Safe Relationships Online wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 13 that helps Australian teachers introduce healthy online relationships through a structured, ready-to-teach lesson. Students explore what respectful online behaviour looks like, including privacy, digital boundaries and communicating safely with others online. Students learn to recognise signs of healthy and unhealthy online interactions, think critically about digital footprints, misinformation and AI generated content, and practise respectful communication in online spaces.
Online Safety, AI & Digital Literacy
Snapshot
Safe Relationships Online
The lesson gives teachers a structured way to guide students through healthy online relationship guidelines without needing extra preparation. Feedback: 4.2/5 from 80 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building healthy, respectful and safe online 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 features of respectful and unhealthy online interactions
recognise how personal information and digital footprints can affect relationships and reputation
recognise signs of pressure, manipulation or unclear intentions in online communication
Understand
understand why privacy and digital boundaries matter in online relationships
understand how misinformation and AI generated content can influence trust and judgement online
Practise
practise setting and communicating personal boundaries in online interactions
practise using respectful language when communicating with others online
practise identifying when and how to seek support if an online relationship feels unsafe
Who this lesson is for?
This lesson is designed for secondary students across Years 9 to 13 who are building independence in how they communicate and form relationships online. It works well for students who have some existing familiarity with social media, messaging platforms or online gaming and are ready to think critically about their own digital behaviour.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE units covering respectful relationships
pastoral care, advisory or wellbeing check-in sessions
digital literacy or online safety programmes
respectful relationships or protective behaviours 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 online safety and digital literacy Use when students need a structured introduction to healthy online relationship guidelines.
Building classroom culture Use when reinforcing respectful communication and digital boundaries as part of everyday classroom expectations.
Supporting inclusion Use when helping students understand how online behaviour affects belonging and fairness within peer groups.
Practising safe responses Use when students are learning how to set boundaries or respond to unclear or uncomfortable online interactions.
Preparing for transition Use when students are moving into new social or online contexts, such as new year groups or increased device use.
Reinforcing respectful communication Use when revisiting expectations around privacy, digital footprints and respectful online behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students spend a significant part of their social lives online, and online relationships now form a normal part of how young people connect, communicate and build friendships. Understanding how to recognise respectful behaviour, set boundaries and think critically about digital content supports students to navigate these relationships with more confidence. This lesson supports a proactive approach to digital literacy and online safety by helping students build practical skills before problems arise, rather than only responding after something goes wrong. Students learn that healthy online relationships depend on the same respect, honesty and communication as offline relationships, alongside additional considerations such as privacy and digital footprints.
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
Critical thinking Students evaluate online information, misinformation and AI generated content before trusting or sharing it.
Digital literacy Students build understanding of privacy, digital footprints and respectful online communication.
Relationship skills Students practise setting boundaries and communicating respectfully in online interactions.
Self-awareness Students reflect on their own online behaviour and how it affects others.
Help-seeking Students learn when and how to seek support if an online relationship feels unsafe.
Social awareness Students consider how online behaviour affects inclusion, fairness and belonging within peer groups.
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 online interactions
Frame discussion around general examples and scenarios rather than individual experiences
Clarify that the lesson is about building safe, respectful digital habits, not judging specific online platforms or behaviour
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 messaging, group chats or social media to keep discussion practical
Encourage students to think critically about digital footprints and AI generated content without assuming all online activity is risky
Give students time to discuss or reflect on boundaries and respectful communication
Keep the tone balanced, recognising that online relationships can be positive as well as challenging
Supporting safe discussion
Reinforce that privacy and personal boundaries are a normal part of healthy online relationships
Remind students that seeking support if something feels unsafe or unclear is a responsible choice
Encourage respectful discussion rather than judgement of specific apps, platforms or online behaviour
Adaptation options
Use small group discussion for confident classes and partner reflection for quieter groups
Spend more time on digital footprints or AI content if students need extra support with critical thinking
Adjust examples to reflect the platforms and online contexts most relevant to your cohort
