Online Masculine Narratives wellbeing lesson plan
This secondary wellbeing lesson for Years 7 and 8 gives Australian teachers a ready-to-teach way to introduce students to some of the narrow or extreme narratives about masculinity that circulate online, and to build the critical thinking skills needed to question them. Students learn to recognise how algorithms and online personalities can shape what they see, understand why some online narratives present a limited view of masculinity and identity, and practise questioning content, checking sources and communicating respectfully online.
Online Safety, AI & Digital Literacy
Snapshot
Online Masculine Narratives
This lesson gives teachers a structured way to introduce students to online masculine narratives and support their critical thinking skills. Feedback: 4.1/5 average rating from 473 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building critical thinking skills to recognise and question radical online narratives about masculinity
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 when online content presents a narrow or one sided view of masculinity or identity
recognise persuasive techniques used in social media content and videos
recognise that algorithms can influence what appears in their feeds
Understand
understand why some online narratives can present an extreme or unbalanced view of masculinity
understand how misinformation and biased content can spread through social media
Practise
practise questioning the source and intent of online content
practise using respectful language when discussing different views online
practise strategies for checking information before accepting or sharing it
Who this lesson is for?
This lesson is designed for secondary students in Years 7 and 8 who are building digital literacy and critical thinking skills as they navigate social media and online content. Students bring a mix of prior experience with social media and varying awareness of how online content can be shaped by algorithms and personal narratives.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE teaching linked to digital citizenship
pastoral care, advisory or wellbeing sessions
digital literacy or online safety programmes
respectful relationships or identity focused 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 digital literacy or online safety topics Use when students are starting a unit on algorithms, online content and critical thinking.
Building classroom culture around respect and inclusion Use when reinforcing respectful discussion of identity, gender and online behaviour.
Practising critical thinking about social media content Use when students need structured practice questioning what they see online.
Reinforcing respectful online communication Use when students need language for discussing differing views without personal attacks.
Creating a structured digital citizenship discussion Use when you want a calm, teacher-led discussion about online influences and algorithms.
Supporting pastoral care or advisory conversations Use when preparing students for broader conversations about identity, belonging and respectful relationships online.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students in Years 7 and 8 spend increasing amounts of time in online spaces where they encounter a wide range of content, including narratives that present narrow or extreme views of masculinity and identity. Building critical thinking skills early helps students engage with this content thoughtfully rather than accepting it at face value. This is not about treating all online content as harmful. It is about giving students the language and confidence to question what they see, recognise persuasive techniques and understand how algorithms and online personalities can shape opinions. By practising these skills in a structured classroom setting, students are better equipped to navigate social media and online content with confidence, both now and as they continue to build their digital literacy.
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 practise questioning the intent and accuracy of online content.
Digital literacy Students build understanding of how algorithms and platforms shape what they see.
Social awareness Students consider how online narratives can influence attitudes about identity and masculinity.
Respectful communication Students practise discussing differing views online and in class without personal attacks.
Self awareness Students reflect on how online content may influence their own views and choices.
Help seeking Students learn where to seek support if online content leaves them feeling unsafe 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 examples and scenarios rather than personal disclosures
Make clear that the lesson is about building critical thinking, not judging individual views or people
Identify trusted adults students can speak to if online content leaves them feeling unsafe or unsure
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 narratives rather than naming specific influencers or platforms unless your school has prepared this
Encourage students to question content without dismissing genuine questions about identity or masculinity
Give students time to discuss in pairs or small groups before whole class discussion
Reinforce that questioning online content is a normal and useful skill, not a sign of distrust in everyone online
Supporting safe discussion
Avoid asking students to speak on behalf of any group, gender or identity
Keep discussion focused on skills and strategies rather than personal experiences
Follow your school's wellbeing or child safety procedures if concerns arise during discussion
Adaptation options
Use structured small group discussion for classes less confident with open debate
Extend into a written reflection task for students who prefer independent work
Spend more time unpacking algorithm influence for classes with less prior digital literacy knowledge
