Good and Bad Relationships PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce the difference between healthy and unhealthy friendships through a structured, ready-to-teach lesson. Pupils learn to recognise the signs that a friendship feels wrong, understand what healthy friendships need to work well, and practise safe ways to respond, including speaking up, setting boundaries and asking a trusted adult for support.
Healthy Relationships & Communication
Snapshot
Good and Bad Relationships
The lesson gives teachers a structured way to help pupils identify healthy and unhealthy friendship signs and respond safely. Feedback: 4.7/5 average rating from 73 teacher and pupil responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a friendship feels wrong and responding safely
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 difference between a healthy friendship and one that feels wrong
identify signs that a friendship may involve pressure, exclusion or unfair treatment
recognise when a friendship situation should be shared with a trusted adult
Understand
understand that healthy friendships involve respect, trust and fair treatment on both sides
understand that friendships can have ups and downs, and this is different to a friendship that consistently feels wrong
Practise
practise language for setting a boundary or telling a friend how their behaviour is affecting them
practise checking in with a friend and working through a disagreement
practise identifying a trusted adult to talk to if a friendship feels unsafe or unfair
Who this lesson is for?
This lesson is designed for Year 5 and 6 pupils who already have some experience of friendships and peer relationships and are ready to think more carefully about what makes a friendship feel healthy.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and peer relationship work
respectful relationships or communication 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 healthy relationships Use when pupils are beginning to explore what makes a friendship feel safe, fair and respectful.
Building classroom culture Use when reinforcing expectations around kindness, respect and fair treatment between peers.
Practising safe responses Use when pupils are learning how to set boundaries or speak up without needing to confront someone directly.
Supporting inclusion Use when pupils need language to notice and respond to exclusion or unfair treatment within friendship groups.
Preparing for transition Use when friendship groups are changing and pupils need clear expectations for healthy relationships.
Reinforcing help seeking confidence Use when pupils need to understand when and how to ask a trusted adult for support.
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 when a friendship feels wrong and understanding what a healthy friendship looks like, before patterns become harder to notice or talk about. Learning about healthy relationships is not only about responding after a friendship has broken down. It is also about helping pupils build the skills to communicate clearly, set boundaries and repair friendships when things go wrong. The lesson supports a classroom culture where pupils feel confident talking about friendship, understand that asking for help is a sensible response, and know that trusted adults are there to support them if a friendship situation feels unsafe or too difficult to manage alone.
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 the difference between typical friendship ups and downs and patterns that feel consistently unfair or unsafe.
Communication skills Pupils practise expressing how a friend's behaviour makes them feel.
Boundary setting Pupils learn to identify and express personal boundaries within a friendship.
Conflict resolution Pupils consider how friendships can be repaired after a disagreement.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Self-respect Pupils reinforce that they deserve to be treated fairly and kindly in 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 stories about other people's friendships
Frame the discussion around general examples and scenarios, not personal accusations
Make clear that the lesson is about building skills for healthy friendships, not identifying wrongdoing
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples such as feeling pressured, left out or unsure about a friend's behaviour
Give pupils time to practise boundary and check-in language aloud
Reinforce that pupils do not need to confront a friend directly to respond safely
Allow pupils to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help is a sensible and respected choice
Explain that friendship situations that feel unsafe or unfair 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 partner or small group discussion for confident classes
Use written reflection or drawing for quieter pupils
Spend more time on identifying trusted adults if pupils need support with help pathways
