How We Make Others Feel PSHE lesson plan
How We Make Others Feel is a ready-to-teach PSHE lesson for primary and secondary pupils that helps UK teachers introduce how everyday actions and words affect the people around us. The lesson gives teachers a structured way to explore friendships, shared respect and the impact of behaviour on others. Pupils learn to recognise how their actions can make others feel included, upset or supported, and practise using respectful language alongside simple strategies for managing their own reactions in friendships.
Emotional Regulation & Mental Health
Snapshot
How We Make Others Feel
The lesson gives teachers a structured way to introduce how behaviour affects others through calm, discussion-based learning.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how actions affect others and practising respectful, self-aware responses
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 their actions and words can affect how others feel
recognise signs that a friend may be upset, excluded or uncomfortable
recognise their own emotional reactions in friendship situations
Understand
understand that respect in friendships involves noticing and responding to how others feel
understand that managing their own reactions can help them respond more calmly to others
Practise
practise using respectful language when talking to or about friends
practise simple strategies for managing their own feelings before reacting to others
practise including others and responding supportively in everyday friendship situations
Who this lesson is for?
This lesson is designed for pupils across primary and secondary who are developing their understanding of friendships, respect and how their behaviour affects others. It works well for classes that are ready to reflect on everyday social situations and talk about feelings in a calm, structured way.
It is suitable for:
primary and secondary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and class culture work
wellbeing programmes focused on emotional awareness
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 respectful relationships Use when pupils are beginning to learn about friendships, shared respect and the impact of behaviour on others.
Building classroom culture Use when reinforcing expectations around kindness, inclusion and respectful communication.
Supporting friendship skills Use when pupils need language for noticing how their actions affect friends and responding thoughtfully.
Reinforcing self-regulation Use when pupils are learning to manage their own reactions before responding to others in social situations.
Preparing for transition Use when peer groups are changing and pupils need a shared understanding of respectful behaviour.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about how everyday actions affect 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 benefit from simple, usable language for noticing how their words and actions affect others, especially within friendships. Understanding this early can support more respectful, considerate behaviour in everyday school life. This lesson is not only about responding after a friendship issue occurs. It also helps pupils build ongoing self-awareness, noticing their own feelings and reactions alongside the impact their behaviour has on others. By connecting emotional awareness with respectful behaviour, the lesson supports a classroom culture where pupils feel more confident managing their reactions and treating others with care.
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
Emotional awareness Pupils notice and name how their own feelings and reactions affect their behaviour.
Empathy Pupils consider how their words and actions might make others feel.
Self-regulation Pupils practise simple strategies for managing their reactions before responding to others.
Relationship skills Pupils practise respectful language and inclusive actions within friendships.
Help-seeking Pupils learn that they can talk to a trusted adult if a friendship situation feels difficult.
Belonging Pupils reinforce that respectful behaviour helps everyone feel included and valued.
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 examples and scenarios rather than personal accusations
Make clear that the lesson is about building respectful behaviour, not blaming anyone
Identify trusted adults pupils can speak to if a friendship situation feels difficult
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 noticing a friend seems upset or left out
Give pupils time to practise respectful language aloud
Reinforce that managing their own reactions is a skill they can practise
Allow pupils to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Keep discussion focused on scenarios rather than personal disclosures
Remind pupils that privacy matters and they should not share others' stories
Encourage pupils to speak to a trusted adult if a friendship situation feels difficult
Adaptation options
Use paired discussion for confident groups
Use individual reflection or drawing for quieter pupils
Spend more time on self-regulation strategies if pupils need additional support managing reactions
