Media, Identity, and Belonging wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce how media can influence where students feel they belong, through a structured, ready-to-teach lesson. Students learn to recognise media messages about identity and belonging, think critically about what they see online and in media, and reflect on how this can shape their own sense of fitting in.
Goal Setting, Mindset & Self-Worth
Snapshot
Media, Identity, and Belonging
The lesson gives teachers a structured way to help students think critically about media influence on identity and belonging.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how media can shape feelings of identity and belonging
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 ways media can influence how people feel about identity and belonging
recognise examples of media messages that suggest who belongs or fits in
recognise when online content may present a narrow or unrealistic view of belonging
Understand
understand that media can shape self-image and social expectations
understand the difference between media messages and personal values
Practise
practise thinking critically about media messages before accepting them
practise reflecting on their own media habits and choices
practise using respectful language when discussing media and belonging
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building media literacy and self-awareness skills, and who have some experience engaging with media or online content.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
media and digital literacy units
goal setting, mindset or self-worth 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.
Introducing media literacy Use when students are beginning to explore how media and online content can influence beliefs and behaviour.
Building self-awareness skills Use when reinforcing goal setting, mindset or self-worth learning with a media-specific focus.
Supporting inclusion and belonging Use when helping students reflect on how they view themselves and others in relation to media messages.
Practising critical thinking Use when students need practice questioning media messages rather than accepting them without thought.
Reinforcing respectful online behaviour Use when connecting media literacy with digital citizenship and respectful communication.
Preparing for transition Use when students are moving into new peer groups or year levels and may benefit from reflecting on identity and belonging.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Media is part of everyday life for most upper primary students, and it can shape how they see themselves and where they feel they belong. Building early skills to notice and question these messages helps students develop confidence in their own values, rather than measuring themselves against media portrayals. This lesson supports students to build media literacy and self-awareness alongside broader goal setting and self-worth learning, giving them practical language to reflect on identity and belonging in a considered way.
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
Critical thinking Students learn to question media messages rather than accept them at face value.
Self-awareness Students reflect on how media may influence their own sense of identity.
Digital literacy Students build understanding of how online content can shape beliefs and expectations.
Belonging Students consider how media can affect feelings of fitting in or being left out.
Respectful communication Students practise discussing media and belonging without judging others' choices.
Help-seeking Students learn who they can talk to if media content makes them feel excluded or unsure.
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 personal stories about specific people
Frame discussion around general media examples rather than individual social media accounts
Make clear that there are no right or wrong media habits, only different choices and awareness
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 general examples of media and advertising rather than naming specific apps, platforms or influencers unless already familiar in your school context
Give students time to reflect individually before discussing as a group
Reinforce that media messages do not define someone's worth or belonging
Allow students to respond through discussion, writing or reflection depending on confidence
Supporting safe discussion
Keep examples general rather than personal
Encourage privacy rather than promising confidentiality, since some concerns may need follow up
Remind students they can speak to a trusted adult if media content makes them feel excluded or unsure
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on digital literacy concepts if students need extra support recognising media influence
