When Something Doesn't Feel Right wellbeing lesson plan
A primary wellbeing lesson for Foundation students that helps Australian teachers introduce what to do when something feels unsafe, through a structured, ready-to-teach lesson. Students learn to recognise signs that a situation may not feel right, understand simple steps to stay safe in different environments, and practise calling for help from a trusted adult.
Keeping Safe & First Aid
Snapshot
When Something Doesn't Feel Right
The lesson gives teachers a structured way to introduce early safety awareness and help-seeking skills.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and knowing simple steps to get help
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 physical or emotional signs that a situation may not feel safe
identify examples of unsafe situations across different environments, such as home, school or public places
recognise that feeling unsafe is a signal worth acting on, even without knowing exactly why
Understand
understand that safety can look different depending on the environment
understand that asking for help is a safe and responsible choice, not a last resort
Practise
practise simple steps to take when something doesn't feel right, such as staying calm and moving to a safer place
practise identifying a trusted adult to ask for help
practise using simple words to explain that something feels wrong
Who this lesson is for?
This lesson is designed for Foundation students who are beginning to build early safety awareness and simple help-seeking skills. It suits students who are learning to notice their feelings and connect them to simple, practical actions, with teacher guidance throughout.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or protective behaviours programs
early child safety education
circle time or classroom discussion routines
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 early safety awareness Use when students are learning foundational language for feeling safe and unsafe.
Building classroom safety routines Use when establishing expectations for what to do if something feels wrong at school.
Supporting protective behaviours learning Use when reinforcing broader child safety or protective behaviours work already happening in class.
Practising help-seeking skills Use when students need practice identifying trusted adults and asking for help confidently.
Preparing for new or unfamiliar environments Use when students are transitioning to new settings, such as excursions or changes in routine.
Creating a structured safety discussion Use when you want a calm, teacher-led discussion about staying safe in different environments.
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, repeatable language for noticing when something feels unsafe and knowing what to do next. Early safety skills are easier to build before students face situations that require them. This lesson supports a proactive approach to safety by helping students understand that feelings of discomfort or worry can be a useful signal, not something to ignore or manage alone. By practising simple steps such as staying calm, moving to a safer place and finding a trusted adult, students build confidence in knowing what to do, rather than only being told to be careful.
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 physical or emotional signs that something feels unsafe.
Risk recognition Students identify examples of unsafe situations across different everyday environments.
Help-seeking Students learn simple steps to find and ask a trusted adult for support.
Protective behaviours Students practise language and actions that support their own safety.
Confidence Students build assurance in acting on their instincts rather than staying silent.
Calm decision making Students practise staying calm and choosing a safer response.
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 about specific people
Frame the discussion around general examples and scenarios, not personal disclosures
Identify the 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 of environments such as home, school and public places
Give students time to practise simple phrases and steps aloud
Reinforce that noticing something feels wrong is enough reason to ask for help
Keep language calm and reassuring rather than alarming
Supporting safe discussion
Use general scenarios rather than personal experiences
Reinforce that asking for help is a safe, responsible choice
Follow school child safety procedures if concerns arise during or after the lesson
Adaptation options
Use drawing or matching activities for students who are still developing verbal responses
Spend more time identifying trusted adults if students need extra support
Revisit the lesson in short, repeated sessions to build familiarity with safety language
Some students may connect the discussion to a real situation. Respond calmly and follow your school's usual support procedures.
