Politeness, Respect & Trust wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce politeness, respect and trust through a structured, ready-to-teach lesson. Students learn to recognise safe adults, understand what respectful behaviour looks and sounds like, and practise polite, trust building responses in everyday school situations.
Healthy Relationships & Communication
Snapshot
Politeness, Respect & Trust
The lesson gives teachers a structured way to introduce politeness, respect and trust with young students, including how to recognise a safe adult.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe adults and practising respectful, polite behaviour
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 safe adults in their school and community, such as teachers, family members and community helpers
recognise polite and respectful behaviour in everyday situations
recognise that people can look, sound or live differently while still deserving respect
Understand
understand why politeness and respect help build trust with others
understand that treating people fairly means not making assumptions based on differences
Practise
practise using polite words and respectful actions in everyday school situations
practise identifying a safe adult they could go to for help
practise showing respect to people who are different from them
Who this lesson is for?
This lesson is designed for young primary students in Years 1 and 2 who are beginning to learn about politeness, respect, trust and recognising safe adults.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours and safe adult programs
early respect and inclusion learning
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 politeness and respect Use when students need simple language for polite, respectful behaviour in the classroom and playground.
Teaching protective behaviours Use when students are learning how to recognise safe adults and understand who they can go to for help.
Building classroom culture Use when reinforcing respectful, inclusive behaviour as part of everyday class expectations.
Supporting inclusion Use when students are learning to respect people who look, sound or live differently.
Reinforcing respectful communication Use when students need to practise using polite words and respectful actions with peers and adults.
Preparing for transition Use when students are meeting new teachers, helpers or community members and need to practise respectful, trusting interactions.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students are still learning what respect, politeness and trust look like in practice, and how to tell a safe adult from someone they do not know well. Teaching these skills early helps students build a simple, reliable understanding of respectful behaviour and safe relationships, rather than leaving these ideas to be picked up informally. This lesson supports a safer, more respectful classroom culture by helping students understand that respect includes valuing people who are different from them, and that trusted adults are there to help when something feels confusing or 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
Respect Students learn to recognise and practise respectful, polite behaviour with peers and adults.
Trust Students build early understanding of what makes an adult safe and trustworthy.
Protective behaviours Students practise identifying safe adults they can go to for help.
Inclusion Students consider how to respect people who look, sound or live differently.
Communication Students practise using polite words and respectful language.
Fairness Students explore why treating people fairly matters, regardless of difference.
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 family members or other adults
Frame discussion around general examples rather than specific people
Make clear that respect includes people who look, sound or live differently
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 simple, general examples such as using polite words or listening when someone is talking
Give students time to practise polite phrases aloud
Keep the discussion about safe adults general, using examples such as teachers, family members and community helpers
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that students do not need to work out unsafe situations alone
Explain that they can speak to a trusted adult if something feels confusing or unsafe
Keep the tone calm and reassuring rather than alarming
Adaptation options
Use partner talk or drawing for quieter groups
Spend more time identifying trusted adults if students need extra support
Extend discussion on diversity and inclusion if the cohort would benefit from more time on respect for difference
