Stranger Danger Awareness

Overview

This 30-minute lesson is designed for Year 2 pupils, supporting their personal, social, health and economic (PSHE) education. It aligns with the statutory relationships education requirements within the National Curriculum for England, specifically aiming to build children's understanding of safe and unsafe situations outside the home. Pupils will explore the concept of “stranger danger,” learn to identify safe adults, and practise responses through role-play.

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National Curriculum Links

• Personal, Social, Health and Economic (PSHE) Education

  • Herts PSHE Association Programme of Study: Year 2 – Relationships
  • Statutory guidance (DfE, 2021) for Relationships Education states children should:
    • “recognise and respect that there are different types of relationships including friends and safe adults”
    • “recognise when they feel unsafe”
    • “learn strategies to keep themselves safe in different environments”

• Statutory Framework for the Early Years Foundation Stage (EYFS) – Personal, Social and Emotional Development (PSED) foundations are reinforced for children transitioning to KS1.

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Learning Objectives

By the end of this lesson, pupils will:

1. Understand what is meant by “stranger danger”.
2. Identify who safe adults are in a community and who strangers might be.
3. Practise how to respond if approached by a stranger in different situations.

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Resources

• Visual cards/posters showing various adults (police officer, teacher, shopkeeper, stranger in a park)
• Role-play props (hats, scarves, simple badges)
• “Safe or Unsafe?” sorting game sheets
• Whiteboard & markers
• Storybook or short video clip illustrating a “stranger danger” scenario (age-appropriate and positive message)

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Lesson Structure

1. Introduction (5 minutes)

• Set the context:
  • Begin with a simple question: “What is a stranger?” Take a range of answers.
  • Explain that sometimes strangers can be safe, but children need to be careful.
• Show visual cards showing different adults. Ask pupils: “Who do you think is a safe adult if you need help?” Highlight roles like police, teachers, parents, shopkeepers, but stress children should always check with a trusted adult first.
• Link to personal safety by reinforcing that not all strangers are bad, but children must be careful.

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2. Story or Video Scenario (5 minutes)

• Share an engaging story or short clip about a child who is approached by a stranger and how they respond safely.
• After, ask comprehension questions:
  • “What did the child do to stay safe?”
  • “Who could they go to for help?”

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3. Group Discussion & Sorting Activity (8 minutes)

• Use the “Safe or Unsafe?” cards—children work in pairs to decide if the scenarios are safe or unsafe (e.g., a stranger asking for help, someone offering sweets, a police officer helping a lost child).
• Discuss answers as a whole class, gently correcting misconceptions.

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4. Role-Play Practice (10 minutes)

• Pupils are split into small groups with adult supervision.
• Each group role-plays simple, scripted situations of strangers approaching and safe responses, including:
  • Saying “No” firmly
  • Walking away to find a safe adult
  • Shouting for help
• Encourage confident body language and assertive language.

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5. Plenary and Reflection (2 minutes)

• Gather children and ask: “What are three things you should do if a stranger approaches you?”
• Reinforce key messages:
  • Never go anywhere with a stranger
  • Find a safe adult you know
  • Use your voice loud and clear if you feel scared
• Praise pupils for their participation and bravery during role-play.

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Assessment

• Observe pupils during sorting and role-play for understanding of safe/unsafe situations and appropriate responses.
• Use questioning during plenary to check recall and understanding.
• Informal assessment through group discussion listening to reasoning behind “safe or unsafe” choices.

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Differentiation & Inclusion

• Provide visual prompts and sentence starters to support children with language difficulties.
• Use peer support in paired activities to include pupils with varying abilities.
• Offer quieter role-play roles or observer roles if pupils are anxious, gradually encouraging participation.

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Extension Ideas

• Encourage children to create their own “safe adult” drawings or posters about stranger danger for a classroom display.
• Send a simple home-school leaflet to parents summarising key messages and advice to reinforce learning beyond the classroom.

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This lesson empowers young children with knowledge and skills to keep themselves safe, fulfilling statutory PSHE requirements while fostering confidence in real-world situations.