Domestic Abuse PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce domestic abuse through a structured, ready-to-teach lesson. Pupils learn to recognise signs of unsafe or controlling behaviour in relationships and examine how abuse can affect individuals, families and communities. The lesson gives pupils calm, practical language for identifying unhealthy relationship patterns and understanding safe ways to seek help, both for themselves and for others.
Healthy Relationships & Communication
Snapshot
Domestic Abuse
This lesson gives teachers a structured way to introduce domestic abuse using calm, age-appropriate discussion suited to older secondary pupils. Feedback: 4.4/5 from 12 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising signs of domestic abuse and examining its effects
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 signs of domestic abuse, including controlling or harmful behaviour within relationships
recognise that domestic abuse can affect people from any background, culture or family structure
recognise when a situation may need support from a trusted adult or support service
Understand
understand how domestic abuse can affect individuals, families and relationships over time
understand that healthy relationships are built on respect, trust and safety
understand why someone affected by abuse may find it difficult to speak up or seek help
Practise
practise using respectful, non-judgemental language when discussing relationships and abuse
practise identifying safe ways to seek help for themselves or someone they know
practise recognising healthy boundaries and respectful communication in relationships
Who this lesson is for?
This lesson is designed for older secondary pupils who are ready to explore domestic abuse and healthy relationships through structured, considered discussion. It works best with pupils who have some prior experience discussing relationships, respect or personal development topics.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care or form time
respectful relationships or personal development units
wellbeing or safeguarding awareness 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 relationships education Use when pupils need a structured way to explore signs of domestic abuse and unhealthy relationship behaviour.
Building on respectful relationships learning Use when reinforcing earlier learning about respect, boundaries and healthy communication.
Supporting a wider PSHE or personal development unit Use as part of a broader relationships education, wellbeing or safeguarding awareness sequence.
Strengthening help-seeking confidence Use when pupils need a clearer understanding of support options and trusted adults available to them.
Preparing pupils for greater independence Use when pupils are approaching further study, work or more independent relationships and benefit from clear relationship expectations.
Creating a calm, structured PSHE discussion Use when you want a considered, teacher-led discussion about safe and respectful relationships.
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 clear, structured language for recognising unsafe behaviour in relationships well before they encounter it directly. Understanding what domestic abuse can look like, and how it affects people, gives pupils a foundation for building safer, more respectful relationships of their own. This topic is not only about responding to harm after it has occurred. It is also about helping pupils understand respect, boundaries and communication, so they can recognise unhealthy patterns early and know how to seek support if they need it. By giving pupils practical language and calm space to discuss this topic, the lesson supports a safer approach to relationships education, one that treats help-seeking as a normal and responsible choice rather than something to be avoided.
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
Awareness of unsafe behaviour Pupils learn to recognise common signs of controlling or harmful behaviour in relationships.
Empathy Pupils consider how domestic abuse can affect individuals and families.
Respect for diversity Pupils recognise that abuse can affect people from any background or family structure.
Communication skills Pupils practise respectful, non-judgemental ways of discussing relationships.
Boundary setting Pupils explore what respect and safety look like within healthy relationships.
Help-seeking Pupils learn how and where to seek support safely for themselves or others.
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 stories or name individuals during discussion
Frame discussion around general scenarios and examples rather than personal disclosures
Identify trusted adults and support services pupils can be directed to at school
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 calm, non-judgemental language when discussing signs and effects of abuse
Avoid graphic detail or descriptions of specific incidents
Reinforce that pupils are never expected to manage an unsafe situation alone
Allow pupils to respond through discussion, written reflection or small group work depending on confidence
Supporting safe discussion
Remind pupils that privacy matters, but safety concerns must always be shared with a trusted adult
Avoid asking pupils to speak on behalf of a particular culture, identity or family background
Signpost relevant school or external support services where appropriate
Adaptation options
Use small group discussion for pupils who prefer not to speak in front of the whole class
Provide written or reflective tasks as an alternative to open discussion
Spend more time on support pathways if pupils need help identifying who to contact
Keep the focus on recognising unsafe behaviour and knowing where to find support, rather than asking pupils to resolve or manage a situation themselves.
