Navigating Conflict PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce healthy conflict resolution and communication skills through a structured, ready-to-teach lesson. Pupils learn to recognise the difference between healthy disagreement and harmful conflict, and practise respectful ways to communicate, set boundaries and work through disagreements in relationships.
Healthy Relationships & Communication
Snapshot
Navigating Conflict
The lesson gives teachers a structured way to introduce conflict resolution and communication skills without needing to build a session from scratch. Feedback: 4.0/5 from 68 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building communication skills to resolve conflict respectfully
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 healthy disagreement and harmful conflict
recognise signs that a conflict is affecting a relationship negatively
recognise when a personal boundary has been crossed during a disagreement
Understand
understand why conflict is a normal part of relationships
understand how communication style can affect how a conflict is resolved
Practise
practise using respectful language to express needs and concerns
practise listening to another person's point of view during disagreement
practise setting and communicating personal boundaries
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are developing more independence in their friendships, family relationships and romantic relationships, and who benefit from structured language for managing disagreement.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care and form time sessions
communication skills programmes
healthy relationships 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 conflict resolution skills Use when pupils need a starting point for understanding healthy versus harmful conflict.
Building communication skills Use when pupils are developing skills for expressing needs clearly and listening to others.
Supporting healthy relationships units Use when conflict resolution forms part of a wider relationships education sequence.
Reinforcing respectful communication Use when reinforcing classroom or form time expectations around respectful disagreement.
Preparing for transition Use when pupils are moving into new social groups, workplaces or independent living situations where conflict management matters.
Responding to group work challenges Use when pupils have experienced disagreement during group work or collaborative tasks and need support reflecting on it constructively.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Conflict is a normal part of friendships, family relationships and romantic relationships, and learning to manage it well is a skill pupils use throughout life. Many pupils have not had structured opportunities to learn how to disagree respectfully, set boundaries or repair a relationship after a disagreement. This lesson supports pupils to see conflict as something that can be managed constructively, rather than something to avoid, escalate or ignore. Building these skills early can help pupils communicate more confidently in relationships and reduce reliance on unhelpful patterns such as avoidance or retaliation. For older secondary pupils, these skills also connect to future relationships, workplaces and independent living, where the ability to communicate through disagreement respectfully becomes increasingly important.
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
Communication skills Pupils practise expressing needs and concerns clearly and respectfully.
Active listening Pupils practise listening to another person's point of view during disagreement.
Emotional regulation Pupils consider how to manage strong feelings during conflict without escalating it.
Boundary setting Pupils practise recognising and communicating personal boundaries.
Relationship repair Pupils explore how relationships can be repaired respectfully after disagreement.
Help seeking Pupils understand when to seek support from a trusted adult if a conflict feels difficult to manage alone.
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 private stories
Frame discussion around general scenarios rather than specific personal conflicts
Make clear that the lesson is about building communication skills, not resolving a particular disagreement
Identify trusted adults pupils can speak to if a relationship feels difficult to manage
During delivery
Use general examples of disagreement pupils may recognise, such as friendship tension or group work disagreements
Give pupils time to practise respectful phrases aloud or in pairs
Reinforce that pupils are not expected to confront a situation directly, and that walking away or seeking support are also safe responses
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep discussion focused on privacy and respectful language rather than promises of confidentiality
Remind pupils to use general examples rather than naming classmates
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 discussion for confident groups
Use written reflection for quieter pupils
Spend more time on boundary setting language if pupils need extra support
