Avoiding & Preventing Harassment PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce harassment, respect and healthy relationships through a structured, ready-to-teach lesson. Pupils learn to recognise unwanted or disrespectful behaviour, understand the importance of boundaries and consent, and practise safe ways to respond or ask for support. The lesson keeps the focus on practical relationship skills, giving pupils language and confidence to help build a respectful classroom community.
Healthy Relationships & Communication
Snapshot
Avoiding & Preventing Harassment
This lesson gives teachers a structured way to introduce respect, boundaries and safe help-seeking within everyday school relationships. Feedback: 4.4/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising harassment and practising respectful, safe responses
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
Recognise examples of harassment, such as unwanted comments, pressure or repeated exclusion.
Recognise the difference between respectful and disrespectful behaviour in peer relationships.
Recognise when a situation should be shared with a trusted adult.
Understand
Understand why personal boundaries matter in friendships and relationships.
Understand that harassment can affect how safe and included someone feels at school.
Practise
Practise using respectful language to set and communicate boundaries.
Practise calm, safe ways to respond to disrespectful behaviour without confrontation.
Practise identifying trusted adults and support pathways when help is needed.
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing more independence in friendships and peer relationships, and who benefit from clear, practical language around respect and boundaries.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care or form time sessions
respectful relationships or personal development units
whole-class discussion on respect and inclusion
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil 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 respectful relationships learning Use when pupils need a structured way to explore respect, boundaries and harassment for the first time.
Building classroom or year group culture Use when reinforcing expectations around respect, inclusion and safe behaviour among peers.
Revisiting personal development priorities Use when refreshing pupils' understanding of healthy relationships within a PSHE or pastoral programme.
Practising safe responses Use when pupils are learning how to respond to disrespectful behaviour calmly and without confrontation.
Building help-seeking confidence Use when pupils need clarity on when and how to speak to a trusted adult or pastoral staff member.
Preparing for transition or new peer groups Use when pupils are moving into new classes, year groups or friendship circles and need shared expectations around respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from early, practical language for recognising disrespectful behaviour and understanding what harassment can look like in everyday school life. Building respect in a school community is not only about responding after something goes wrong. It is also about giving pupils the skills to set boundaries, communicate respectfully and ask for support before difficulties escalate. This lesson supports a calmer, more respectful classroom culture by helping pupils understand that respect is something everyone can actively practise, and that support is available if a situation feels unsafe or difficult to manage alone.
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
Respectful communication Pupils practise language for setting boundaries and responding calmly to disrespectful behaviour.
Boundary setting Pupils consider how to express personal limits clearly and respectfully.
Social awareness Pupils learn to recognise unwanted or disrespectful behaviour in peer relationships.
Empathy Pupils consider how harassment or exclusion can affect how safe someone feels.
Help-seeking Pupils identify when and how to ask a trusted adult for support.
Belonging Pupils reinforce shared expectations of respect and inclusion within the school community.
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 pupils not to name classmates or share personal stories during discussion.
Frame the lesson around general scenarios and examples, not individual accusations.
Identify the trusted adults or pastoral staff pupils can speak to at school.
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use everyday school examples such as unwanted comments, pressure or exclusion to keep discussion grounded and age-appropriate.
Give pupils time to practise respectful language and boundary-setting phrases aloud.
Reinforce that pupils do not need to manage unsafe situations alone or confront others directly.
Allow pupils to respond through discussion or written reflection depending on confidence and group dynamics.
Supporting safe discussion
Use privacy-focused language rather than promising confidentiality.
Encourage pupils to use general examples rather than personal disclosures.
Reinforce that seeking support from a trusted adult is a responsible, safe choice.
Adaptation options
Use small group discussion for pupils who need more scaffolding.
Use written or paired reflection for quieter groups.
Spend more time on help-seeking pathways if pupils need support identifying trusted adults.
