted adults students can speak to at school
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 simple, everyday examples such as being left out or teased because of gender
Keep language age-appropriate and avoid detailed or explicit descriptions
Give students time to practise respectful language aloud
Reinforce that students do not need to manage unsafe situations alone
Supporting safe discussion
Reinforce that asking for help is responsible, not something to feel worried about
Explain that unfair or unsafe behaviour should always be shared with a trusted adult
Follow your school's child safety procedures if concerns arise
Adaptation options
Use partner or small group discussion for confident students
Use drawing or written reflection for quieter students
Spend more time on identifying trusted adults if students need extra support
Keep the message clear and calm: everyone deserves to be treated fairly and with respect, and help is always available.
