Safe Connections

Overview

In this lesson (Lesson 4 of 10) students explore what it feels like to be safe in relationships and what adults and classmates can do to create that safety. Students practise simple ways to speak up, listen well, and respect boundaries in everyday situations.

Learning intentions

• WALT: identify feelings and actions that show safety or danger in relationships.
• WALT: understand that safe spaces include respect, kindness, and clear boundaries.
• WALT: apply simple strategies to help a group feel safe (for example, asking for help, using calm words, and listening).
• WALT: reflect on how relationships support whanaungatanga (building connections).

Success criteria

• I can explain what “feeling safe” means for me in school or home relationships.
• I can name at least three things that help create a safe environment.
• I can use a “pause and ask for help” strategy when something feels unsafe.
• I can show respectful communication by listening, taking turns, and using kind words.

Curriculum links

• Health: building understanding of people, relationships, and how choices affect wellbeing
• Health: recognising feelings, boundaries, and safe ways to seek help
• Te Ao Māori perspective: strengthening whanaungatanga through respectful, caring behaviour
• Students’ wellbeing focus: creating supportive classroom relationships and safe learning environments

Lesson structure (60 minutes)

1. 5 mins — Whakatau + connection check-in Begin with a brief, calm opening and one question: “When you feel safe, what is happening around you?” Students share with a partner, then one or two share with the class. Emphasise that sharing is voluntary.

2. 10 mins — Story prompt: safe vs not-safe moments Read a short teacher-created story (age appropriate) with characters in playground and class situations (e.g., someone teasing, someone including others, someone ignoring a boundary). Pause to ask: “What makes the space feel safe?” and “What makes it feel unsafe?”

3. 12 mins — Sort and discuss: “Safe space ingredients” In small groups, students place scenario cards into two columns: “Helps safety” and “Makes it harder to feel safe.” Teacher circulates to support language and ensure students focus on actions and feelings, not blame. Capture key ideas on the class chart.

4. 10 mins — Teach strategies: pause, name, ask Model a three-step strategy students can remember and use:

• Pause (stop, take a breath)
• Name (say how it feels or what boundary is being crossed)
• Ask (ask a trusted adult/peer, or use a class help process) Practise with role-play in pairs using sentence starters: “I don’t like that.” “That makes me feel unsafe.” “Can we stop?” “I’m going to get help.”

5. 8 mins — Boundaries and belonging circle Create a “belonging circle” prompt: “How do we show we care for everyone’s safety?” Students complete a quick oral reflection: one action I can do, one action I can ask others to do. Reinforce whanaungatanga: caring relationships where everyone’s wellbeing matters.

6. 10 mins — Create a class “Safe Space Pledge” Students contribute one sentence to a group pledge (teacher writes). Keep wording simple and respectful. Example categories: kind words, listening, taking turns, respecting “stop,” and asking for help early. Read the final pledge together.

7. 5 mins — Exit reflection Students respond to one prompt in their books or journals: “One safe-space ingredient I will use is…” Teacher collects to inform Lesson 5.

Resources

• Teacher-created short story (with safe vs unsafe relationship moments)
• Scenario cards for small-group sorting
• Class chart paper and markers
• Role-play prompts and sentence starter cards
• Student journals or writing books
• “Safe Space Pledge” template (1–2 lines)
• Calm-breathing cue (e.g., simple visual card)
• Dyslexia-friendly reading options: large-print story version, audio recording of the story, and simplified sentence strips for prompts

Assessment

• Teacher observation during sorting and role-play (students’ ability to link actions to feelings of safety)
• Review of journal/exit reflection for understanding of safe-space ingredients and help-seeking strategy
• Oral check-in during the boundaries and belonging circle (listening, respectful communication, and recognising boundaries)

Differentiation

• Support: provide scenario cards with fewer choices, sentence starters, and a teacher-led first example of sorting; allow students to respond orally instead of writing
• Support (reading): offer the large-print story and audio recording; provide simplified prompt cards with key words highlighted
• Extension: challenge students to identify “why” a strategy works and suggest an additional safety action for a new scenario card
• EAL/SEN: pre-teach key terms using visuals (safe, unsafe, boundary, help); use partner talk first, then short whole-class sharing; accept drawing plus brief captions where needed

Extension (optional)

• For advanced learners: students design a short “Safe Space” scenario script (2 minutes) that includes a boundary and the “pause, name, ask” strategy, to share with another group next lesson.