Inclusivity and Belonging wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 11 that helps Australian teachers introduce inclusivity and belonging through a structured, ready-to-teach lesson. Students explore what helps people feel included at school and practise communication skills that support respectful, inclusive relationships. Students consider how empathy, active listening and respectful communication contribute to a sense of belonging, and practise language they can use to include others and respond to exclusion in everyday school situations.
Healthy Relationships & Communication
Snapshot
Inclusivity & Belonging
The lesson gives teachers a structured way to introduce inclusivity and belonging using discussion and practical communication activities. Feedback: 4.1/5 from 147 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building empathy, communication skills and inclusive relationships
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 everyday behaviours that help or prevent someone from feeling included
recognise signs that a peer may be feeling excluded or left out
recognise how tone, body language and word choice affect how included someone feels
Understand
understand why a sense of belonging matters for wellbeing and classroom culture
understand how small, consistent actions contribute to an inclusive environment
Practise
practise using respectful, inclusive language in group and classroom settings
practise active listening and empathy when responding to a peer's experience
practise simple ways to include someone or respond safely when they notice exclusion
Who this lesson is for?
This lesson is designed for secondary students in Years 9 to 11 who are building on earlier learning about respect, empathy and relationships. It suits students who are ready to discuss inclusion and belonging in the context of school, friendship groups and classroom culture.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care, advisory or homeroom sessions
respectful relationships programs
class culture and inclusion focused 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.
Building classroom culture Use when establishing expectations around respect and inclusion early in the year or term.
Introducing inclusion and belonging Use when students need a foundation for recognising what helps or hinders belonging at school.
Reinforcing respectful relationships learning Use when revisiting empathy, communication and inclusive behaviour after earlier lessons.
Supporting a more inclusive cohort Use when a year group or class would benefit from structured discussion about inclusion and belonging.
Preparing for transition Use when students are moving into new classes, groups or year levels and need support building inclusive habits.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about respect, empathy and communication.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
A sense of belonging affects how confident students feel to participate, ask questions and build relationships at school. Students benefit from having practical language to notice inclusion and exclusion and to communicate respectfully with peers. Inclusion is not only about responding after someone feels left out. It is also about building everyday habits of empathy, respectful communication and awareness that help students include others before problems arise. This lesson supports a more inclusive classroom culture by helping students understand that belonging is built through small, consistent choices, and that respectful communication is a skill they can practise and improve.
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
Empathy Students consider how inclusion and exclusion affect how a peer feels.
Communication skills Students practise respectful, inclusive language in group and classroom settings.
Social awareness Students notice everyday behaviours that help or prevent belonging.
Relationship skills Students build habits that support inclusive, respectful peer relationships.
Perspective taking Students consider experiences and situations different from their own.
Belonging Students reinforce that everyone benefits from feeling included at school.
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 scenarios and general examples rather than personal disclosures
Make clear the lesson is about building skills, not identifying who is or is not included in the class
Identify trusted adults students can speak to at school
During delivery
Use general, relatable examples such as group work, friendship groups or classroom interactions
Give students time to practise respectful language aloud or in pairs
Reinforce that noticing exclusion and speaking up safely does not require direct confrontation
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than tied to any one student, group or identity
Reinforce that seeking support from a trusted adult is a safe and responsible choice
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 small group discussion for confident classes
Use written reflection or partner talk for quieter groups
Spend more time on communication strategies if students need more support putting language into practice
