Speaking Up for Safety wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce safe help-seeking and trusted adult identification through a structured, ready-to-teach lesson. Students learn to recognise unsafe or uncomfortable moments in different environments, understand who they can turn to for support, and practise clear ways to speak up and ask for help. The lesson keeps the focus on everyday situations students may encounter at school, at home or in the community, giving them practical language for speaking up safely.
Healthy Relationships & Communication
Snapshot
Speaking Up for Safety
This lesson gives teachers a structured way to help students identify trusted adults and practise speaking up safely across different environments.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Finding trusted adults and speaking up safely in unsafe moments
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 situations that feel unsafe or uncomfortable in different environments
recognise the qualities that make someone a trusted adult
recognise that unsafe or unfair situations are not their fault
Understand
understand that trusted adults can look different across school, home and community settings
understand why speaking up early can help keep them and others safe
Practise
practise identifying a trusted adult in different environments
practise using clear, simple language to ask for help
practise speaking up safely without needing to confront a situation alone
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building independence and beginning to navigate a wider range of environments, including school, home and community settings.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours and personal safety programs
transition preparation for secondary school
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 personal safety and help-seeking Use when students need simple, clear language for identifying trusted adults and speaking up safely.
Building independence in new environments Use when students are spending more time in different settings, such as community activities or less supervised situations.
Reinforcing protective behaviours Use to revisit and strengthen earlier learning about safety, trust and asking for help.
Preparing for transition Use when students are moving towards secondary school and will be navigating more environments independently.
Supporting a structured wellbeing discussion Use when you want a calm, teacher-led conversation about safety, trust and communication.
Strengthening whole-school protective behaviours programs Use when embedding consistent safety language and help-seeking practices across a cohort.
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 having clear, practical language for recognising unsafe moments and knowing who they can turn to, well before they find themselves in a difficult situation. Speaking up for safety is not only about responding when something has already gone wrong. It is also about helping students build the confidence to notice when something feels unsafe, identify trusted adults across different parts of their life, and understand that asking for help is a responsible choice. This lesson supports a proactive safety culture by helping students see that they are not expected to manage unsafe situations alone. Trusted adults, both at school and beyond, are there to help when something does not feel right.
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
Self-awareness Students notice when a situation or feeling does not feel right.
Help-seeking Students learn how to identify and approach a trusted adult for support.
Communication Students practise clear, simple language for speaking up safely.
Protective behaviours Students understand that unsafe situations should be shared with a trusted adult.
Confidence Students build assurance in asking for help across different environments.
Belonging Students recognise that support is available in multiple parts of their life, not just at school.
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 specific people or share personal stories about others
Frame discussion around general scenarios rather than individual experiences
Identify the 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 examples of unsafe or uncomfortable moments across school, home and community settings
Give students time to practise simple phrases they could use to speak up
Reinforce that students are not expected to manage unsafe situations alone
Allow students to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a last resort
Keep the focus on general scenarios rather than personal disclosures
Follow school child safety procedures if concerns arise during the lesson
Adaptation options
Use partner or small group discussion for confident classes
Use written reflection for students who prefer not to speak aloud
Spend more time helping students identify trusted adults if this is an area of need
Some students may find this topic personal. Keep the tone calm and reassuring, and be ready to follow up privately if needed.
