Interacting Online wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce safe online interaction through a structured, ready-to-teach lesson. Students learn to recognise the difference between kind and unkind online behaviour, including early examples of cyberbullying, and begin to understand simple ways to respond safely. The lesson gives teachers a calm, age-appropriate starting point for talking about online relationships, without needing extra preparation or specialist digital safety knowledge.
Online Safety, AI & Digital Literacy
Snapshot
Interacting Online
The lesson gives teachers a structured way to introduce early online interaction skills using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe online interactions and responding to unkind behaviour online
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 kind and unkind behaviour when interacting online
recognise simple signs that someone may be experiencing cyberbullying
recognise that unsafe or upsetting online situations should be shared with a trusted adult
Understand
understand that online interactions can affect how someone feels, even without face to face contact
understand that respectful behaviour matters in online spaces as well as in person
Practise
practise using simple, respectful language when talking about online interactions
practise identifying safe responses to unkind online behaviour
practise naming a trusted adult they could ask for help
Who this lesson is for?
This lesson is designed for younger primary students who are beginning to use devices, apps or online spaces, either independently or with adult support. It suits students who are new to thinking about how online interactions can be kind, unkind or unsafe.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
early digital citizenship or online safety programmes
class discussions about respectful communication
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 online safety Use when students are new to thinking about how to interact respectfully online.
Building classroom culture Use when reinforcing kindness and respect across both in person and online interactions.
Supporting inclusion Use when students need language for including others in online games, chats or shared activities.
Practising safe responses Use when students are learning what to do if they see or experience unkind behaviour online.
Building help-seeking confidence Use when students need to understand when and how to ask a trusted adult for help with something online.
Reinforcing respectful communication Use when revisiting expectations around messages, games or shared devices at school or home.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students are interacting online earlier and more often, whether through games, messages or shared devices. They need simple, practical language for recognising when an online interaction feels kind, unkind or unsafe, long before they encounter more complex digital situations. Teaching online interaction early is not about warning students away from technology. It is about helping them build habits of thinking before they respond, noticing how their words affect others, and knowing that help is available if something feels wrong. This lesson supports a positive digital culture from an early age, helping students understand that respectful behaviour applies online just as it does in the classroom or playground.
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
Digital awareness Students begin to notice how online interactions can differ from face to face ones.
Empathy Students consider how kind or unkind messages might make someone feel.
Communication skills Students practise simple, respectful language for online situations.
Help-seeking Students learn when and how to ask a trusted adult for support with an online concern.
Safe decision making Students think before responding to unkind or unclear online behaviour.
Respectful behaviour Students reinforce that kindness applies both online and offline.
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 specific online interactions
Frame the discussion around general examples and scenarios, not personal accusations
Make clear the lesson is about learning safe choices, not identifying who has done something wrong
Identify trusted adults students can speak to at school about online concerns
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, familiar examples such as messages, games or sharing devices
Keep language age-appropriate and avoid detailed descriptions of specific apps or platforms
Give students time to practise simple response phrases aloud
Reinforce that students do not need to manage an unsafe online situation alone
Supporting safe discussion
Reinforce that asking for help with an online concern is a responsible choice
Explain that unsafe or upsetting online interactions should be shared with a trusted adult
Follow school child safety procedures if concerns arise during or after the lesson
Adaptation options
Use simple drawing or partner talk for students who are still developing verbal confidence
Use guided discussion prompts for students with limited prior exposure to online interaction
Spend more time identifying trusted adults if students need extra support with help pathways
