Online Grooming wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce online grooming, unsafe online behaviour and safe help-seeking through a structured, ready-to-teach lesson. Students learn to recognise warning signs of unsafe online contact, understand how privacy and personal information can be misused, and practise safe ways to respond and ask for help.
Online Safety, AI & Digital Literacy
Snapshot
Online Grooming
The lesson gives teachers a structured way to introduce online grooming awareness alongside practical digital safety skills. Feedback: 4.1/5 from 22 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe online behaviour and practising safe help-seeking
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 common signs of unsafe online contact, such as requests for secrecy or personal information
recognise how fake profiles or misleading information can make it harder to judge who someone is online
recognise when an online interaction does not feel right
Understand
understand why online grooming can be difficult to notice, especially when it develops gradually
understand how privacy settings and digital boundaries can help protect personal information online
Practise
practise safe responses when an online interaction feels uncomfortable or unsafe
practise identifying trusted adults and reporting options available to them
practise language for setting digital boundaries and asking for help
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are using social media and other online platforms independently and are ready to explore more detailed online safety concepts.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE teaching
pastoral care or advisory sessions
digital citizenship or online safety programmes
respectful relationships or protective behaviours units
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 learning Use when students need practical language for recognising unsafe online behaviour and grooming warning signs.
Building digital citizenship skills Use when reinforcing privacy, digital footprints and safe online communication as part of broader digital literacy work.
Revisiting online safety expectations Use when refreshing class or year level expectations around social media and internet use.
Supporting help-seeking confidence Use when students need a clearer understanding of reporting pathways and trusted adults they can speak to.
Preparing for increased online independence Use when students are gaining more unsupervised access to social media or online platforms.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about online safety that does not need to follow a specific incident.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students need clear, practical language for recognising unsafe online behaviour before a situation feels confusing or difficult to manage alone. Online grooming can develop gradually, often through ordinary seeming conversations, so students benefit from understanding what to look out for and knowing they are not expected to handle a concerning situation by themselves. Online safety is not only about avoiding risk. It also involves building confidence in privacy, digital boundaries and critical thinking about who people are online, so students can engage with social media and other platforms more safely. This lesson supports a school culture where students feel comfortable raising concerns early, understand the value of seeking support, and know that trusted adults are available to help when something online feels unsafe.
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
Privacy awareness Students consider how personal information can be shared or misused online.
Critical digital thinking Students learn to question unfamiliar online contacts and unclear identities.
Help-seeking Students identify trusted adults and reporting options available to them.
Digital boundaries Students practise language for setting limits in online interactions.
Protective behaviours Students recognise signs of unsafe online behaviour and how to respond safely.
Respectful communication Students reinforce safe, respectful ways to communicate online.
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 themselves or others
Frame discussion around general examples and scenarios rather than personal disclosures
Identify the trusted adults and reporting pathways available at your 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 such as requests for secrecy, unfamiliar contacts or unclear identities rather than graphic scenarios
Keep the tone calm and matter of fact rather than alarmist
Reinforce that students are not expected to manage an unsafe situation alone
Allow students to respond through discussion or written reflection depending on confidence and comfort
Supporting safe discussion
Avoid asking students to share personal experiences or speak on behalf of others
Reinforce that seeking help early is a sensible and responsible choice
Follow your school's child safety or wellbeing procedures if concerns arise
Adaptation options
Use small group discussion for confident cohorts
Use structured written reflection for students who prefer not to discuss aloud
Spend more time on trusted adults and reporting pathways if students need extra support identifying help options
