Racism & Discrimination wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce racism, discrimination and unfair treatment through a structured, ready-to-teach lesson. Students learn to recognise unfair treatment based on background, culture, language, religion or identity, understand how stereotypes and exclusion can affect others, and practise safe, respectful ways to speak up or seek support.
Diversity, Equality & Society
Snapshot
Racism & Discrimination
This lesson gives teachers a structured way to introduce racism and discrimination using age-appropriate discussion and practical examples. Feedback: 4.5/5 from 192 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unfair treatment and practising safe, respectful responses
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 examples of racism and discrimination, including jokes, exclusion, assumptions and unfair comments
recognise that unfair treatment based on background, culture, language or religion can be harmful even as a single incident
recognise stereotypes and how they can lead to unfair judgements about people
Understand
understand how racism and discrimination can affect someone's sense of belonging and safety
understand the difference between respectful disagreement and harmful comments about identity or background
Practise
practise respectful language for discussing racism and discrimination
practise safe ways to speak up when they see or hear unfair treatment
practise identifying support options and trusted adults to approach for help
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are ready to discuss racism, discrimination and unfair treatment in a structured, respectful setting.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
diversity and inclusion 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 racism and discrimination as a topic Use when students need shared language for recognising unfair treatment and stereotypes.
Building classroom culture Use when reinforcing respect, inclusion and fair treatment as part of everyday classroom expectations.
Supporting inclusion Use when helping students understand how exclusion and stereotypes affect belonging.
Practising safe responses Use when students are learning how to speak up or support others without escalating conflict.
Reinforcing respectful communication Use when revisiting expectations around respectful language and behaviour.
Running a respectful relationships or diversity unit Use when this lesson forms part of a broader unit on diversity, inclusion or respectful relationships.
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 racism and discrimination and knowing how to respond safely, whether they witness it, experience it or hear about it from someone else. Discrimination is not always obvious or repeated. A single comment, joke or act of exclusion based on someone's background, culture, language or religion can still cause harm, so students benefit from learning to notice unfair treatment early rather than waiting for a pattern to form. This lesson supports a more inclusive classroom culture by helping students understand that respect is active. Students learn that they can choose to speak up safely, support others and seek help from a trusted adult when something does not feel right.
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
Social awareness Students notice unfair treatment, exclusion or stereotypes based on background, culture, language or religion.
Empathy Students consider how racism and discrimination can affect someone's sense of belonging.
Communication skills Students practise respectful language for discussing difficult topics.
Relationship skills Students explore how to support a peer who has experienced unfair treatment.
Help-seeking Students learn when and how to ask a trusted adult for support.
Inclusion and belonging Students reinforce that everyone deserves to feel safe, respected and included.
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 other people
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that no student should be asked to speak on behalf of a group, culture or background
Identify trusted adults students can speak to 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 everyday examples such as exclusion, jokes, assumptions and unfair comments to keep discussion practical
Give students time to practise respectful language and phrases aloud
Reinforce that a single unfair comment or action can still be harmful, not only repeated behaviour
Allow students to respond through discussion, written reflection or small group work depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not an overreaction
Explain that unsafe or harmful behaviour should be shared with a trusted adult
Keep the discussion focused on scenarios and general examples rather than classmates or personal experiences
Adaptation options
Use small group discussion for confident cohorts
Use written reflection or paired discussion for quieter groups
Spend more time on support pathways if students need help identifying trusted adults
