Speak Up Until You're Heard wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce how to communicate important things clearly, calmly and with confidence through a structured, ready-to-teach lesson. Students learn to recognise when something is important enough to speak up about, practise clear ways to share their message, and understand what to do if the first person does not listen. The lesson focuses on building everyday communication skills, helping young students find the words to speak up at home, in the classroom and with friends, and knowing who to turn to for support.
Healthy Relationships & Communication
Snapshot
Speak Up Until You're Heard
This lesson gives teachers a structured way to help young students find the words to speak up and be heard.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Learning when and how to communicate very important things
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 when something they need to say is important enough to keep repeating
identify situations where a message may not have been heard the first time
recognise trusted adults they can speak to at school and at home
Understand
understand that some things are important enough to keep speaking up about, even if it feels hard
understand that being heard can sometimes take more than one try
Practise
practise using clear, calm language to share something important
practise trying again or asking a different trusted adult if the first attempt does not work
practise simple phrases for asking for help or attention
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are building early skills in communication, confidence and help seeking. It suits students who are learning to express themselves clearly and may need support finding the words to speak up, especially when something feels important.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
communication and confidence building activities
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.
Introducing communication skills Use when students need simple language for sharing important messages clearly.
Building classroom culture Use when reinforcing expectations around speaking up, listening and being heard.
Supporting confidence in younger students Use when students need practice finding words for things that feel important.
Practising safe help seeking Use when students are learning who to speak to and what to do if the first attempt does not work.
Reinforcing respectful communication Use when revisiting classroom expectations around listening and taking turns to speak.
Preparing for transition Use when students are moving into new classes or routines and need confidence to speak up with new adults or peers.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students do not always have the words or confidence to communicate something important, especially if their first attempt is not heard. Learning to speak up clearly and try again is a practical skill that supports safety, confidence and everyday communication. Communication is not only about talking. It is also about persistence, knowing who to ask and understanding that being heard can take more than one attempt. Building this skill early helps students feel more confident expressing themselves in the classroom, with friends and at home. This lesson supports a classroom culture where students feel comfortable speaking up, and know that trusted adults are there to listen when something matters.
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 using clear, calm words to share something important.
Confidence Students build confidence in speaking up, even when a first attempt is not heard.
Persistence Students learn that trying again or asking someone else is a safe, sensible choice.
Help seeking Students identify trusted adults they can speak to at school and at home.
Self awareness Students consider what feels important enough to keep speaking up about.
Relationship skills Students practise respectful ways of asking for attention and support.
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 private stories about other people
Frame discussion around general examples and scenarios, not personal disclosures
Identify trusted adults students can speak to 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 simple, everyday examples such as needing to repeat a message or ask again
Give students time to practise phrases aloud
Reinforce that trying again or asking someone else is a safe and sensible choice
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a last resort
Explain that important or unsafe things should always be shared with a trusted adult
Keep language general rather than tied to any one student's experience
Adaptation options
Use partner talk or drawing for quieter groups
Spend more time identifying trusted adults if students need support with help pathways
Extend discussion for more confident groups by exploring different settings such as home, school and the community
