From Strangers to Friends PSHE lesson plan
A PSHE lesson for Years 6 and 7 that helps UK teachers introduce the skills pupils need to build new friendships and settle into a new peer group, through a structured, ready-to-teach lesson. Pupils learn how to start conversations with new classmates, recognise the qualities of a good friend, and practise respectful communication as they get to know the people around them at school.
Healthy Relationships & Communication
Snapshot
From Strangers to Friends
This lesson gives teachers a structured way to help pupils build confidence and connection with new classmates. Feedback: 4.3/5 from 174 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building new friendships and confident communication with new peers
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 qualities that help someone become a good friend
recognise everyday opportunities to connect with new classmates
recognise that feeling unsure around new people is a common experience
Understand
understand why positive relationships with peers can support confidence and settling into school life
understand that respectful communication helps new friendships grow
Practise
practise simple ways to start a conversation with someone new
practise listening and showing interest in what others say
practise including others and inviting new pupils into conversations or activities
Who this lesson is for?
This lesson is designed for pupils in Years 6 and 7 who are getting to know new classmates, whether through a new school year, a change of class or a move between schools.
It is suitable for:
PSHE lessons focused on friendships and communication
relationships education
pastoral care, circle time or form time
transition support between primary and secondary school
building early class or year group culture
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.
Starting the school year Use when pupils are meeting a new class or form group and need simple ways to introduce themselves.
Introducing new pupils Use when a new pupil joins the class or year group and others need support including them.
Preparing for transition Use when pupils are moving between year groups or schools and peer groups are changing.
Building classroom culture Use when you want to set expectations for kindness, inclusion and respectful communication early in the term.
Reinforcing respectful communication Use when pupils need a refresher on listening, sharing and speaking to others respectfully.
Supporting inclusion Use when some pupils are finding it harder to connect with others and the class needs a shared approach to including everyone.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Making new friends does not always come easily, and pupils benefit from practical language and confidence rather than being left to work it out alone. Learning how to start a conversation, show interest in others and include people who are new or unsure builds skills pupils will use well beyond this one lesson. Helping pupils settle into new peer relationships also supports how confident and comfortable they feel with school routines more broadly. A pupil who feels connected to classmates is often better placed to engage with learning and take part in class life. This lesson supports a positive classroom culture by treating friendship skills as something pupils can practise and improve, rather than something that simply happens or does not.
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 starting conversations and connecting with new classmates.
Communication skills Pupils learn language for showing interest, listening and including others.
Relationship skills Pupils explore what helps friendships form and grow over time.
Belonging Pupils reinforce that everyone benefits from feeling included in the class.
Inclusion Pupils consider how to welcome peers who are new or feeling unsure.
Confidence with school life Pupils connect positive peer relationships with feeling settled at school.
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 personal stories about specific friendship situations
Frame the discussion around general examples rather than individual pupils
Make clear the lesson is about building friendship skills, not identifying who has or has not made friends
Identify trusted adults pupils can speak to if they are finding friendships difficult
During delivery
Use general, relatable examples such as sitting near someone new or joining a group at break time
Give pupils time to practise conversation starters and respectful language aloud
Encourage pupils to focus on their own actions and choices rather than judging others
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Keep examples general and avoid personal disclosures during whole class discussion
Reinforce that it is normal to feel unsure when meeting new people
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 talk for pupils who are less confident speaking to the whole class
Extend discussion for classes going through a bigger transition, such as moving between schools
Spend more time on practical conversation starters if pupils need extra support with confidence
