Everyone Deserves Respect PSHE lesson plan
Everyone Deserves Respect is a ready-to-teach PSHE lesson for Years 5 and 6 that helps UK teachers introduce respectful behaviour online and in person. Pupils learn to recognise respectful and hurtful behaviour, understand how their words and actions affect others, and practise safe ways to respond and ask for help. The lesson gives teachers a structured way to open discussion about respect, kindness and hurtful behaviour in classroom, friendship and online contexts, without needing a specific incident to prompt it.
Healthy Relationships & Communication
Snapshot
Everyone Deserves Respect
This lesson gives teachers a structured way to introduce respect, communication and safe responses to hurtful behaviour, in person and online. Feedback: 4.3/5 average rating from 61 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Respecting others online and in person, and responding safely to hurtful behaviour
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 respectful and hurtful behaviour in person and online
identify examples of hurtful behaviour, such as exclusion, unkind comments or unfair treatment in messages
recognise that a single hurtful comment or action can still cause harm
Understand
understand how words and actions, online and offline, can affect how someone feels
understand the difference between a one off unkind moment and behaviour that happens repeatedly
understand why respectful communication matters in friendships and online spaces
Practise
practise using respectful language when disagreeing with or responding to others
practise safe ways to support a peer who is being treated unfairly
practise identifying when and how to ask a trusted adult for help
Who this lesson is for?
This lesson is designed for Year 5 and 6 pupils who are building on earlier learning about kindness and beginning to navigate more complex friendship and online social situations.
It is suitable for:
PSHE lessons focused on respect and relationships
relationships education
pastoral care, circle time or form time
class culture and behaviour expectation work
respectful friendships or anti-bullying focused sessions
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 respectful relationships Use when pupils need shared language for respect, kindness and hurtful behaviour.
Building classroom culture Use when reinforcing expectations around how pupils treat each other, in person and online.
Supporting inclusion Use when helping pupils notice exclusion or unfair treatment and think about how to respond.
Practising safe responses Use when pupils are learning how to respond to hurtful behaviour without escalating a situation.
Reinforcing respectful communication Use when pupils are using group chats, messaging or online platforms and need guidance on respectful communication.
Preparing for transition Use when peer groups are changing, such as before a year group change, and pupils need clear expectations for respectful behaviour.
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, everyday language for recognising respect and hurtful behaviour, both in the classroom and online, before difficult patterns take hold. Respect is not only about avoiding hurtful behaviour. It is also about pupils learning to notice how their words and actions affect others, communicate clearly when something feels unfair, and know that support is available when they need it. This lesson supports a respectful classroom culture by helping pupils see that respect applies in every setting, including online, and that speaking up safely or asking for help are both responsible choices.
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 when someone is excluded or treated unfairly, in person or online.
Empathy Pupils consider how hurtful words or actions affect other people.
Communication skills Pupils practise respectful language for disagreeing or responding to others.
Digital awareness Pupils think about how tone and intention can be harder to read online.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Belonging Pupils reinforce that everyone deserves to be treated with respect.
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 other people
Frame discussion around general examples and scenarios, rather than personal situations
Make clear that the lesson is about building respectful behaviour, not blaming anyone
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples, such as being left out of a group or receiving an unkind message
Give pupils time to practise respectful language aloud or in pairs
Reinforce that pupils do not need to confront someone directly to respond safely
Keep online examples general rather than referring to specific apps or platforms
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a last resort
Explain that hurtful or unsafe behaviour, in person or online, should be shared with a trusted adult
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 written reflection for quieter pupils
Spend more time on trusted adults and support pathways if pupils need extra guidance
Adjust online examples to reflect how pupils in your class typically communicate
