Your Trusted Support Team wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce trusted support, safe help-seeking and staying safe in different environments through a structured, ready-to-teach lesson. Students learn to recognise when a problem feels too big to solve alone, identify trusted adults they can turn to in different settings, and practise simple, calm ways to ask for help.
Keeping Safe & First Aid
Snapshot
Your Trusted Support Team
This lesson gives teachers a structured way to introduce trusted support networks and safe help-seeking for younger primary students.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a problem is too big to solve alone and knowing who to ask for 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 when a problem feels too big to solve alone
recognise examples of trusted adults in different environments, such as school, home and the community
recognise that asking for help is a safe and sensible choice
Understand
understand that everyone needs help with some problems, no matter how old they are
understand that trusted adults can look different depending on the environment they are in
Practise
practise identifying a trusted adult they could ask for help in a given situation
practise simple ways to ask an adult for help
practise staying calm when deciding what to do next
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are building early skills in recognising problems and asking for help safely.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
protective behaviours and personal safety programs
early lessons on staying safe in different environments
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 protective behaviours Use when students are learning early language for recognising problems and identifying trusted adults.
Building a class list of trusted adults Use when students need support naming who they can turn to at school, at home or in the community.
Reinforcing help-seeking skills Use when revisiting the message that asking for help is a safe and sensible choice.
Supporting transitions Use when students are moving into a new classroom, year level or environment and need to identify new trusted adults.
Preparing for excursions or community activities Use when students will be spending time in different environments and need to know who to ask for help.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about safety, trust and asking for help.
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 need simple, reliable ways to work out when a problem is something they can manage and when it needs adult support. Knowing who to trust and how to ask for help is a foundational safety skill. Without this early language, students may try to manage difficult or unsafe situations alone, or feel unsure about who to turn to when they are in an unfamiliar environment. This lesson supports a calm, confident approach to help-seeking. Students learn that trusted adults can be found in different environments, and that asking for help is a sensible, everyday choice rather than something to feel unsure about.
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
Risk recognition Students practise noticing when a problem feels too big to manage alone.
Help-seeking Students learn simple ways to ask a trusted adult for support.
Environmental awareness Students consider how trusted adults can differ across school, home and community settings.
Decision making Students practise thinking through what to do next in a given situation.
Confidence Students build assurance that asking for help is a safe, sensible choice.
Protective behaviours Students reinforce that trusted adults are there to help when something feels unsafe or unclear.
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 stories about other people
Frame the discussion around general situations and scenarios, rather than personal experiences
Identify the trusted adults available to students at school before the lesson
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 problems across different environments, such as school, home or the community
Give students time to practise naming a trusted adult in different settings
Reinforce that students do not need to solve every problem alone
Allow students to respond through discussion, drawing or simple role-play depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a sensible, everyday choice
Keep language calm and reassuring rather than alarming
Follow your school's child safety procedures if any concerns arise
Adaptation options
Use partner discussion or drawing for quieter groups
Spend more time identifying trusted adults if students need extra support
Revisit the lesson when students move into new environments or year levels
