Empathy and Respectful Relationships PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce empathy and respectful relationships through a structured, ready-to-teach lesson. Pupils learn why empathy matters in friendships and practise recognising and responding to others' feelings with respect. The lesson uses everyday friendship situations pupils may recognise, helping them understand that respectful relationships rely on shared consideration, not just good intentions.
Healthy Relationships & Communication
Snapshot
Empathy and Respectful Relationships
This lesson gives teachers a structured way to introduce empathy as a practical relationship skill, using everyday friendship examples pupils can relate to.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding why empathy matters in friendships and everyday 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 when a friend or peer may be feeling upset, left out or unheard
recognise that empathy involves noticing and considering someone else's feelings
recognise everyday situations where respect between friends matters
Understand
understand why empathy is an important part of building and keeping respectful friendships
understand that respect in relationships works both ways
Practise
practise recognising how another person might be feeling in a given situation
practise using respectful language when responding to a friend's feelings
practise simple ways to show care and consideration in friendships
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building on their existing understanding of friendships and beginning to think more carefully about how their actions affect others.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and social skills sessions
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 empathy as a relationship skill Use when pupils need a starting point for thinking about how their actions affect others.
Reinforcing friendship expectations Use when revisiting what respectful, caring friendships look like in everyday school life.
Building classroom culture Use when strengthening a classroom culture where pupils notice and consider each other's feelings.
Supporting inclusion Use when helping pupils think about how to include others and respond to their feelings.
Preparing for transition Use when friendship groups are changing and pupils need language for navigating new relationships.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about empathy and respect in 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 need practical language for understanding how their words and actions affect others, and for recognising empathy as something they can practise, not just a feeling. Respectful relationships are built through everyday choices, such as noticing when a friend is struggling, listening carefully or including someone who feels left out. Teaching empathy proactively helps pupils develop these habits before friendship difficulties arise. This lesson supports a classroom culture where pupils consider each other's feelings and treat friendships with shared respect. Pupils learn that empathy is an active skill they can build and use in everyday relationships, at school and beyond.
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
Empathy Pupils practise recognising and considering how others might be feeling.
Perspective-taking Pupils consider situations from another person's point of view.
Communication Pupils practise using respectful language when responding to friends.
Relationship skills Pupils explore how shared respect supports positive friendships.
Social awareness Pupils notice everyday situations where someone may need care or inclusion.
Belonging Pupils reinforce that respectful friendships help everyone feel included.
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 other people's stories
Frame discussion around general examples and scenarios, rather than personal disclosures
Make clear the lesson is about building empathy skills, not identifying specific friendship problems
Identify trusted adults pupils can speak to if a friendship concern comes up
During delivery
Use everyday examples such as noticing when a friend feels left out or unheard
Give pupils time to consider different perspectives before responding
Reinforce that empathy is a skill that can be practised, not something pupils either have or do not have
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than based on real classroom relationships
Encourage pupils to listen respectfully to different viewpoints
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 confident classes
Use written reflection or drawing for quieter pupils
Spend more time on perspective-taking activities if pupils need additional support
