Respect and Inclusion wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce respect and inclusion through a structured, ready-to-teach lesson. Students learn to recognise respectful and disrespectful behaviour, understand why inclusion matters in everyday school life, and practise simple ways to include others and respond respectfully to difference. The lesson gives teachers a calm, practical way to build classroom culture around fairness, belonging and respect for diversity.
Diversity, Equality & Society
Snapshot
Respect & Inclusion
This lesson gives teachers a structured way to introduce respect and inclusion using practical, age-appropriate discussion.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and practising respectful behaviours towards others
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 respectful and disrespectful behaviour in the classroom and playground
recognise when someone is being excluded or treated unfairly because they seem different
recognise that people can have different backgrounds, opinions or ways of doing things
Understand
understand why respect and fairness matter in a classroom community
understand that inclusion means making space for people who are different from them
Practise
practise including others in games, group work or conversations
practise using respectful language when people disagree or have different views
practise simple ways to respond when they notice unfair treatment
Who this lesson is for?
This lesson is designed for Year 3 and 4 students who are building early understanding of fairness, respect and inclusion in group settings.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
class culture and classroom expectation work
introductory respect, diversity and inclusion 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 respect and inclusion Use when students need simple language for talking about fairness, difference and respectful behaviour.
Building classroom culture Use at the start of a term or unit to set clear expectations about how students treat one another.
Supporting inclusion in group work Use before or during group tasks where students need to include peers with different views or backgrounds.
Reinforcing respectful communication Use when revisiting how students speak to and about one another, especially during disagreement.
Preparing for transition Use when new students join the class or peer groups change and expectations need to be reset.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about respect, fairness and belonging.
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 simple, everyday language for recognising respectful behaviour and understanding why inclusion matters, before gaps in understanding become harder habits to shift. Respect and inclusion are not only about avoiding unkindness. They are also about actively noticing difference, making space for other perspectives and choosing behaviour that helps everyone feel like they belong. This lesson supports a positive classroom culture by helping students see that respect is something they practise through everyday choices, such as who they include, how they listen and how they respond when someone seems different from them.
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 when someone is excluded or treated differently because they seem different.
Empathy Students consider how respectful or disrespectful behaviour affects how others feel.
Fairness Students explore what fair treatment looks like in group situations.
Communication Students practise respectful language when they agree, disagree or discuss difference.
Belonging Students reinforce that everyone in the classroom deserves to feel included.
Self-regulation Students consider how to respond calmly when they notice unfair or unkind behaviour.
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
Frame discussion around general examples and scenarios, not personal accusations
Make clear that the lesson is about learning respectful choices, not identifying blame
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 being left out of a game, having an opinion dismissed or being treated differently because of how someone looks or speaks
Give students time to practise respectful phrases aloud or in pairs
Avoid asking any student to speak on behalf of a particular group or identity
Encourage general examples rather than personal disclosures
Supporting safe discussion
Reinforce privacy and respectful discussion as classroom norms
Remind students that noticing unfair treatment and speaking up safely is a responsible choice
Direct any concerns about real situations to a trusted adult 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 on everyday examples if students need support connecting respect to real situations
