Managing Unhealthy Relationships PSHE lesson
A PSHE lesson for 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 the qualities of relationships that build them up, understand why some relationship patterns can bring them down, and practise safe ways to set boundaries and ask for help.
Healthy Relationships & Communication
Snapshot
Managing Unhealthy Relationships
This lesson gives teachers a structured way to help pupils think through what makes a relationship feel supportive or unhealthy. Feedback: 4.3/5 from 193 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising healthy and unhealthy relationship patterns and practising safe 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 qualities that make a relationship feel supportive, such as respect, trust and honesty
recognise signs that a relationship may be causing more harm than good, such as pressure, put downs or feeling controlled
recognise that unhealthy patterns can appear in friendships, family relationships and early romantic relationships
Understand
understand that healthy relationships involve mutual respect, clear boundaries and open communication
understand why it can be difficult to notice or step back from an unhealthy relationship
Practise
practise language for setting boundaries and communicating needs clearly
practise identifying safe, trusted people to talk to when a relationship feels unhealthy
practise thinking through safe options for responding to pressure or disrespect in a relationship
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 9 who are developing an understanding of what healthy relationships look and feel like, across friendships, family and early romantic relationships.
It is suitable for:
PSHE lessons
relationships education
pastoral care or form time
respectful friendships and relationships units
transition support as peer groups and relationships change
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 learning Use when pupils are starting to think about what respect, trust and support look like in relationships.
Revisiting relationship expectations Use when reinforcing respectful communication and boundaries within a wider PSHE or relationships education unit.
Preparing for transition Use when peer groups and relationships are changing and pupils need clear language for what a supportive relationship looks like.
Building help-seeking confidence Use when pupils need to understand who they can talk to if a relationship feels unhealthy or unfair.
Practising safe communication Use when pupils are learning how to set boundaries and communicate needs without conflict or confrontation.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about the qualities of healthy and unhealthy relationships.
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 language for recognising the difference between relationships that build them up and those that bring them down, well before they face difficult situations. Managing unhealthy relationships is not only about responding after something has gone wrong. It is also about helping pupils notice patterns early, communicate their needs clearly and understand that they are allowed to set boundaries in any relationship. This lesson supports pupils to see healthy relationships as something they can actively build and protect, and reinforces that trusted adults are available if a relationship ever 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
Self awareness Pupils reflect on how different relationships make them feel.
Communication skills Pupils practise language for expressing needs and setting boundaries.
Relationship skills Pupils consider what respect, trust and support look like day to day.
Critical thinking Pupils weigh up the difference between healthy and unhealthy relationship patterns.
Help-seeking Pupils learn who they can talk to if a relationship feels unhealthy.
Resilience Pupils build confidence in stepping back from relationships that do not feel right.
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 relationships
Frame discussion around general examples and scenarios, rather than personal disclosures
Make clear that the lesson is about building skills, not identifying specific relationships in the room
Identify trusted adults pupils can speak to at school
During delivery
Use general examples such as feeling respected, feeling pressured or feeling controlled, rather than specific incidents
Give pupils time to practise boundary setting language aloud or in pairs
Reinforce that pupils do not need to confront anyone directly to respond safely
Allow pupils to respond through discussion, writing or paired reflection depending on confidence and maturity
Supporting safe discussion
Keep the focus on privacy rather than confidentiality, since some concerns may need to be shared with a trusted adult
Reinforce that asking for help is a responsible and confident choice
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 discussion for confident classes
Use written or individual reflection for quieter groups
Spend more time on identifying trusted adults if pupils need extra support with help seeking
