Positive vs Negative Humour PSHE lesson
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce the difference between humour that strengthens relationships and humour that puts others down. This ready-to-teach lesson gives teachers a structured way to explore banter, group humour and respectful communication. Pupils learn to recognise when humour includes others and when it can cause harm, and practise using humour in ways that support positive, respectful friendships.
Goal Setting, Mindset & Self-Worth
Snapshot
Positive vs Negative Humour
The lesson gives teachers a structured way to help pupils think about how humour affects friendships and classroom culture. Feedback: 4.3/5 from 133 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising the difference between humour that builds relationships and humour that puts others down
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 humour that includes others and humour that puts someone down
Recognise how tone, timing and audience can change how a joke lands
Recognise signs that a joke or comment has moved from fun to hurtful
Understand
Understand how humour can strengthen or weaken friendships and classroom relationships
Understand that intent does not always match impact when it comes to jokes and banter
Practise
Practise identifying examples of positive and negative humour in everyday scenarios
Practise language for saying when a joke does not feel okay
Practise choosing humour that includes rather than excludes others
Who this lesson is for?
This lesson is designed for pupils in Years 7 to 9 who are developing more complex friendship groups and navigating humour, banter and social dynamics at school.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and peer group work
classroom culture and respectful communication sessions
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 topics Use when pupils are beginning work on respectful communication, friendships or classroom culture.
Reinforcing classroom expectations Use when revisiting expectations around respectful behaviour and inclusive humour.
Supporting friendship group discussions Use to give structure to conversations about banter, group jokes or in jokes that may exclude others.
Building self-awareness around humour Use when pupils would benefit from reflecting on how their own jokes and comments affect others.
Preparing for transition Use when pupils are forming new friendship groups and need shared language around respectful humour.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about humour, respect and relationships.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Humour is part of how pupils build and maintain friendships, but not all humour lands the same way for everyone involved. Pupils benefit from language that helps them notice when a joke supports a relationship and when it starts to exclude or embarrass someone. This lesson is not only about managing harmful jokes. It also helps pupils recognise that humour can be a positive social skill when it is used thoughtfully, with attention to how others might feel. By practising this kind of reflection, pupils can build more confident, respectful ways of using humour within friendships and classroom life.
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 their own use of humour and how it may affect others.
Empathy Pupils consider how a joke might feel from another person's point of view.
Relationship skills Pupils practise using humour that includes rather than excludes others.
Communication Pupils build language for responding when a joke feels uncomfortable.
Social awareness Pupils notice how tone, timing and audience shape how humour is received.
Respectful behaviour Pupils reinforce expectations around inclusive, respectful classroom culture.
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 specific stories about other people
Frame the discussion around general examples and scenarios, not personal call outs
Make clear that the lesson is about reflecting on humour, not assigning blame
Identify trusted adults pupils can speak to if a situation feels uncomfortable
During delivery
Use general examples such as group chat jokes, nicknames or classroom banter rather than real incidents
Give pupils time to discuss or write responses before sharing aloud
Encourage pupils to focus on patterns of humour rather than individual people
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce privacy and respectful discussion rather than promising confidentiality
Remind pupils to use general examples rather than naming others
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 small group discussion for confident classes
Use individual written reflection for quieter groups
Spend more time on practising responses if pupils need extra support with assertive language
