Building Healthy Relationships PSHE lesson
A secondary PSHE lesson for Years 7 and 8 that helps UK teachers introduce healthy relationship skills through a structured, ready-to-teach lesson. Pupils learn practical communication skills, including how to express needs, set boundaries and respond respectfully in friendships and everyday relationships. The lesson gives pupils language they can use in real situations, helping them build confidence in respectful, two-way communication.
Healthy Relationships & Communication
Snapshot
Building Healthy Relationships
This lesson gives teachers a structured way to introduce practical relationship skills that pupils can use in friendships and everyday school life. Feedback: 4.0/5 from 206 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Developing communication skills and boundaries that support strong 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 the features of a healthy relationship, such as respect, trust and honesty
recognise communication habits that support or undermine strong connections
recognise when a personal boundary has not been respected
Understand
understand why clear, respectful communication supports healthy relationships
understand that setting and respecting boundaries is a normal part of getting along with others
Practise
practise using respectful language to express needs, opinions and boundaries
practise listening skills that support understanding between friends
practise responding calmly when a relationship feels unfair or difficult
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 and 8 who are navigating more independent friendships and relationships as they move beyond primary school.
It is suitable for:
PSHE lessons focused on relationships and communication
relationships education programmes
pastoral care and form time discussion
respectful friendships or communication skills units
wider personal development or life skills sessions
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 relationships education Use when pupils need a starting point for talking about respect, trust and communication in relationships.
Building classroom culture Use to reinforce respectful communication and boundary setting as part of everyday class expectations.
Supporting transition to secondary friendships Use when pupils are forming new friendship groups and need language for communicating clearly and respectfully.
Reinforcing communication skills Use when pupils would benefit from practising how to express needs, opinions or concerns in a respectful way.
Preparing for a relationships or PSHE unit Use as a foundation lesson before exploring more specific relationship topics in greater depth.
Creating structured PSHE discussion Use when you want a calm, teacher-led lesson focused on respectful, everyday relationship skills.
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 practical, usable language for building relationships based on respect, trust and clear communication, rather than learning these skills only through trial and error. Healthy relationship skills are not only relevant during conflict. Everyday communication choices, such as listening well, expressing needs clearly and respecting boundaries, shape how pupils get along with friends, peers and others in their daily lives. This lesson supports pupils to see relationship skills as something they can actively build and practise, giving them confidence to communicate respectfully and seek support when a relationship feels 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
Communication skills Pupils practise expressing needs and opinions respectfully.
Active listening Pupils consider how listening well supports understanding in relationships.
Boundary setting Pupils learn to recognise and express personal boundaries.
Empathy Pupils consider how communication choices affect how others feel.
Relationship skills Pupils practise language for building and maintaining friendships.
Help seeking Pupils understand when to speak to a trusted adult if a relationship feels unsafe or unfair.
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 about specific relationships
Frame discussion around general examples and scenarios rather than personal disclosures
Agree simple discussion norms, such as respectful listening and no judging others' experiences
Identify trusted adults pupils can speak to at school
During delivery
Use general, relatable examples of communication in friendships rather than pupils' own experiences
Give pupils time to practise respectful phrases aloud or in pairs
Reinforce that setting a boundary is a normal, healthy part of relationships, not a conflict
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Encourage pupils to use general examples rather than naming classmates
Reinforce that asking for help with a difficult relationship is a sensible, responsible choice
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 paired or small group discussion for pupils who are less confident speaking to the whole class
Use written reflection for pupils who prefer to process ideas independently
Spend more time on communication phrases if pupils need extra support putting ideas into words
