Friends After School PSHE lesson plan
A sixth form PSHE lesson for Years 12 to 13 that helps UK teachers introduce practical strategies for making and maintaining connections with others through a structured, ready-to-teach lesson. Pupils learn simple, usable ways to start conversations, build rapport and communicate respectfully in everyday social situations, including friendships that continue outside school.
Healthy Relationships & Communication
Snapshot
Friends After School
This lesson gives teachers a structured way to introduce practical connection and communication skills to older pupils. Feedback: 4.2/5 from 14 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Practical strategies for making and maintaining connections with others
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 the everyday actions that help build a connection with someone else
recognise when a friendship or social interaction feels comfortable and respectful
recognise signs that someone may need space or a boundary respected
Understand
understand why clear and honest communication supports healthy friendships
understand that respecting boundaries is part of building trust with others
Practise
practise simple ways to start or continue a conversation with someone new or familiar
practise language for checking in with a friend or making plans respectfully
practise recognising when to ask a trusted adult for support with a friendship difficulty
Who this lesson is for?
This lesson is designed for sixth form pupils who are developing more independent social lives and are likely to be forming and maintaining friendships beyond the school day. It assumes pupils already have some experience of navigating friendships and social situations, and builds on this with more structured language and reflection.
It is suitable for:
sixth form PSHE lessons
relationships education
pastoral care and form time discussions
tutorial or wellbeing programmes for Years 12 and 13
transition support as pupils move into more independent social settings
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 healthy relationship skills Use when pupils need a structured way to think about how they build connections with others.
Supporting sixth form transition Use when pupils are forming new friendship groups or adjusting to more independent social settings.
Reinforcing respectful communication Use when revisiting expectations around respectful, honest communication with friends.
Building tutorial or pastoral programmes Use as part of a wider wellbeing or relationships education sequence for Years 12 and 13.
Preparing for greater independence Use before pupils move into settings such as work experience or part time jobs where they will build new connections.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about healthy ways to connect with others.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils in Years 12 and 13 are often managing busier and more independent social lives, with friendships that continue well beyond the school gates. Having simple, practical strategies for making and maintaining connections helps pupils feel more confident in these situations. This lesson is not only useful for pupils who find social situations easy. It also supports pupils who find starting conversations or maintaining friendships more difficult, by giving them clear language and approaches they can practise. Building these skills proactively supports healthy relationships and communication both in and beyond school, and gives pupils tools they can carry into further study, work and future social settings.
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 confidence Pupils practise language for starting and maintaining conversations with others.
Communication skills Pupils consider how to communicate clearly, honestly and respectfully with friends.
Boundary setting Pupils recognise the importance of respecting other people's time, space and preferences.
Relationship skills Pupils reflect on what makes a friendship feel comfortable and reliable.
Self awareness Pupils consider their own communication habits in social situations.
Help seeking Pupils recognise when to speak to a trusted adult about a friendship difficulty.
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 situations and scenarios rather than personal disclosures
Identify trusted adults pupils can speak to about friendship difficulties
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 everyday examples such as messaging a friend, making plans or meeting up outside school
Give pupils time to discuss and practise language in pairs or small groups
Encourage privacy and respectful discussion rather than promises of confidentiality
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking a trusted adult for support with a friendship difficulty is a positive step
Use general examples rather than asking pupils to share personal experiences
Keep the tone practical rather than focused on conflict or crisis
Adaptation options
Use small group discussion for pupils who are less confident speaking to the whole class
Extend discussion into written reflection for pupils who prefer to process ideas individually
Spend more time on boundary setting language if pupils need additional support
