Staying Safe wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce staying safe and safe help-seeking through a structured, ready-to-teach lesson. Students learn to recognise when a situation feels unsafe, understand simple steps to stay safe, and practise asking a trusted adult for help. The lesson uses everyday school examples, including unkind or hurtful behaviour, to help students build confidence in recognising risk and choosing safer responses.
Keeping Safe & First Aid
Snapshot
Staying Safe
This lesson gives teachers a structured way to introduce staying safe and safe help-seeking using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and practising safe responses
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 a situation feels unsafe, uncomfortable or unfair
recognise examples of hurtful or unkind behaviour that may need adult help
recognise the difference between a safe choice and a risky one
Understand
understand that asking for help is a safe and responsible choice
understand that trusted adults can help when something feels unsafe
Practise
practise simple steps for staying calm in an unsafe situation
practise identifying a trusted adult to ask for help
practise using simple phrases to ask for help or speak up safely
Who this lesson is for?
This lesson is designed for younger primary students who are beginning to learn how to recognise unsafe situations and ask for help. It does not assume prior formal safety training and introduces simple, age-appropriate language for staying safe.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or class safety routines
early protective behaviours programs
general safety and first aid introductions
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 staying safe routines Use when students are learning foundational language for recognising and responding to unsafe situations.
Building classroom safety culture Use when reinforcing expectations around safe behaviour and help-seeking.
Supporting inclusion and kindness Use when students need practical language for responding to hurtful or unkind behaviour.
Practising safe responses Use when students are learning how to stay calm and choose a safer response.
Building help-seeking confidence Use when students need to understand who to ask for help and when.
Preparing for transition Use when students are moving into new classrooms or routines and need clear safety expectations.
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 benefit from simple, usable language for recognising unsafe situations and knowing how to ask for help, before they need to rely on it in a real moment. Staying safe is not only about responding after something goes wrong. It is also about helping students notice early signs that something feels unsafe, unfair or unkind, and building the confidence to speak up safely or find a trusted adult. This lesson supports a calmer, safer classroom culture by giving students practical steps they can use in everyday school situations, including moments involving hurtful behaviour.
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
Risk recognition Students notice when a situation feels unsafe, unfair or unkind.
Protective behaviours Students learn that unsafe situations should be shared with a trusted adult.
Help-seeking Students practise identifying who to ask for help and how to ask.
Emotional regulation Students practise staying calm when something feels unsafe.
Social awareness Students notice when someone else may need help or support.
Communication skills Students practise simple phrases for speaking up safely.
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 during discussion
Frame the discussion around general examples and scenarios, not personal accusations
Identify trusted adults students can go 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 feeling left out, unkind words or something feeling unsafe
Give students time to practise phrases they can use to ask for help
Reinforce that students do not need to manage unsafe situations alone
Allow students to respond through discussion or drawing depending on confidence
Supporting safe discussion
Use general examples rather than personal disclosures
Reinforce that asking for help is a safe and responsible choice
Follow your school's child safety procedures if concerns arise
Adaptation options
Use partner or small group discussion for confident classes
Use drawing or simple sentence starters for quieter students
Spend more time identifying trusted adults if students need extra support
Keep the message clear and calm: if something feels unsafe or unfair, students can tell a teacher or trusted adult.
