Online Relationships PSHE lesson plan
A PSHE lesson for Years 6 to 9 that helps UK teachers introduce online relationships through a structured, ready-to-teach lesson. Pupils learn to recognise the qualities of healthy relationships online and offline, think critically about social media and internet use, and practise respectful communication in digital spaces. The lesson gives teachers a calm, practical way to explore the benefits of staying connected online while helping pupils understand what respectful, safe online relationships look like.
Online Safety, AI & Digital Literacy
Snapshot
Online Relationships
The lesson gives teachers a structured way to introduce online relationships using discussion and everyday examples pupils may recognise. Feedback: 4.4/5 from 127 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building healthy online relationships and thinking critically about social media and internet use
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 qualities of healthy relationships, whether online or offline
recognise when online behaviour supports or undermines respectful communication
recognise examples of privacy, digital footprints and shared information
Understand
understand how social media and online platforms can support genuine connection
understand why respectful communication matters in online spaces
understand the importance of critical thinking when judging online information
Practise
practise language for respectful online communication
practise thinking critically about content, sources and interactions online
practise setting and respecting boundaries in online relationships
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 9 who are using, or beginning to use, social media, messaging apps or online platforms to communicate with others. It suits pupils who are developing an understanding of relationships and are ready to apply that understanding to online contexts.
It is suitable for:
PSHE lessons
relationships education
pastoral care, circle time or form time
digital literacy or online safety units
wellbeing and 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 online relationships Use when pupils are starting to explore how relationships work in online spaces, alongside offline friendships.
Building digital literacy Use when pupils need language and confidence for thinking critically about social media and online content.
Reinforcing respectful communication Use when revisiting expectations for kind, respectful behaviour in group chats, comments or messaging.
Supporting a PSHE or digital literacy unit Use when this lesson complements broader relationships education or online safety learning.
Preparing for transition Use when pupils are moving into new year groups or settings and online communication patterns are changing.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about healthy online relationships rather than responding to a specific issue.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils increasingly build and maintain relationships through online spaces, alongside face to face friendships. Helping them understand what respectful, healthy connection looks like online supports the skills they already use every day. Online relationships are not inherently risky, and this lesson avoids framing all online activity as a danger to manage. Instead, it helps pupils recognise the benefits of staying connected online while applying the same care, honesty and respect they would offline. By building critical thinking alongside relationship skills, the lesson supports pupils to make thoughtful choices about how they communicate, what they share and how they treat others online.
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
Relationship skills Pupils practise applying respect, honesty and care to online communication.
Critical thinking Pupils learn to question online content, sources and interactions rather than accept them at face value.
Digital awareness Pupils consider digital footprints, privacy and how online actions can affect others.
Communication Pupils practise language for respectful, clear online communication.
Boundary setting Pupils consider how to set and respect boundaries in online relationships.
Belonging Pupils reflect on how online spaces can support genuine connection and inclusion.
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 online interactions
Frame discussion around scenarios and examples rather than personal disclosures
Make clear the lesson is about building skills for online relationships, not judging pupils' current online habits
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 group chats, comments and online gaming to keep discussion grounded
Balance safety points with genuine discussion of the benefits of online connection
Give pupils time to practise respectful online language aloud or in writing
Avoid implying that all online activity carries risk
Supporting safe discussion
Use general examples or scenarios rather than personal experiences
Encourage pupils to pass on questions they would rather not answer aloud
Reinforce that pupils can speak to a trusted adult if something online worries them
Adaptation options
Use written reflection for quieter groups
Extend discussion into misinformation or digital footprints for more confident groups
Spend more time on trusted adults and support options if pupils need help identifying who to speak to
