Rising Above Cyberbullying wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce cyberbullying and online abuse through a structured, ready-to-teach lesson. Teachers guide students through recognising harmful online behaviour, understanding its impact and practising safe, respectful responses. Students learn to identify examples of cyberbullying and online abuse, consider how online behaviour affects relationships and communication, and build confidence in seeking support when something feels wrong online.
Online Safety, AI & Digital Literacy
Snapshot
Rising Above Cyberbullying
The lesson gives teachers a structured way to introduce cyberbullying, online abuse and respectful digital communication in the classroom. Feedback: 4.3/5 from 83 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising, responding to and preventing cyberbullying and online abuse
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 cyberbullying and online abuse, such as hurtful messages, exclusion or sharing content without consent
recognise that unsafe or upsetting online behaviour should be shared with a trusted adult
recognise the signs that online behaviour has moved from disagreement to harm
Understand
understand that a single harmful action online can still cause harm, and that repeated behaviour can add to its impact
understand how online behaviour affects relationships, trust and wellbeing
Practise
practise responding safely to cyberbullying, including reporting, blocking or seeking help
practise using respectful language in online communication
practise identifying support pathways when they or someone else experiences online abuse
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are building on earlier online safety learning and navigating more complex online relationships and communication.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital citizenship or online safety programs
respectful relationships units that include online behaviour
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 online safety and digital citizenship Use when students need a structured introduction to cyberbullying and safe online behaviour.
Reinforcing respectful online communication Use when revisiting class or school expectations for how students communicate online.
Supporting healthy relationships work Use alongside lessons on communication skills and healthy relationships to extend the focus to online contexts.
Practising safe responses Use when students are learning how to respond to online abuse without retaliating or escalating conflict.
Building help-seeking confidence Use when students need clear steps for seeking support from a trusted adult or reporting online abuse.
Preparing for increased social media or device use Use when students are gaining more independence online, such as new devices, apps or social platforms.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students in Years 8 to 10 spend increasing amounts of time communicating through social media, messaging apps and online gaming, often without a clear sense of how their words and actions affect others. Cyberbullying and online abuse can be harder to notice than behaviour in person, which makes clear language and safe response strategies especially useful. The lesson supports students to build practical skills for recognising harmful online behaviour, thinking critically about their own digital choices and knowing how to seek support when something feels wrong. It also helps students understand that respectful communication applies online just as it does face to face. Taught proactively, the lesson helps build a safer online culture where students feel confident to speak up, support others and ask for help before situations escalate.
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
Digital literacy Students build understanding of how online behaviour affects communication and relationships.
Empathy Students consider how cyberbullying and online abuse can affect others.
Respectful communication Students practise using respectful language in online interactions.
Critical thinking Students think about their own digital choices and digital footprint.
Help-seeking Students learn when and how to seek support for online abuse.
Protective behaviours Students recognise unsafe online behaviour that should be reported or shared with a trusted adult.
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 the discussion around general examples and scenarios, not personal accusations
Make clear the lesson is about building safe online habits, not blaming individuals
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 general examples such as hurtful messages, exclusion from online groups or content shared without consent
Give students time to discuss and practise respectful responses
Reinforce that students do not need to manage online abuse alone
Allow students to respond through discussion, written reflection or paired work depending on confidence
Supporting safe discussion
Reinforce that seeking help is a responsible choice, not an overreaction
Explain that unsafe or upsetting online behaviour should be shared with a trusted adult
Follow school child safety procedures if concerns arise during or after the lesson
Adaptation options
Use paired or small group discussion for confident classes
Use individual reflection or written responses for quieter students
Spend more time on reporting and support pathways if students need more guidance identifying help options
Keep the focus on safe, supportive responses rather than suggesting students should manage online abuse on their own.
