Healthy vs Unhealthy Relationships PSHE lesson plan
A PSHE lesson for pupils in Years 6 to 9 that helps UK teachers introduce healthy and unhealthy relationship patterns through a structured, ready-to-teach lesson. Pupils learn to recognise signs of respect, trust and support in relationships, understand what unhealthy behaviour can look like, and practise communication skills for setting boundaries and asking for help.
Healthy Relationships & Communication
Snapshot
Healthy vs Unhealthy Relationships
The lesson gives teachers a structured way to introduce the difference between healthy and unhealthy relationship behaviours using age-appropriate language and everyday examples. Feedback: 4.4/5 from 46 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising healthy and unhealthy relationship patterns and practising respectful communication
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 signs of a healthy relationship, such as trust, respect and honest communication
recognise behaviours that can make a relationship feel unhealthy, such as control or ignoring boundaries
recognise that relationships can change over time and need ongoing communication
Understand
understand why respect and trust are central to healthy relationships
understand how communication styles can affect how safe or valued someone feels
Practise
practise using clear, respectful language to express needs and boundaries
practise responding to disagreement without blame or pressure
practise identifying safe ways to ask for support if a relationship feels unhealthy
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 9 who are developing their understanding of respectful communication and relationship dynamics across friendships, family and peer relationships.
It is suitable for:
PSHE lessons focused on relationships education
pastoral care, form time or wellbeing sessions
respectful relationships or communication skills units
whole class discussion on relationship expectations
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 relationships education Use when pupils are building foundational language for healthy and unhealthy relationship behaviours.
Reinforcing communication skills Use when pupils need practice expressing needs, boundaries or disagreement respectfully.
Building respectful relationship culture Use when reinforcing expectations around respect, trust and fairness in peer relationships.
Preparing for transition Use when peer groups and relationships are changing, such as moving between year groups.
Supporting a PSHE or relationships education unit Use as part of a wider sequence on relationships, communication or personal development.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about relationship expectations without responding to a specific incident.
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 clear language to describe what makes a relationship feel healthy or unhealthy, so they can notice patterns early and communicate confidently rather than only reacting once a relationship becomes difficult. Healthy relationship skills are not only relevant during conflict. Everyday communication, respect for boundaries and honest conversation shape how friendships, family relationships and peer relationships feel day to day. This lesson supports a school culture where pupils feel able to talk about relationships openly, recognise when something does not feel right, and know that support is available if they need it.
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
Self awareness Pupils reflect on how different relationship behaviours make them feel.
Communication skills Pupils practise expressing needs and boundaries clearly and respectfully.
Relationship skills Pupils explore what trust, respect and support look like in practice.
Critical thinking Pupils compare healthy and unhealthy relationship patterns using everyday examples.
Help seeking Pupils learn safe ways to ask for support if a relationship feels unhealthy.
Respect for boundaries Pupils recognise the importance of respecting other people's boundaries and having their own respected.
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 personal relationship stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building skills and language, not identifying specific people or situations
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 respect, honesty, trust and communication rather than naming specific relationships
Give pupils time to practise respectful language aloud or in pairs
Reinforce that pupils do not need to confront or resolve unhealthy behaviour alone
Allow pupils to respond through discussion, written reflection or scenario work depending on confidence
Supporting safe discussion
Use privacy focused language rather than promising confidentiality
Encourage pupils to use general examples rather than personal disclosures
Remind pupils that support is available if a relationship situation feels difficult or unsafe
Adaptation options
Use paired or small group discussion for confident classes
Use written reflection or scenario cards for quieter groups
Spend more time on communication phrases if pupils need extra support building confidence
Some pupils may raise questions about specific relationship situations during the lesson. Keep responses general and follow your school's safeguarding procedures if a concern arises.
