Seeking Help, Protecting Myself wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce safe help-seeking and protective behaviours through a structured, ready-to-teach lesson. Students learn to recognise unsafe situations across different everyday environments, understand simple steps to stay safe, and practise asking a trusted adult for help.
Keeping Safe & First Aid
Snapshot
Seeking Help, Protecting Myself
This lesson gives teachers a structured way to introduce staying safe and seeking help across everyday environments. Feedback: 4.8/5 average rating from 25 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and practising safe help-seeking
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 signs that a situation or environment may feel unsafe
identify examples of unsafe situations across different everyday settings
recognise that feeling unsure or scared is a signal to ask for help
Understand
understand that different environments can have different safety considerations
understand that asking for help is a safe and responsible choice
Practise
practise simple language for telling a trusted adult that something feels unsafe
practise identifying a trusted adult in different environments
practise calm, simple steps to follow when feeling unsafe
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are beginning to learn about staying safe and recognising when to ask for help.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours and personal safety programs
whole class safety and child safety awareness sessions
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 simple language for recognising unsafe situations and asking for help.
Building classroom culture around safety Use when reinforcing expectations about speaking up and seeking help.
Practising safe responses Use when students are learning simple steps to follow if they feel unsafe.
Building help-seeking confidence Use when students need to understand who a trusted adult is and how to ask for help.
Preparing for transition Use when students are moving into new environments, such as new classrooms or activities, and need clear safety expectations.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about staying safe in different environments.
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 simple, usable language for recognising unsafe situations and knowing how to ask for help, before they find themselves in a difficult or unfamiliar situation. Protective behaviours are not only about responding after something goes wrong. They are also about helping students notice early signs that a situation feels unsafe, understand that environments can differ, and build confidence in reaching out to a trusted adult. This lesson supports a safer classroom and school culture by helping students understand that asking for help is a sensible and responsible choice, not something to feel unsure about.
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 recognise signs that a situation or environment may not feel safe.
Help-seeking Students practise simple ways to ask a trusted adult for help.
Risk awareness Students consider how different environments can carry different safety considerations.
Communication skills Students practise using clear, simple language to describe an unsafe situation.
Confidence Students build confidence in speaking up when something feels wrong.
Belonging Students reinforce that trusted adults are there to help keep them safe.
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, not personal disclosures
Identify trusted adults students can speak to at school and at home
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, calm examples of different environments, such as school, home and out in the community
Give students time to practise simple phrases aloud
Reinforce that asking for help is always a safe choice, never something to feel unsure about
Allow students to respond through discussion, drawing or role-play depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is responsible, not something to worry about
Explain that unsafe situations should be shared with a trusted adult
Follow school child safety procedures if concerns arise
Adaptation options
Use partner talk or drawing for quieter groups
Spend more time identifying trusted adults if students need extra support
Revisit the lesson across different environments over time, such as home, school and community settings
This lesson does not provide emergency training or medical instruction. It focuses on helping students recognise unsafe situations, stay calm and know when and how to ask for help.
