Rights and Inclusion wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce the rights students have in their relationships with others through a structured, ready-to-teach lesson. Students learn to recognise fair and respectful treatment, understand the rights they are entitled to in friendships and relationships, and practise respectful ways to communicate, include others and ask for support when something feels unfair.
Diversity, Equality & Society
Snapshot
Rights and Inclusion
The lesson gives teachers a structured way to introduce rights, fairness and inclusion in everyday relationships.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding personal rights and fair treatment in relationships
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 that everyone has the right to be treated fairly and with respect in their relationships
recognise examples of fair and unfair treatment in everyday school situations
recognise when someone's rights are not being respected, such as through exclusion or unfair assumptions
Understand
understand that rights in relationships apply equally to everyone, regardless of background or identity
understand how fairness, respect and inclusion connect to healthy relationships
Practise
practise respectful language when talking about fairness and rights
practise including others and responding to unfair treatment in safe, practical ways
practise identifying who to ask for support when a situation feels unfair
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are ready to explore fairness, rights and respectful relationships in more depth.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships or inclusion programmes
class discussions about fairness, identity and belonging
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 rights and fairness Use when students need a starting point for understanding what fair treatment looks like in relationships.
Building classroom culture Use when reinforcing respect, inclusion and fair treatment as part of everyday class expectations.
Supporting inclusion Use when students need structured discussion about including others and recognising unfair treatment.
Reinforcing respectful relationships work Use when extending previous learning on respect, communication or healthy relationships.
Preparing for transition Use when peer groups are changing and students need clear expectations about fairness and respect.
Creating structured wellbeing discussion Use when you want a calm, teacher-led discussion about rights, 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 benefit from understanding that fairness and respect are rights, not favours, in their relationships with others. Knowing this early helps them recognise unfair treatment and speak up or seek support before patterns of exclusion become normalised. Understanding rights in relationships is not only about responding to unfair treatment. It also helps students build the language and confidence to include others, treat people fairly and contribute to a respectful classroom and community. This lesson supports a fairer classroom culture by helping students see that everyone is entitled to respect, inclusion and fair treatment, and that trusted adults are there to help 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 when someone is treated unfairly or left out.
Empathy Students consider how unfair treatment affects others.
Communication skills Students practise respectful language when discussing fairness and rights.
Help-seeking Students learn who to ask for support when something feels unfair.
Inclusion Students identify practical ways to include others in everyday situations.
Belonging Students reinforce that everyone has a right to feel 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 specific people
Frame discussion around general examples and scenarios, not individual students or situations
Make clear that the lesson is about understanding rights and fairness, not assigning blame
Identify trusted adults students can speak to at school if they want to talk further
During delivery
Use everyday examples such as being left out of a group or having an opinion dismissed
Give students time to practise respectful language aloud or in pairs
Avoid asking students to speak on behalf of a particular group, culture or identity
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Reinforce that everyone has the right to be treated fairly and with respect
Explain that students can ask a trusted adult for support if something feels unfair
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on identifying trusted adults if students need extra support with help seeking
