My Authentic Self wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce self-identity and the different layers that make up who students are, through a structured, ready-to-teach lesson. Students explore aspects of identity such as values, interests, roles and personal experiences, and practise language for reflecting on who they are and how their identity can grow over time.
Goal Setting, Mindset & Self-Worth
Snapshot
My Authentic Self
This lesson gives teachers a structured way to introduce self-identity and support students to reflect on the different layers that shape who they are. Feedback: 4.2/5 from 81 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the layers of personal identity
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 that identity is made up of multiple layers, such as values, interests, relationships and roles
recognise that identity can look different depending on the setting or situation
recognise personal qualities and experiences that contribute to their sense of self
Understand
understand that identity can stay consistent in some ways while still growing and changing over time
understand that comparing themselves to others can affect how they see their own identity
Practise
practise using reflective language to describe aspects of their own identity
practise identifying values or interests that feel important to them
practise separating personal identity from external pressure or comparison
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are developing the language and self-awareness to reflect on their own identity. It works well for students who are beginning to notice how they present differently across settings, such as school, home and friendship groups.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
personal development and self-awareness units
transition or identity-focused wellbeing 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 self-identity concepts Use when students are new to thinking about identity as made up of different layers.
Building a personal development unit Use when structuring a sequence of lessons on self-awareness, values or growth mindset.
Supporting transition periods Use when students are moving between year levels or school settings and adjusting to new peer groups.
Reinforcing respectful classroom culture Use when encouraging students to appreciate that identity can look different for everyone in the room.
Revisiting values and self-awareness work Use when following up on earlier goal setting or self-worth lessons.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led reflection activity that does not require students to share personal details.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from structured opportunities to think about who they are, rather than only forming a sense of identity through comparison or social pressure. Understanding that identity has multiple layers can help students make sense of why they might feel or act differently across settings. Giving students language for reflecting on identity supports self-awareness as a practical skill, not just a personal trait. It helps students build a steadier sense of self they can draw on when navigating friendships, decisions and everyday school life. This lesson supports a classroom culture where individual differences are expected and respected, rather than something students need to explain or justify to others.
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 the different layers that make up their identity.
Self-reflection Students practise language for describing personal values, interests and experiences.
Emotional regulation Students consider how identity can feel different across settings without this being unsettling.
Resilience Students recognise that identity can grow and change over time rather than staying fixed.
Respect for individual differences Students consider that everyone's layers of identity are different.
Confidence in self-expression Students build language for describing what feels authentic to them.
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 personal stories
Frame activities around general reflection, not requiring students to disclose private details
Make clear that there is no single right way to describe identity
Identify trusted adults students can speak to if the topic raises difficult feelings
During delivery
Use open, low-pressure questions that allow students to reflect privately if preferred
Give students the option to respond through discussion, writing or drawing depending on confidence
Avoid asking students to speak on behalf of any group, culture or background
Reinforce that identity can look different across settings without this being a problem
Supporting safe discussion
Encourage respectful listening if students choose to share reflections
Remind students that sharing personal details is optional, not expected
Use general examples rather than personal disclosures when modelling responses
Adaptation options
Use written reflection for students who prefer not to speak aloud
Use partner or small group discussion for confident classes
Spend more time unpacking specific layers of identity, such as values or interests, if students need more structure
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
