Sextortion wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce sextortion and online safety through a structured, ready-to-teach, age-appropriate lesson. Students learn to recognise early signs of online pressure or threats, understand the importance of digital boundaries and privacy, and practise safe ways to respond and seek help. The lesson keeps the focus calm and practical, giving teachers a confident way to open a conversation that many find difficult to introduce without preparation.
Sex & Relationships Education
Snapshot
Sextortion
This lesson gives teachers a structured way to introduce sextortion and online safety using calm, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising online threats and responding safely
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 of pressure, manipulation or threats in online interactions
identify requests to share private images or personal information as unsafe
recognise that sextortion is a form of online harm, not something to feel ashamed of
Understand
understand why privacy and digital boundaries matter in online relationships
understand that a single unsafe interaction online can still be harmful
Practise
practise safe ways to respond to online pressure or threats
practise identifying trusted adults and support pathways for help-seeking
practise language for setting boundaries in online communication
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building awareness of online safety, digital boundaries and respectful relationships.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships or online safety units
digital citizenship or child safety programs
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 Use when students need a clear, age-appropriate introduction to sextortion and online threats.
Building digital citizenship Use when reinforcing respectful online behaviour, privacy and digital boundaries.
Supporting respectful relationships units Use alongside broader consent, boundaries and healthy relationships learning.
Practising safe responses Use when students are learning how to respond to online pressure without panic or shame.
Building help-seeking confidence Use when students need to understand when and how to ask a trusted adult for support.
Preparing for increased online independence Use when students are gaining more unsupervised access to social media and messaging.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are spending more time in online spaces where they may encounter pressure, manipulation or threats, including sextortion. Having clear, calm language for recognising these situations early helps students respond with confidence rather than confusion or shame. This lesson supports a proactive approach to online safety. Rather than waiting for a concern to arise, it gives students the vocabulary and understanding to recognise unsafe requests, protect their boundaries and know that support is available. Building this awareness early can support safer online habits and stronger help-seeking behaviour, without suggesting that all online interactions carry risk.
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 understanding of privacy, digital footprints and online risk.
Boundary setting Students practise recognising and communicating personal boundaries online.
Critical thinking Students learn to question and assess unsafe or manipulative online requests.
Help-seeking Students learn when and how to ask a trusted adult for support.
Emotional regulation Students consider how to manage difficult feelings such as pressure or worry without shame.
Protective behaviours Students recognise that unsafe online behaviour should be shared with a safe adult.
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 during discussion
Frame the discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about building safe choices and knowledge, not assigning blame
Identify trusted adults and support pathways students can access 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 general language such as "online pressure" or "unsafe request" rather than graphic descriptions
Keep the tone calm and non-judgmental, avoiding shame-based framing
Reinforce that students do not need to handle unsafe situations alone
Allow students to respond through discussion or written reflection depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible and expected response
Explain that unsafe online behaviour should be shared with a trusted adult
Follow your school's child safety or wellbeing procedures if concerns arise
Adaptation options
Adjust examples to suit students' familiarity with social media and messaging platforms
Use partner or small group reflection for quieter groups
Spend more time on trusted adults and support pathways if students need help identifying who to approach
Keep the discussion focused on recognising and responding to online threats rather than describing specific incidents in detail.
