Building Healthy Masculinity PSHE lesson plan
A secondary PSHE lesson for Years 9 to 13 that helps UK teachers introduce positive masculinity, confidence and kindness through a structured, ready-to-teach lesson. Pupils explore what healthy masculinity can look like in everyday relationships and consider how confidence, respect and empathy shape the way they treat others, including in friendships and romantic relationships.
Healthy Relationships & Communication
Snapshot
Building Healthy Masculinity
The lesson gives teachers a structured way to introduce healthy masculinity without relying on stereotypes or assumptions about how pupils should behave. Feedback: 4.0/5 from 113 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring positive masculinity, confidence and kindness in relationships
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 that masculinity can be expressed through kindness, confidence and respect rather than a fixed set of behaviours
recognise examples of healthy and unhealthy behaviour in friendships and relationships
recognise the role empathy plays in building positive relationships with others
Understand
understand how stereotypes about masculinity can influence choices and behaviour
understand why consent, boundaries and mutual respect matter in relationships
Practise
practise language for expressing confidence and kindness in everyday situations
practise respectful communication in friendships and relationships
practise identifying support pathways to use if a relationship feels difficult or unsafe
Who this lesson is for?
This lesson is designed for secondary pupils across Years 9 to 13 who are developing their understanding of identity, relationships and respectful behaviour.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care and form time
personal development or life skills sessions
respectful relationships or wellbeing programmes
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 healthy relationships topics Use when pupils are beginning a unit on relationships, identity or respectful behaviour.
Building classroom culture Use when reinforcing respect, kindness and inclusive behaviour among pupils.
Supporting personal development work Use alongside wider personal development or careers and life skills sessions that touch on identity and confidence.
Reinforcing respectful communication Use when pupils need more structured practice discussing respect and boundaries in relationships.
Preparing for transition Use when pupils are moving into new social groups, such as at the start of a school year or key stage.
Creating structured PSHE discussion Use when you want a calm, teacher-led conversation about masculinity, confidence and kindness rather than an unplanned or reactive one.
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 having space to think about masculinity as something flexible, rather than a fixed set of expectations. Confidence and kindness are not opposites, and giving pupils language to hold both helps them build stronger, more respectful relationships. This topic matters because narrow ideas about masculinity can quietly shape how pupils communicate, handle conflict or treat others in relationships. A structured lesson gives pupils a chance to reflect on these ideas in a calm, guided setting rather than working them out under social pressure. The lesson supports a school culture where respect, empathy and healthy relationships are seen as strengths for everyone, not just topics associated with risk or difficulty.
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
Self-identity Pupils reflect on their own values and how these shape their behaviour towards others.
Empathy Pupils consider how their words and actions affect people in their relationships.
Communication skills Pupils practise expressing confidence and kindness in everyday language.
Relationship skills Pupils explore what respect and consideration look like in friendships and relationships.
Respect for boundaries Pupils discuss the role of consent and boundaries in healthy relationships.
Confidence Pupils consider confidence as something that can coexist with kindness and respect.
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 stories about other people
frame discussion around general examples and scenarios rather than personal disclosures
make clear the lesson is about building understanding and skills, not judging anyone's behaviour
identify trusted adults pupils can speak to at school if a discussion raises something personal
During delivery
use general, everyday examples of relationships and friendships rather than specific pupil situations
keep language around consent and boundaries age appropriate and respectful, avoiding graphic detail
give pupils time to discuss and respond, since some may find the topic new to talk about openly
reinforce that there is no single way to be confident, kind or respectful
Supporting safe discussion
encourage pupils to speak in general terms rather than about themselves or others by name
remind pupils that privacy matters, and that the discussion is not the same as offering confidentiality
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
Adaptation options
use small group discussion for pupils who are less confident speaking in front of the whole class
extend discussion time for older year groups who may want to explore identity and relationships in more depth
pair this lesson with wider relationships education content if pupils need more foundational language first
