Speaking Up and Reporting wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce safe help-seeking and speaking up when something feels unsafe, through a structured, ready-to-teach lesson. Students learn to recognise unsafe or uncomfortable situations, understand why speaking up matters, and practise safe, confident ways to ask a trusted adult for help.
Healthy Relationships & Communication
Snapshot
Speaking Up and Reporting
This lesson gives teachers a structured way to introduce safe help-seeking and reporting using clear, age-appropriate language. Feedback: 4.4/5 from 23 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and practising safe ways to speak up and ask for help
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 feels unsafe, unfair or uncomfortable
recognise that unsafe behaviour can happen in different settings, including at school, at home or online
recognise trusted adults they can go to for support
Understand
understand that speaking up is a safe and responsible choice
understand that they are not expected to manage unsafe situations alone
Practise
practise simple, clear language for telling a trusted adult something does not feel right
practise identifying who to speak to in different settings
practise steps to take when something feels unsafe
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building confidence in recognising unsafe situations and speaking up safely.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
respectful relationships and protective behaviours programs
whole-class discussions about safety and help-seeking
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 safe help-seeking Use when students need simple language for recognising unsafe situations and knowing who to talk to.
Building classroom culture Use when reinforcing expectations around respect, safety and looking out for one another.
Supporting protective behaviours learning Use alongside broader work on personal safety, boundaries and body autonomy.
Reinforcing trusted adult networks Use when students need to identify who they can speak to at school, at home or in the community.
Preparing for transition Use when students are moving into new year levels, settings or routines and need refreshed safety expectations.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about recognising and responding to unsafe situations.
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 clear, practical language for recognising when something feels unsafe and knowing that speaking up is a safe and sensible choice. Speaking up and reporting is not only about responding after something has gone wrong. It is also about giving students the confidence to notice when a situation feels unsafe, unfair or uncomfortable, and to know who they can turn to for support. This lesson supports a safer school culture by helping students understand that they do not need to manage difficult or unsafe situations on their own. Trusted adults are there to help, and asking for support is a sign of good judgement.
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 may be unsafe and learn steps to respond.
Help-seeking Students practise identifying trusted adults and asking for support with confidence.
Communication skills Students build clear, practical language for speaking up about concerns.
Personal boundaries Students consider what feeling unsafe or uncomfortable can look like.
Self-advocacy Students learn that they can speak up for themselves and others safely.
Trust and safety awareness Students reinforce that support networks exist at school, at home and in the community.
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 about other people
Frame discussion around general examples and scenarios rather than 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 general, age-appropriate examples of situations that may feel unsafe or uncomfortable
Give students time to practise phrases they could use to speak up
Reinforce that students are not expected to manage unsafe situations alone
Allow students to respond through discussion or partner reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible and safe choice
Use privacy and respectful discussion norms rather than promising confidentiality
Follow your school's child safety procedures if concerns arise during or after the lesson
Adaptation options
Use partner or small group discussion for quieter classes
Spend more time identifying trusted adults if students need extra support
Adjust scenario examples to suit your school context while keeping them general
Keep examples general and age-appropriate, avoiding graphic detail, so students can focus on safe, practical steps.
