Who Can I Trust? wellbeing lesson plan
Who Can I Trust? is a primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce the idea of trustworthy people and safe ways to approach them, through a structured, ready-to-teach lesson. Students learn to recognise the people in their lives who care for them, understand what makes someone trustworthy, and practise simple ways to ask a trusted adult for help or support.
Healthy Relationships & Communication
Snapshot
Who Can I Trust?
This lesson gives teachers a structured way to help young students identify trusted people in their lives and practise safe ways to seek their support.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Identifying trustworthy people and practising safe ways to approach them
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 the different trusted adults in their life, including family members, carers and school staff
recognise signs that someone is trustworthy, such as listening, keeping promises and helping when needed
recognise that everyone can identify a trusted adult to go to for help
Understand
understand that families and carers can look different while still offering care and support
understand why it is safe and responsible to ask a trusted adult for help
Practise
practise identifying a trusted adult they could approach at school or at home
practise simple ways to start a conversation when they need help or support
practise using respectful language when talking about people who care for them
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are building early understanding of family, care and trusted relationships.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
early protective behaviours or child safety programs
class discussions about families and people who care for us
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 trusted adults and safe help-seeking Use when students are learning who they can go to for help at school or at home.
Building classroom culture around families and care Use when reinforcing that families and carers can look different while still offering love and support.
Practising safe help-seeking language Use when students need simple phrases for starting a conversation with a trusted adult.
Reinforcing protective behaviours Use when connecting classroom learning to broader safety and wellbeing programs.
Preparing for transition Use when students are moving into a new class or year level and need to identify new trusted adults.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led way to introduce trust, family and care.
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, clear language for identifying the people who care for them and knowing how to approach them when they need help. Understanding who can be trusted is a foundational protective behaviours skill. It helps students build early confidence in seeking support, rather than waiting until something feels wrong. This lesson supports a safer, more connected classroom by helping students recognise that trusted adults, at home and at school, are there to listen and help.
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 the different people in their lives who provide care and support.
Trust and relationship building Students identify what makes someone trustworthy and safe to approach.
Help-seeking Students practise simple ways to ask a trusted adult for help.
Protective behaviours Students learn that asking for help is a safe, responsible choice.
Communication skills Students use respectful language when talking about family and care.
Belonging Students reinforce that everyone has people who care about them and can help.
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 their own families
Frame the discussion around general examples of trusted adults, not personal disclosures
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 simple examples such as a family member, carer, teacher or school helper
Give students time to practise naming a trusted adult they could approach
Reinforce that asking for help is a safe and responsible choice, not something to feel unsure about
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep the focus on general examples rather than personal family details
Reinforce that families and carers can look different while still offering love and support
Follow school child safety procedures if any concerns arise during discussion
Adaptation options
Use partner talk or small groups for students who are less confident speaking to the whole class
Use drawing or simple picture prompts for students who need additional support expressing ideas
Spend more time identifying trusted adults at school for students who need extra support building this list
