Recognising Abuse and Speaking Up wellbeing lesson plan
A primary wellbeing lesson for Years 3 to 4 that helps Australian teachers introduce safe, age-appropriate ways to recognise unsafe or dangerous relationship behaviour through a structured, ready-to-teach lesson. Students learn to recognise signs that a relationship or situation may feel unsafe, understand why speaking up matters, and practise simple, safe steps for asking a trusted adult for help.
Keeping Safe & First Aid
Snapshot
Recognising Abuse and Speaking Up
The lesson gives teachers a structured, procedural way to introduce recognising unsafe behaviour and safe help-seeking without extra preparation.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe or dangerous relationship behaviour and practising safe ways to speak up
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 relationship or situation may feel unsafe or dangerous
recognise the difference between behaviour that feels safe and behaviour that feels wrong or uncomfortable
recognise that unsafe behaviour should always be shared with a trusted adult
Understand
understand that healthy relationships are built on safety, trust and respect
understand that speaking up about unsafe behaviour is a responsible and safe choice
Practise
practise simple language for describing when something feels unsafe
practise identifying a trusted adult they could speak to for help
practise steps for asking for help safely if they or someone else feels unsafe
Who this lesson is for?
This lesson is designed for students in Years 3 to 4 who are building early understanding of healthy relationships, personal safety and safe help-seeking. It works well for classes that are ready to discuss safety in relationships using calm, general examples rather than personal stories.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
protective behaviours or personal safety programs
respectful relationships education
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 personal safety and protective behaviours Use when students need a structured introduction to recognising unsafe or dangerous relationship behaviour.
Building on healthy relationships learning Use when reinforcing what safe, respectful relationships look and feel like.
Strengthening help-seeking confidence Use when students need practice identifying trusted adults and knowing what to say when something feels wrong.
Supporting protective behaviours programs Use alongside existing personal safety or child safety education to reinforce safe help-seeking steps.
Revisiting classroom safety expectations Use when reinforcing that students can always speak up if something feels unsafe.
Preparing for less supervised situations Use when students are moving into environments with less direct supervision and need clear safety steps.
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 early, practical language for recognising when a relationship or situation feels unsafe, well before they may need to use it. Learning that speaking up is a safe and responsible choice helps build confidence rather than uncertainty. This lesson supports a safer school and home environment by helping students understand that safety in relationships is something they can notice and act on. Students learn that trusted adults are there to help, and that asking for help is always the right step when something feels wrong. Teaching this proactively, rather than only after a concern arises, helps students build lasting skills for recognising risk and seeking support throughout their lives.
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
Safety awareness Students learn to notice when a relationship or situation feels unsafe.
Protective behaviours Students practise recognising unsafe behaviour and connecting it to safe help-seeking.
Relationship understanding Students explore what trust, respect and care look like in a healthy relationship.
Help-seeking Students learn simple, practical steps for asking a trusted adult for help.
Confidence Students build confidence in speaking up rather than managing concerns alone.
Communication Students practise simple language for describing unsafe feelings or situations.
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
Frame discussion around general scenarios, not specific people or situations
Identify the 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 calm, general language when describing unsafe relationship behaviour
Avoid detailed or graphic examples
Reinforce that students are never expected to manage an unsafe situation on their own
Give students time to practise simple help-seeking phrases aloud
Supporting safe discussion
Reinforce that asking for help is a responsible and safe choice
Explain that unsafe behaviour should always be shared with a trusted adult
Follow school child safety procedures if any concerns arise during or after the lesson
Adaptation options
Use partner or small group discussion for confident classes
Use drawing or written reflection for quieter students
Spend more time identifying trusted adults if students need extra support
Keep the focus on recognising unsafe behaviour and seeking help, rather than asking students to assess or manage risk on their own.
