Different Types of Families PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce the many different shapes and sizes of families through a structured, ready-to-teach lesson. Pupils learn to recognise that families can look different while still offering care and support, and practise using respectful language when talking about family diversity.
Diversity, Equality & Society
Snapshot
Different Types of Families
The lesson gives teachers a structured way to introduce family diversity and help pupils build respectful, inclusive language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and respecting different family structures
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 families can have different structures while still providing love, care and support.
Recognise examples of family diversity, such as single parent, blended, extended, foster or same sex parent families.
Recognise when assumptions about family structure could lead to unfair treatment or exclusion.
Understand
Understand why making assumptions about other people's families can be hurtful.
Understand that culture and background can shape family traditions and roles.
Practise
Practise using respectful language when talking about different family experiences.
Practise responding to assumptions or stereotypes about families in a calm, respectful way.
Practise including classmates whose family circumstances may differ from their own.
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing their understanding of identity, diversity and respectful relationships.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care and form time discussions
diversity, equality and inclusion units
wider work on respect and belonging in the classroom
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 family diversity Use when pupils are beginning to explore how families can look different from one another.
Building classroom culture Use when reinforcing respect, inclusion and non-judgemental attitudes towards classmates.
Supporting inclusion Use when pupils in your class have varied family circumstances and you want to create a respectful, shared understanding.
Reinforcing respectful communication Use when pupils need practice using considerate language about other people's families.
Delivering a diversity, equality and society unit Use when this lesson forms part of a broader sequence on identity, culture and belonging.
Preparing for transition Use when new pupils are joining the class or year group and peer understanding of different backgrounds is useful.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils grow up seeing family life shown in narrow or stereotypical ways, so they benefit from language that helps them recognise and respect the different family structures around them. Understanding family diversity is not only about avoiding hurtful comments. It also helps pupils build a classroom culture where differences in family life, culture or background are treated as normal rather than unusual. This lesson supports pupils to think critically about assumptions, consider how words affect others, and build the kind of everyday respect that contributes to a more inclusive school community.
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
Social awareness Pupils notice how assumptions about family structure can affect how included someone feels.
Empathy Pupils consider how comments about family circumstances might make a classmate feel.
Respectful communication Pupils practise using considerate language when discussing family differences.
Critical thinking Pupils examine where common assumptions about families come from and why they may be unfair.
Inclusion Pupils reflect on how to make classmates with different family backgrounds feel welcome.
Belonging Pupils reinforce that all family types can offer care, stability and support.
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 share personal family details about classmates or name individuals.
Frame discussion around general examples and scenarios rather than personal disclosures.
Make clear the lesson is about respectful understanding, not asking anyone to explain or justify their own family.
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 general examples such as single parent, blended, extended or foster families rather than referring to specific pupils.
Give pupils time to consider language before speaking, particularly if the topic feels personal.
Reinforce that there is no single right way for a family to look.
Allow pupils to respond through discussion or written reflection depending on confidence.
Supporting safe discussion
Use privacy as a guiding principle rather than promising confidentiality.
Encourage pupils to use general examples rather than personal stories.
Remind pupils they can speak to a trusted adult after the lesson if something raised feels difficult.
Adaptation options
Use small group discussion for pupils who may feel uncomfortable speaking in front of the whole class.
Provide written or paired reflection for quieter groups.
Spend more time on stereotypes and assumptions if pupils need more support recognising unfair treatment.
