R U OK? wellbeing lesson plan
A wellbeing lesson for Years 6 to 9 that helps Australian teachers give students a ready-to-teach way to explore supporting friends in need, checking in and starting a caring conversation. Students learn to recognise when a friend might be struggling, practise simple ways to ask if someone is okay, and understand safe ways to encourage a friend to seek support from a trusted adult.
Healthy Relationships & Communication
Snapshot
R U OK?
This lesson gives teachers a structured way to introduce checking in on friends using simple, age-appropriate language. Feedback: 4.3/5 from 54 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a friend needs support and knowing how to respond safely
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 signs that a friend may be going through a difficult time, such as changes in mood or behaviour
Recognise that checking in on a friend is a simple, everyday act of care
Recognise when a situation is beyond what a friend can support alone
Understand
Understand why starting a conversation, listening and showing empathy can help a friend feel supported
Understand that supporting a friend does not mean solving their problems alone
Practise
Practise simple language for asking a friend if they are okay
Practise listening without judgement during a conversation
Practise encouraging a friend to speak with a trusted adult when needed
Who this lesson is for?
This lesson is designed for students in Years 6 to 9 who are building the language and confidence to check in on friends and respond to difficult situations with care.
It is suitable for:
upper primary and secondary wellbeing lessons
Health or PDHPE teaching
pastoral care, advisory or wellbeing check ins
respectful relationships and communication units
transition support between year levels
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 the R U OK? message Use when students are learning what it means to check in on a friend for the first time.
Building classroom culture Use when reinforcing empathy, inclusion and everyday kindness within the class.
Practising safe responses Use when students are learning how to start a conversation and listen without trying to fix everything alone.
Building help-seeking confidence Use when students need clarity on when and how to involve a trusted adult in supporting a friend.
Reinforcing respectful communication Use when revisiting expectations around listening, empathy and supportive friendships.
Preparing for transition Use when peer groups are changing and students may need to check in on friends adjusting to new routines.
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 having simple, practical language for checking in on a friend before a difficult situation feels too big to notice or talk about. Supporting a friend is not only about responding when something has clearly gone wrong. It is also about building the everyday habit of noticing changes, asking genuine questions and listening without judgement. This lesson supports a classroom culture where students feel confident starting a caring conversation and know that involving a trusted adult is a responsible next step, not something to avoid or handle alone.
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
Empathy Students consider what a friend going through a difficult time might be experiencing.
Social awareness Students notice everyday changes in a friend's mood or behaviour.
Communication skills Students practise starting a caring conversation and listening without judgement.
Relationship skills Students explore how to support a friend while respecting their own boundaries.
Help-seeking Students learn when and how to involve a trusted adult in supporting a friend.
Belonging Students reinforce that checking in on others helps build a caring classroom community.
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 stories during discussion
Frame activities around general scenarios rather than personal disclosures
Identify the trusted adults students can speak to at school before the lesson begins
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 everyday examples such as a friend seeming quieter or more withdrawn than usual
Give students time to practise checking in phrases aloud or in pairs
Reinforce that supporting a friend does not mean solving problems alone or confronting anyone directly
Allow students to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
Keep the conversation focused on general scenarios rather than real classmates
Reinforce that asking a trusted adult for help is a responsible and expected next step
Follow your school's wellbeing or child safety procedures if concerns arise during the lesson
Adaptation options
Use paired discussion for confident groups and partner reflection for quieter groups
Spend more time identifying trusted adults if students need extra support with help pathways
Adjust scenario complexity to suit the maturity of Year 6 or Year 9 students
If a student shares that they personally need support during the lesson, respond calmly and follow your school's procedures rather than addressing it as a whole class discussion.
