The Dangers of Sextortion wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce the risks of sextortion and practical protection strategies through a structured, ready-to-teach lesson. Students learn to recognise early signs of pressure or manipulation in online interactions, understand practical steps for protecting their privacy and digital footprint, and practise safe ways to respond and seek help if something feels wrong online.
Online Safety, AI & Digital Literacy
Snapshot
The Dangers of Sextortion
The lesson gives teachers a structured way to introduce sextortion risks and protection strategies without relying on fear based messaging. Feedback: 4.2/5 from 42 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising sextortion risks and practising protective online strategies
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 of pressure, manipulation or unsafe requests in online interactions
identify tactics that may be used to threaten or pressure someone online
recognise when personal information or images could be at risk once shared
Understand
understand why protecting personal information and digital footprints reduces risk online
understand the role of consent, boundaries and respect in online interactions
understand why acting quickly and asking for help matters if something feels wrong
Practise
practise safe responses to pressure or unsafe requests online
practise steps for protecting privacy and reporting concerning content
practise identifying trusted adults or support services to contact for help
Who this lesson is for?
This lesson is designed for senior secondary students in Years 10 to 13 who are building independence in how they use social media, messaging apps and other online platforms. It works well for students who already have some understanding of online safety and are ready to explore more specific risks and protective strategies.
It is suitable for:
senior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships and online safety programmes
digital literacy and protective behaviours units
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 online safety in senior years Use when students are ready to explore more specific digital risks alongside broader online safety learning.
Building digital literacy and critical thinking Use when reinforcing how to evaluate requests, messages or content that may not be what they seem.
Reinforcing privacy and digital footprint learning Use when revisiting how personal information and images can be shared, stored or misused online.
Supporting respectful online communication Use when reinforcing boundaries, consent and respectful behaviour in online interactions.
Strengthening help-seeking pathways Use when students need clear steps for reporting concerns or seeking support if something feels unsafe online.
Preparing for increased online independence Use when students are taking on more responsibility for their own social media and online interactions.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Sextortion relies on pressure, secrecy and fear, so students benefit from having clear language and practical strategies before they encounter risky situations online. Teaching this topic proactively helps students build confidence in protecting their privacy, recognising manipulation tactics and knowing that support is available if something feels wrong. It shifts the focus from reacting after harm occurs to building everyday digital habits that reduce risk. This lesson supports a safer online culture by helping students understand that asking for help is a responsible and sensible choice, and that trusted adults and support services are there to help regardless of the circumstances.
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
Digital literacy Students learn to critically assess online requests, messages and content.
Privacy awareness Students consider how personal information and images can be protected or exposed online.
Help-seeking Students learn when and how to seek support if they feel pressured or unsafe online.
Self-protection Students practise strategies for reducing risk in online interactions.
Respectful communication Students consider consent, boundaries and respect in digital relationships.
Emotional regulation Students consider how to respond calmly if they feel pressured or unsafe online.
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 in discussion
Frame the discussion around scenarios and general examples, not personal disclosures
Identify trusted adults and support services students can contact 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
Keep language age-appropriate, respectful and focused on safety rather than graphic detail
Reinforce that pressure or threats online are never the target's fault
Use general examples rather than specific case details or news stories
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Remind students that privacy matters, so avoid asking anyone to share personal experiences
Reinforce that asking for help is a responsible and sensible choice
Follow your school's child safety or wellbeing procedures if concerns arise
Adaptation options
Use small group discussion for more confident classes
Use individual reflection or written responses for quieter groups
Spend more time on support pathways if students need help identifying who to contact
Keep the focus on protection strategies and help-seeking rather than moralising about how the situation may have started.
