Support and Communication wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 12 that helps Australian teachers introduce practical strategies for supporting friends and communicating feelings through a structured, ready-to-teach lesson. Students learn how to recognise when a friend may need support, use clear and respectful language to talk about feelings, and practise simple communication strategies they can use in everyday school and social situations.
Healthy Relationships & Communication
Snapshot
Support and Communication
This lesson gives teachers a structured way to help senior students build confidence in supporting friends and communicating feelings clearly. Feedback: 4.2/5 average rating from 307 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building practical strategies to support friends and communicate feelings
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 friend may be going through a difficult time
recognise signs that someone may need support, such as withdrawing or seeming upset
recognise when a situation is beyond what a friend can reasonably help with alone
Understand
understand the difference between supporting a friend and taking responsibility for solving their problems
understand why clear, respectful communication helps both friends feel heard
Practise
practise using simple phrases to check in with a friend
practise expressing their own feelings clearly and calmly
practise setting boundaries around what support they can offer
practise deciding when to involve a trusted adult or support service
Who this lesson is for?
This lesson is designed for senior secondary students in Years 10 to 12 who are building on existing friendship and communication skills. It suits students who already have some experience discussing feelings and relationships and are ready to apply more developed communication strategies to real friendship situations.
It is suitable for:
senior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
peer support or mentoring initiatives
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 friendship support skills Use when students are learning how to check in with a friend and offer support without taking on too much responsibility.
Building communication confidence Use when students need practical language for expressing feelings clearly and respectfully.
Reinforcing respectful relationships learning Use to build on earlier lessons about respect, boundaries and healthy relationships.
Supporting peer support programs Use when students are involved in peer support, mentoring or leadership roles that involve supporting others.
Preparing for transition Use when friendship groups are changing and students need confidence navigating new social situations.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about supporting friends and communicating feelings.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Senior students are often the first point of contact when a friend is struggling, but they do not always have the language or confidence to respond well. Learning how to check in, listen and communicate feelings clearly gives students practical tools they can use in real friendships. Support and Communication is not only about responding when something goes wrong. It also helps students build the habit of noticing how friends are going, speaking honestly about their own feelings and understanding where the limits of their support sit. The lesson supports a classroom culture where students feel more confident having open, respectful conversations with friends, and understand that asking a trusted adult for help is a responsible choice rather than a last resort.
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 skills Students practise clear, respectful language for expressing feelings and checking in with others.
Empathy Students consider how a friend might be feeling and what kind of support may help.
Active listening Students practise listening without judgement when a friend shares something difficult.
Boundary setting Students learn to recognise what support they can reasonably offer as a friend.
Help seeking Students identify when to involve a trusted adult or support service.
Relationship skills Students strengthen everyday skills for maintaining supportive, respectful friendships.
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 share personal stories about named classmates or friends
Frame discussion around general scenarios rather than personal disclosures
Identify trusted adults and support services students can be directed 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 friendship situations rather than specific student experiences
Give students time to practise phrases aloud or in pairs
Reinforce that supporting a friend does not mean taking full responsibility for solving their problems
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that privacy matters and students should not share other people's stories
Explain that asking a trusted adult for help is a responsible choice, not a failure
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use paired or small group discussion for students who are less confident speaking to the whole class
Extend discussion for students already familiar with communication strategies from earlier respectful relationships work
Spend more time identifying trusted adults and support services if students need extra support with help seeking
