Together Against Bullying wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 10 that helps Australian teachers introduce bullying behaviour, respectful communication and safe help-seeking through a structured, ready-to-teach lesson. Students learn to recognise bullying behaviour, understand how it affects others, and practise respectful, confident ways to respond, including how to support a peer and ask a trusted adult for help.
Healthy Relationships & Communication
Snapshot
Together Against Bullying
This lesson gives teachers a structured way to introduce bullying behaviour and respectful communication with secondary students. Feedback: 4.2/5 from 107 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising bullying behaviour and practising respectful, 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 behaviours that may indicate bullying, such as exclusion, put downs or repeated targeting
recognise the difference between occasional conflict and a pattern of bullying behaviour
recognise when a situation should be shared with a trusted adult
Understand
understand how bullying behaviour can affect the person targeted, bystanders and the wider classroom
understand why respectful communication and empathy help prevent harmful behaviour
Practise
practise using respectful language when responding to unfair or unkind behaviour
practise safe ways to support a peer who is being targeted
practise identifying trusted adults and support pathways at school
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 10 who are building on earlier learning about respectful relationships and are ready to explore bullying behaviour in more depth.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
class culture and behaviour expectation work
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 bullying prevention Use when students need a structured introduction to bullying behaviour, its impact and safe responses.
Building classroom culture Use when reinforcing respectful communication, inclusion and expectations for how students treat one another.
Practising safe responses Use when students are learning how to respond to unfair or unkind behaviour without arguing or retaliating.
Strengthening empathy and peer support Use when students need to consider how bullying behaviour affects others, including bystanders.
Building help-seeking confidence Use when students need to understand when and how to ask a trusted adult for support.
Preparing for transition or new peer groups Use when students are moving into new classes, year levels or social groups and need clear expectations for respectful behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Secondary students need practical language for recognising bullying behaviour and responding safely, well before patterns become established or normalised. Bullying prevention works best when it is proactive. Teaching students to notice unfair treatment, communicate respectfully and support peers builds a classroom culture where harmful behaviour is less likely to take hold. This lesson supports students to understand that respectful communication and empathy are everyday skills, not just responses to a crisis, and that trusted adults are available when a situation feels unsafe or difficult to manage alone.
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
Social awareness Students notice bullying behaviour and its effect on others.
Empathy Students consider how bullying behaviour feels for the person targeted and for bystanders.
Communication skills Students practise respectful, assertive language for responding to unfair behaviour.
Relationship skills Students explore how respect and inclusion support healthy peer relationships.
Help-seeking Students learn when and how to ask a trusted adult for support.
Belonging Students reinforce that all students deserve to feel safe and included 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 classmates or share other people's stories
Frame discussion around scenarios and general examples, not personal accusations
Make clear the lesson is about building skills and safe choices, not assigning blame
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, relatable examples such as exclusion, put downs or repeated targeting rather than specific real incidents
Give students time to practise respectful language aloud or in pairs
Reinforce that students do not need to argue, retaliate or manage unsafe situations alone
Allow discussion, written reflection or small group work depending on confidence and maturity
Supporting safe discussion
Use privacy focused language, such as not sharing other people's stories or naming classmates, when setting discussion norms
Reinforce that asking for help is a responsible, expected response
Follow your school's usual procedures if concerns arise during or after the lesson
Adaptation options
Use small group discussion for confident classes
Use written or individual reflection for quieter groups
Spend more time on trusted adults and support pathways if students need extra guidance identifying help options
