Safe Sharing Online wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce safe, thoughtful social media use through a structured, ready-to-teach lesson. Students learn to recognise safe and unsafe sharing choices online, understand how privacy and digital footprints work, and practise respectful, informed communication across social media and everyday internet use.
Online Safety, AI & Digital Literacy
Snapshot
Safe Sharing Online
This lesson gives teachers a structured way to introduce safe social media habits and online decision making using age-appropriate discussion and practical examples. Feedback: 4.3/5 from 36 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Safe, thoughtful sharing of information online, privacy and digital footprints
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 safe and unsafe sharing of personal information online
recognise how digital footprints can affect their privacy and reputation over time
recognise signs of misinformation or AI generated content online
Understand
understand how privacy settings and platform choices affect who can see shared content
understand that online content can be difficult to remove once it has been shared
Practise
practise questioning the accuracy and source of online content before sharing it
practise using respectful language when communicating with others online
practise making informed choices about what to share and with whom
Who this lesson is for?
This lesson is designed for secondary students in Years 10 to 13 who are building independence in how they use social media and manage their online presence.
It is suitable for:
secondary wellbeing lessons
PDHPE or Health teaching
pastoral care or advisory sessions
digital literacy or online safety programmes
subject areas introducing critical thinking about online content
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 structured language for safe sharing, privacy and digital footprints.
Reinforcing respectful online communication Use when revisiting expectations for how students interact with others on social media and other online platforms.
Supporting critical thinking about online content Use when students need practice questioning misinformation or AI generated content before sharing it.
Preparing students for greater digital independence Use as students take on more responsibility for their own accounts and social media use.
Building digital citizenship within pastoral programmes Use within advisory or pastoral time to strengthen everyday online decision making.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about privacy, sharing and 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 need practical, usable skills for deciding what to share online, since social media and internet use are part of daily life for most secondary students. Safe sharing online is not only about avoiding risk. It is also about helping students build the judgement to question what they see, protect their own privacy and communicate respectfully across digital platforms. This lesson supports a more thoughtful approach to social media by helping students understand that their online choices have lasting effects, and that they can make informed decisions about what they share, who they interact with and what they trust.
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 practical knowledge of how social media platforms work and how content spreads.
Privacy awareness Students consider how privacy settings and shared information affect their online safety.
Critical thinking Students question the accuracy of online content, including AI generated material.
Respectful communication Students practise thoughtful, respectful language when interacting with others online.
Digital footprint awareness Students recognise how shared content can affect their reputation over time.
Help-seeking Students learn when to seek advice from a trusted adult about an online situation.
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 details of other people's accounts, posts or private conversations
Frame discussion around general examples and scenarios, not personal disclosures
Make clear the lesson is about building safe habits, not blaming particular platforms or behaviours
Identify trusted adults students can speak to if they have concerns about an online situation
During delivery
Use everyday examples such as posting photos, joining group chats or sharing personal details
Encourage students to question the source and accuracy of content before discussing it further
Keep the tone balanced, acknowledging that social media use also has positive, everyday value
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help with an online situation is a responsible choice
Explain that concerns about unsafe online contact should be shared with a trusted adult
Follow school child safety procedures if concerns arise
Adaptation options
Extend discussion into AI generated content and misinformation for more confident groups
Spend more time on privacy settings and digital footprints for students newer to independent social media use
Use written reflection instead of open discussion for students who prefer a quieter format
