Developing Leadership Skills PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce leadership as a practical skill, giving pupils a ready-to-teach way to explore what leadership means to them. Pupils discover and define their own leadership style, considering personal values, resilience and mindset as they reflect on how they lead, contribute and respond to challenges in everyday school life.
Goal Setting, Mindset & Self-Worth
Snapshot
Developing Leadership Skills
The lesson gives teachers a structured way to introduce leadership as something pupils can develop through self-awareness and reflection, not just a role some pupils are given.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Discovering and defining a personal leadership style
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 leadership can be shown in different ways, not only through formal roles or titles.
Recognise personal strengths and values that influence how they approach leadership.
Recognise that resilience and mindset play a part in how someone leads through challenges.
Understand
Understand that leadership style is shaped by personal values, not a single fixed approach.
Understand why reflecting on strengths and setbacks helps build self-awareness as a leader.
Practise
Practise identifying and describing their own leadership qualities.
Practise using reflective language to describe how they respond to challenges or pressure.
Practise applying leadership qualities to everyday school situations, such as group work or peer support.
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are beginning to think about leadership, personal values and how they respond to challenges. It works well for pupils with a range of confidence levels, including those who do not yet see themselves as leaders.
It is suitable for:
PSHE and personal development lessons
pastoral care, form time or advisory sessions
mentoring, peer leadership or student council preparation
wellbeing or resilience focused programmes
form group or year group reflection activities
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 leadership as a topic Use when pupils are new to thinking about leadership as a personal skill rather than a role.
Preparing pupils for leadership opportunities Use before pupils take on responsibilities such as peer mentoring, student council or team roles.
Reinforcing personal development themes Use alongside broader work on values, mindset and self-awareness.
Building resilience skills Use when pupils need language for reflecting on setbacks or pressure.
Supporting transition points Use when pupils are moving into new year groups, responsibilities or leadership roles.
Creating structured PSHE discussion Use when you want a calm, reflective discussion about identity, values and personal growth.
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 opportunities to think about leadership as something they can develop, rather than a quality only some people have. Understanding personal values and resilience helps pupils recognise their own strengths before they are asked to lead formally. Leadership skills are not only relevant to appointed roles. Everyday school life gives pupils many chances to lead through group work, peer support and how they respond to setbacks, and this lesson helps pupils notice and build on those moments. This lesson supports a school culture where leadership is seen as accessible and skills based, helping pupils build confidence and self-awareness without suggesting that leadership guarantees success or status.
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 personal strengths, values and preferences that shape their leadership style.
Resilience Pupils consider how they respond to setbacks or pressure when taking on responsibility.
Growth mindset Pupils explore leadership as a skill that can be developed rather than a fixed trait.
Communication Pupils practise describing their leadership qualities and values clearly.
Confidence Pupils build language and reflection habits that support taking on leadership opportunities.
Values clarification Pupils identify personal values that influence how they choose to lead.
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 to keep examples general rather than naming classmates or sharing other people's stories.
Frame discussion around personal reflection, not comparing pupils against each other.
Make clear there is no single correct leadership style.
Identify how pupils can seek support after the lesson if reflection raises personal concerns.
During delivery
Use everyday examples such as group work, clubs or peer support to ground the discussion.
Give pupils time to reflect individually before sharing with the class.
Reinforce that leadership qualities can be developed, not just naturally present.
Allow pupils to respond through discussion or written reflection depending on confidence.
Supporting safe discussion
Keep reflection focused on the pupil's own experience rather than judging others.
Encourage respectful listening when pupils share different views on leadership.
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 partner discussion for pupils who prefer talking through ideas before writing.
Use written reflection for pupils who find open discussion less comfortable.
Spend more time on resilience examples if pupils need support connecting mindset to leadership.
