Sexually Transmitted Infections wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 13 that helps Australian teachers introduce sexually transmitted infections through a structured, ready-to-teach lesson. Students learn the facts about STIs, how transmission and risk work, and why testing is a normal part of looking after their health. The lesson keeps discussion age-appropriate and consent-led, helping students build practical knowledge and confidence to make safe, informed decisions in relationships.
Sex & Relationships Education
Snapshot
Sexually Transmitted Infections
The lesson gives teachers a structured way to introduce sexual health facts, risk and testing without needing to build the content from scratch. Feedback: 4.6/5 average rating from 347 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding STI facts, risk and testing within safe, consent led 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 accurate facts about STIs and how they are transmitted
recognise common myths or misinformation about sexual health
recognise situations where testing or medical advice may be needed
Understand
understand why regular testing is part of looking after sexual health
understand how consent and communication reduce risk in relationships
understand that support and health services are available for testing and advice
Practise
practise using accurate, non judgemental language when discussing STIs and sexual health
practise identifying reliable sources of health information
practise applying consent and safety based thinking to relationship decisions
Who this lesson is for?
This lesson is designed for secondary students who are ready to engage with factual, age-appropriate information about sexual health, including STIs, risk and testing. It works well for students in Years 9 to 13 who already have some grounding in consent and respectful relationships concepts.
It is suitable for:
secondary Health or PDHPE classes
wellbeing or pastoral care programs
respectful relationships units
advisory sessions covering sexual health
senior years life skills or health education 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 sexual health topics Use when students need a factual starting point for learning about STIs, risk and testing.
Building on consent and relationships learning Use when reinforcing how consent, communication and safety connect to sexual health decisions.
Supporting a Health or PDHPE unit Use when a broader sexual health or respectful relationships unit needs a focused lesson on STIs and testing.
Addressing misinformation Use when students may have picked up inaccurate or incomplete information from peers, media or online sources.
Preparing students for independence Use when senior students are preparing for greater independence and need practical health knowledge.
Creating a structured, factual discussion Use when you want a calm, teacher-led lesson that keeps sexual health discussion factual and respectful.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from clear, factual information about sexually transmitted infections before they need to rely on assumptions or informal sources. Understanding risk, transmission and testing helps students make informed decisions about their health and relationships. This topic is not only about risk. It also helps students understand that testing and health checks are a normal, responsible part of looking after themselves and their partners, and that seeking advice or support is a sign of good decision making rather than something to feel embarrassed about. Teaching this lesson proactively gives students accurate knowledge and practical language they can use with confidence, rather than waiting until questions or concerns arise.
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
Health literacy Students build accurate knowledge of STIs, transmission and testing.
Risk awareness Students learn to recognise situations where risk and safety need consideration.
Consent and communication Students connect consent and open communication to safer relationship decisions.
Help seeking Students learn where to access testing, advice and support services.
Decision making Students practise applying facts to real relationship choices.
Respect and empathy Students discuss sexual health without judgement toward themselves or others.
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 share personal experiences or name others during discussion
Frame the lesson around facts and general scenarios rather than personal disclosures
Check school policy on sexual health education and any parent notification requirements
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 accurate, non judgemental language when discussing STIs, testing and risk
Keep examples general rather than graphic or overly detailed
Allow students to ask questions privately or in writing if they prefer
Reinforce that testing and seeking advice are responsible choices, not something to feel embarrassed about
Supporting safe discussion
Encourage respectful discussion and remind students not to share other people's stories
Use scenarios rather than personal disclosures when discussing risk or relationships
Direct students to trusted adults or health services if they have personal questions or concerns
Adaptation options
Spend more time on testing and support services for students who need practical, service focused information
Use partner or small group discussion for confident classes, and individual reflection for quieter groups
Adjust the depth of detail depending on students' prior learning in consent and relationships education
