Leadership in Action wellbeing lesson plan
A senior secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce leadership styles and qualities through a structured, ready-to-teach lesson. Students look at how different leadership approaches play out in real school situations, and practise applying leadership qualities through discussion and structured reflection.
Goal Setting, Mindset & Self-Worth
Snapshot
Leadership in Action
This lesson gives teachers a structured way to help senior students connect leadership theory to real school contexts. Feedback: 4.0/5 from 23 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Applying leadership styles and qualities in practical school situations
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 different leadership styles and qualities in everyday school situations
recognise how communication choices affect how a leader is perceived by others
recognise that diversity of culture and identity can shape how people lead and respond to leadership
Understand
understand why different leadership styles may suit different situations or teams
understand how inclusive communication supports effective leadership
Practise
practise applying a leadership style to a practical school based scenario
practise using clear, respectful communication in a leadership context
practise reflecting on their own leadership strengths and areas for growth
Who this lesson is for?
This lesson is designed for senior secondary students in Years 10 to 13 who have some experience with group work, team roles or leadership opportunities at school.
It is suitable for:
senior wellbeing or PDHPE lessons
student leadership programs, such as SRC, peer mentoring or captaincy preparation
pastoral care or advisory sessions focused on goal setting and self-awareness
group project or teamwork preparation
careers or vocational learning sessions touching on workplace and community leadership
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 student leadership roles Use when students are stepping into positions such as peer mentors, captains or student representatives.
Preparing for group or team projects Use when students need to apply leadership skills within a collaborative task.
Reinforcing communication skills learning Use when building on earlier work about listening, feedback and clear communication.
Exploring diversity within leadership Use when students are ready to consider how different backgrounds and perspectives can shape leadership approaches within a team.
Supporting transition to senior leadership responsibilities Use when students are preparing for more formal leadership roles later in secondary school.
Building self-awareness as part of goal setting Use when reflection on strengths, values and growth is already part of a pastoral or wellbeing focus.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Leadership shows up in ordinary school life long before students take on formal titles, in group work, sport, peer support and everyday decisions about how to treat others. Helping students name different leadership styles and qualities gives them practical language for thinking about their own approach, rather than assuming leadership looks one particular way. This lesson supports a proactive approach to leadership development by encouraging students to reflect on communication, inclusion and their own strengths, rather than only responding once a leadership opportunity arises.
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
Self-awareness Students reflect on their own leadership strengths and areas for growth.
Communication skills Students consider how listening and feedback affect team dynamics.
Inclusive thinking Students explore how diversity of background and perspective shapes leadership.
Confidence Students practise applying leadership qualities to practical scenarios.
Collaboration Students consider how different leadership styles support teamwork.
Reflection and growth mindset Students identify how their leadership approach might develop over time.
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 personal stories or naming classmates
Make clear that no one is expected to speak on behalf of a particular culture, identity or background
Frame discussion around leadership scenarios and qualities, not personal judgements about individuals
Have a sense of which students already hold or are working towards leadership roles, so examples feel relevant
During delivery
Use scenarios rather than asking students to share private experiences
Encourage a range of leadership styles to be discussed, rather than treating one style as the only valid approach
Give students time to reflect individually before group discussion
Keep feedback on student reflections encouraging and specific
Supporting safe discussion
Reinforce respectful discussion rather than promising confidentiality
Redirect any comments that generalise about a group or identity back to the scenario or skill being practised
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 students who are less confident speaking to the whole class
Extend the reflection task for students already in leadership roles
Simplify leadership style examples for students with less prior exposure to formal leadership language
