Safe and Unsafe Secrets wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce the difference between safe and unsafe secrets through a structured, ready-to-teach lesson. Students learn to recognise when a secret feels safe or unsafe, understand why some secrets should always be shared with a trusted adult, and practise simple, age-appropriate ways to ask for help.
Keeping Safe & First Aid
Snapshot
Safe and Unsafe Secrets
This lesson gives teachers a structured way to introduce safe and unsafe secrets using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe secrets and knowing when to ask for help
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 the difference between a safe secret and an unsafe secret
recognise feelings such as worry, fear or discomfort that can signal a secret is unsafe
recognise that secrets involving harm, danger or feeling unsafe should always be shared
Understand
understand that trusted adults are there to help, even if someone has asked them to keep a secret
understand that everyone deserves to feel safe, regardless of their background or family situation
Practise
practise simple phrases for telling a trusted adult about an unsafe secret
practise identifying trusted adults they can go to for help
practise deciding whether a secret is safe to keep or should be shared
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 to 2 who are beginning to learn about personal safety, protective behaviours and help-seeking.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours and personal safety programs
class discussions about respect, fairness and inclusion
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 protective behaviours Use when students need early, simple language for recognising safe and unsafe secrets.
Building help-seeking confidence Use when students need to practise identifying trusted adults and asking for help.
Reinforcing personal safety routines Use when revisiting classroom expectations around body safety, secrets and trusted adults.
Supporting inclusion and respect discussions Use when connecting personal safety learning with respect for different backgrounds and family situations.
Preparing for transition Use when students are moving into a new class or year level and need consistent safety language.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about safe choices and trusted adults.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students need clear, simple language for telling the difference between secrets that are safe and secrets that should be shared with an adult. This is a foundational protective behaviours skill that supports students throughout their schooling. Teaching this early helps students build confidence in checking in with their own feelings and understanding that asking for help is always the right choice, no matter who has asked them to keep a secret. The lesson also supports a classroom culture where all students, whatever their background or family situation, understand that everyone deserves to feel safe and knows how to seek support 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
Protective behaviours Students learn to recognise when a secret feels unsafe and should be shared.
Emotional awareness Students check in with feelings such as worry or discomfort to help judge safety.
Help-seeking Students practise identifying trusted adults and simple phrases for asking for help.
Personal safety Students build confidence in making safer choices about secrets.
Respect and inclusion Students consider how safety and fairness apply to everyone, regardless of background.
Confidence Students practise speaking up when something does not feel right.
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 family members or share personal stories about other people
Frame the discussion around general examples and scenarios, not personal disclosures
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 simple, consistent examples such as a surprise for someone compared with something that feels scary or wrong
Give students time to practise phrases aloud for telling a trusted adult
Reinforce that students do not need to keep a secret that feels unsafe, even if asked to
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help is always the right choice
Explain that unsafe secrets should always be shared with a trusted adult
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
Keep examples general rather than specific to any one family or cultural background
Keep the message clear and simple: some secrets, like presents or parties, are safe to keep. Secrets that make someone feel scared, worried or unsafe should always be shared with a trusted adult.
