Risks and Red Flags wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce personal safety, warning signs and safe help seeking through a structured, ready-to-teach lesson. Students learn to recognise situations that feel unsafe, understand simple steps to follow when something does not feel right, and practise asking a trusted adult for help.
Healthy Relationships & Communication
Snapshot
Risks and Red Flags
The lesson gives teachers a structured way to introduce warning signs, safe choices and help seeking in everyday, age-appropriate language. Feedback: 4.2/5 average rating from 27 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and practising safe 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 common warning signs that a situation may be unsafe
identify examples of red flags, such as being asked to keep an unsafe secret or feeling pressured to do something they are unsure about
recognise when a situation calls for adult or emergency help
Understand
understand that noticing risks early can support safer choices
understand the difference between everyday risks and situations that need urgent help
Practise
practise simple steps to follow when something feels unsafe, such as staying calm and moving to a safe place
practise phrases they can use to ask a trusted adult for help
practise identifying trusted adults they can go to at school and at home
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are building early skills in personal safety, recognising warning signs and safe help seeking.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours or personal safety programs
class discussions about safe choices and trusted adults
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 Use when students need simple language for recognising risks and red flags.
Reinforcing safe choices Use when revisiting class expectations around safety, boundaries and trusted adults.
Building help-seeking confidence Use when students need to understand when and how to ask a trusted adult for help.
Practising calm responses Use when students are learning to stay calm and follow simple steps in unfamiliar situations.
Preparing for greater independence Use as students take on more independent activities, such as walking short distances or spending short periods without direct supervision.
Creating a structured wellbeing discussion Use when you want a calm, teacher led discussion about safety, warning signs and safe choices.
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 simple, usable language for noticing when a situation feels unsafe and knowing what to do about it, before they are relying on guesswork. Personal safety is not only about responding after something goes wrong. It is also about helping students build early confidence to notice warning signs, pause, and make safe choices in everyday situations. This lesson supports a safer classroom and school culture by helping students understand that asking for help is a sign of good judgement. Students learn that trusted adults are available to help when a situation feels unsafe or too difficult to work out alone.
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
Situational awareness Students notice signs that a situation may be unsafe.
Decision making Students consider safe choices when faced with risk.
Communication Students practise phrases for describing worry and asking for help.
Help-seeking Students learn when and how to approach a trusted adult.
Protective behaviours Students recognise that unsafe situations should be shared with a safe adult.
Emotional regulation Students practise staying calm when something feels unsafe.
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, and to use general examples instead
Frame the discussion around scenarios rather than personal disclosures
Identify trusted adults students can speak to at school before the lesson begins
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 simple, everyday examples such as feeling unsure, being asked to keep an unsafe secret, or noticing something does not feel right
Give students time to practise phrases for asking a trusted adult for help
Reinforce that students do not need to handle unsafe situations alone
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep the focus on scenarios rather than personal experiences
Reinforce that asking for help is a responsible choice, not something to feel embarrassed about
Follow school child safety procedures if concerns arise during or after the lesson
Adaptation options
Use partner talk or drawing for quieter groups
Spend more time identifying trusted adults if students need extra support
Extend discussion for students ready to consider more independent situations, such as walking short distances
Keep the tone calm and practical. The lesson focuses on building safe habits and confidence, not on alarming students about danger.
