Online Behaviour wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce respectful online behaviour through a structured, ready-to-teach lesson. Students learn to compare how they behave online with how they behave in person, and practise choices that keep their online interactions respectful and safe. The lesson gives teachers a clear way to open discussion about digital choices, privacy and respectful communication, without focusing only on risk.
Online Safety, AI & Digital Literacy
Snapshot
Online Behaviour
This lesson gives teachers a structured way to introduce respectful online behaviour and help students connect it to everyday digital choices.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Comparing online and in person behaviour and practising respectful digital choices
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 online behaviour can look similar to or different from in person behaviour
Recognise examples of respectful and unrespectful communication in online spaces
Recognise that online actions can leave a lasting digital footprint
Understand
Understand why respectful communication matters in online relationships
Understand that not everything shared or seen online, including AI generated content, is accurate or true
Practise
Practise using respectful language in online conversations
Practise pausing before sharing or reacting online
Practise identifying who to speak to if something online feels unsafe or upsetting
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are beginning to use digital devices and communicate with others online, such as through messaging, games or shared online spaces.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital citizenship and 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 behaviour expectations Use when students are starting to use digital devices or online platforms more independently.
Building classroom culture Use when reinforcing respectful communication as part of everyday classroom expectations.
Supporting digital citizenship teaching Use when introducing broader online safety or digital literacy learning.
Reinforcing respectful communication Use when students need a reminder that online words and actions affect others.
Preparing for increased device use Use before students take on more independent online activities, such as new apps or platforms.
Creating structured wellbeing discussion Use when you want a calm, teacher-led discussion about digital choices and respectful behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are communicating online at younger ages, often before they have the language to think through how their behaviour affects others. Comparing online behaviour with in person behaviour gives them a practical starting point for making respectful choices in both settings. This lesson is not only about avoiding harm online. It also helps students build confidence in thinking critically about what they see and share, and in recognising that respectful communication matters whether they are talking face to face or through a screen. By introducing these ideas early, teachers can help students build habits around privacy, respectful communication and help-seeking before issues become harder to manage.
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 literacy Students learn to think critically about what they see and share online.
Respectful communication Students consider how tone and words affect others in online conversations.
Empathy Students reflect on how online behaviour can make others feel.
Critical thinking Students consider whether online information, including AI generated content, is accurate.
Privacy awareness Students recognise the idea of a digital footprint and why online choices matter.
Help-seeking Students identify who to speak to if something online feels unsafe or upsetting.
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 specific apps, games or classmates during discussion
Frame the discussion around general online situations rather than personal disclosures
Identify trusted adults students can speak to about online concerns at school
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 online communication, such as messaging or group chats, rather than specific platforms
Encourage students to compare an online example with a similar in person example
Give students time to discuss respectful wording before moving to independent reflection
Keep the tone balanced, focusing on good choices rather than only risks
Supporting safe discussion
Reinforce that asking a trusted adult for help with an online concern is a responsible choice
Remind students to keep discussion general and avoid sharing personal stories about others
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use partner discussion for students who are less confident speaking to the whole class
Extend discussion for students with more independent online experience
Spend more time on the idea of digital footprints if students need more support understanding it
