Solving People Problems wellbeing lesson plan
A primary wellbeing lesson for Years 3 to 4 that helps Australian teachers introduce practical ways to handle conflict through a structured, ready-to-teach lesson. Students learn to recognise common friendship problems, understand different ways to respond, and practise respectful communication and safe help-seeking when a conflict feels too big to manage alone.
Healthy Relationships & Communication
Snapshot
Solving People Problems
The lesson gives teachers a structured way to introduce conflict resolution and respectful communication skills to middle primary students. Feedback: 4.5/5 average rating from 49 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising conflict and practising respectful ways to resolve it
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 common signs of conflict between friends, such as disagreement, exclusion or hurt feelings
recognise that conflict is a normal part of friendships and does not need to become lasting unkindness
recognise when a problem is too big to solve without adult support
Understand
understand that there are different, respectful ways to respond to conflict
understand how listening to another person's point of view can help resolve a disagreement
Practise
practise using calm, respectful language to express feelings during a disagreement
practise setting a boundary respectfully when something feels unfair
practise asking a trusted adult for help when a conflict feels difficult to manage alone
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are developing more complex friendship relationships and starting to navigate disagreements more independently.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
friendship and communication skill-building
respectful relationships 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.
Building classroom culture Use when establishing shared expectations around respect and fair treatment between students.
Introducing conflict resolution skills Use when students need a simple framework for working through disagreements calmly.
Reinforcing friendship skills Use when revisiting expectations around fairness, turn-taking and respectful communication.
Supporting inclusion Use when students need practical ways to include others and manage disagreements without excluding people.
Practising help-seeking Use when students need to understand how and when to ask a trusted adult for support with a difficult conflict.
Preparing for transition Use when peer groups are changing and students need clear, respectful ways to manage new friendship dynamics.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Conflict is a normal part of friendships, and students need practical language for working through disagreements without resorting to unkindness or exclusion. Teaching students how to solve people problems early supports a calmer classroom culture. It helps students understand that disagreements can be resolved through listening, respectful communication and, where needed, support from a trusted adult, rather than avoidance or retaliation. The lesson supports students to build confidence in managing everyday friendship challenges, which can contribute to stronger peer relationships and a more respectful classroom environment over time.
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
Communication Students practise expressing feelings and needs using calm, respectful language.
Conflict resolution Students explore practical steps for working through disagreements with friends.
Perspective-taking Students consider another person's point of view during a disagreement.
Respect and fairness Students reinforce shared expectations around fair treatment of others.
Boundaries Students practise expressing a boundary respectfully.
Help-seeking Students learn when and how to ask a trusted adult for support with a difficult conflict.
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 stories about other people
Frame the discussion around general scenarios rather than personal disputes
Make clear that the lesson is about learning respectful ways to solve problems, not deciding who is right or wrong
Identify trusted adults students can speak to at school
During delivery
Use everyday examples such as disagreements over games, fairness or hurt feelings
Give students time to practise respectful phrases aloud
Reinforce that walking away or asking for help is a sensible choice, not the only option
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Reinforce that privacy matters and classmates should not be named
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
Adaptation options
Use partner talk or small group discussion for confident groups
Use drawing or written reflection for quieter students
Spend more time on trusted adults if students need support identifying help pathways
