Conflict Causes and Effects PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce the causes and effects of conflict through a structured, ready-to-teach lesson. Pupils learn to recognise what commonly leads to disagreements between friends, understand how conflict can affect feelings and friendships, and practise strategies to prevent and resolve conflict respectfully. The lesson gives teachers a calm, practical way to open up discussion about everyday friendship conflict without needing a specific incident to prompt it.
Healthy Relationships & Communication
Snapshot
Conflict Causes and Effects
The lesson gives teachers a structured way to introduce conflict resolution skills without relying on a specific classroom incident.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising what causes conflict and practising strategies to prevent and resolve it
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 common causes of conflict between friends, such as misunderstandings or feeling excluded
Recognise how conflict can affect the way people feel about themselves and their friendships
Recognise the difference between a disagreement and behaviour that feels unsafe or unfair
Understand
Understand that conflict is a normal part of friendships and can be worked through respectfully
Understand why listening to another point of view can help resolve a disagreement
Practise
Practise using calm, respectful language to explain how they feel during a disagreement
Practise strategies for repairing a friendship after conflict
Practise deciding when to ask a trusted adult for support with a difficult situation
Who this lesson is for?
This lesson is designed for upper primary pupils in Years 5 and 6 who are building on earlier friendship and communication learning and are ready to think more deeply about why conflicts happen.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and communication skills work
respectful relationships units
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 conflict resolution skills Use when pupils have not yet had structured teaching on why conflicts happen or how to resolve them.
Building classroom culture Use to establish shared expectations around respectful disagreement and fair treatment.
Supporting inclusion Use when pupils need language to work through group or friendship tensions without excluding others.
Reinforcing communication skills Use to build on earlier learning about listening, perspective taking and respectful language.
Practising safe responses Use when pupils are learning how to respond to disagreement without escalating it or shutting others out.
Preparing for transition Use when friendship groups are shifting and pupils benefit from clear strategies for managing disagreements.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Friendship conflict is a normal part of school life, and pupils benefit from having clear strategies for working through it rather than avoiding it or letting it escalate. Teaching conflict resolution proactively helps pupils build the language and confidence to explain how they feel, listen to another point of view and consider how a disagreement might be resolved fairly. This is a skill-building focus rather than a response to a specific problem. The lesson supports a classroom culture where disagreement can be handled respectfully, and where pupils understand that asking a trusted adult for support is a sensible option when a situation feels too 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
Self-awareness Pupils reflect on how they feel during a disagreement and why.
Perspective taking Pupils consider another person's point of view in a conflict.
Communication skills Pupils practise calm, respectful language for explaining feelings.
Relationship repair Pupils explore ways to rebuild a friendship after a disagreement.
Emotional regulation Pupils consider how to respond to conflict without escalating it.
Help-seeking Pupils learn when a situation is best supported by a trusted adult.
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 specific friends
Frame the discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building skills, not resolving a particular disagreement in the class
Identify trusted adults pupils can speak to if a situation feels difficult
During delivery
Use general examples such as misunderstandings, disagreements over fairness or feeling left out
Give pupils time to practise respectful language aloud or in pairs
Reinforce that resolving conflict does not mean one person has to back down or avoid the issue
Allow pupils to respond through discussion, writing or paired talk depending on confidence
Supporting safe discussion
Encourage privacy when pupils share personal examples
Remind pupils that support is available if a disagreement feels too difficult to manage alone
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 discussion for confident groups and small group work for quieter pupils
Spend more time on trusted adults and support options if pupils need help identifying who to ask
Adjust scenario examples to reflect situations relevant to your cohort
