Friendship Reminiscing PSHE lesson
Friendship Reminiscing is a PSHE lesson for Years 6 to 8 that gives UK teachers a ready-to-teach way to explore how positive memories help build and sustain friendships. Pupils look at how shared experiences and happy moments contribute to strong, healthy relationships. Through structured discussion, pupils practise reflecting on positive friendship moments and consider how remembering good times can help friendships stay strong, especially during change or difficulty.
Healthy Relationships & Communication
Snapshot
Friendship Reminiscing
The lesson gives teachers a structured way to help pupils use positive memories as a tool for strengthening friendships. Feedback: 4.6/5 from 27 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Using positive memories to build and sustain strong friendships
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 positive memories and shared experiences can strengthen a friendship
recognise the everyday moments that make a friendship feel supportive and enjoyable
recognise that friendships can go through change and still hold value from shared history
Understand
understand how reflecting on positive experiences can help maintain a friendship during a difficult moment
understand that healthy friendships are built on mutual respect, care and shared enjoyment over time
Practise
practise identifying positive memories and shared experiences with a friend
practise using positive reflection to reconnect with a friend after a disagreement or change
practise language that expresses appreciation and care for a friend
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 8 who are building on existing friendship experiences and are ready to reflect on what makes friendships work well. It suits pupils who already have some understanding of friendship dynamics and can engage in reflective discussion about relationships.
It is suitable for:
PSHE lessons
relationships education
pastoral care, circle time or form time
friendship or transition support sessions
wellbeing and personal development 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 friendship skills Use when pupils need a positive, structured way to think about what makes a friendship work well.
Building classroom culture Use when reinforcing a classroom culture where pupils value and appreciate their friendships.
Supporting inclusion Use when encouraging pupils to notice and value the positive contributions their friends make.
Preparing for transition Use when pupils are moving between year groups or schools and friendship groups may be changing.
Reinforcing respectful communication Use when pupils need language for expressing appreciation and care within a friendship.
Revisiting friendship expectations Use when pupils would benefit from reflecting on what has made their friendships positive so far.
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 having language and tools to notice what makes a friendship positive, not only from responding when friendships become difficult. Reflecting on good memories helps pupils see their friendships as something they actively build and maintain. Friendship reminiscing gives pupils a proactive way to strengthen relationships before problems arise. It also gives pupils something to draw on when friendships feel strained, helping them remember why a friendship matters and consider how to repair or maintain it. This lesson supports a classroom culture where pupils feel encouraged to value their friendships and communicate positively with the people around them.
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 connection Pupils reflect on shared experiences that strengthen their friendships.
Emotional awareness Pupils consider how positive memories affect how they feel about a friendship.
Relationship skills Pupils practise language for expressing appreciation and care.
Reflection Pupils learn to look back on positive moments as a tool for maintaining relationships.
Communication Pupils practise sharing positive feedback and memories with a friend.
Belonging Pupils reinforce the value of long-term, supportive friendships.
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 private stories
Frame the discussion around pupils' own positive experiences rather than comparing friendships
Make clear that friendships can look different for everyone and there is no single right way to be a good friend
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
Give pupils time to think individually before sharing with a partner or group
Use general prompts rather than asking pupils to describe specific classmates or situations
Reinforce that reflecting on positive memories is one tool among many for maintaining a friendship
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Encourage privacy when pupils share personal reflections
Remind pupils that they do not need to share anything they are not comfortable with
Direct pupils to a trusted adult if a discussion brings up a friendship they are finding difficult
Adaptation options
Use paired or small group discussion for confident classes
Use written or drawn reflection for pupils who prefer a quieter approach
Spend more time on transition and change if your cohort is moving between year groups or schools
