Power & Gender-Based Violence PSHE lesson plan
A secondary PSHE lesson for Years 8 to 11 that helps UK teachers introduce how power contributes to sexual harassment and violence through a structured, ready-to-teach lesson. Pupils learn to recognise how power and control can show up in relationships, understand the impact of harassment and unsafe behaviour, and practise respectful communication, boundaries and safe help-seeking. The lesson keeps the focus on age-appropriate, practical skills rather than graphic detail, helping pupils build confidence in recognising unsafe situations and knowing how to access support.
Healthy Relationships & Communication
Snapshot
Power & Gender-Based Violence
This lesson gives teachers a structured way to introduce power, respect and safety within everyday relationships. Feedback: 4.5/5 from 29 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how power contributes to sexual harassment and violence, and practising safe 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 how power imbalances can contribute to unfair treatment, harassment or unsafe behaviour in relationships.
Recognise signs that someone may be using power or control unfairly, such as pressure, manipulation or disrespect.
Recognise that harassment or unsafe behaviour does not need to be repeated to be harmful.
Understand
Understand how respect, consent and equality support healthy relationships.
Understand why culture, identity or background should never be used to justify unfair treatment.
Practise
Practise using respectful language when discussing power, relationships and boundaries.
Practise identifying safe ways to speak up or seek support if they witness or experience harassment.
Practise setting and respecting boundaries in everyday relationships.
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 11 who are ready to explore how power, respect and unfair treatment connect to harassment and safe relationships.
It is suitable for:
secondary PSHE lessons
relationships education
respectful relationships or personal development units
pastoral care, form time or wellbeing sessions
diversity, culture and inclusion focused discussions
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 learning Use when pupils need clear language for power, respect and safe relationships before exploring more specific topics.
Exploring diversity and identity Use when pupils are learning how culture, identity or background can be affected by unfair treatment or unequal power.
Reinforcing consent and boundaries Use when building on earlier learning about consent, respect and personal boundaries.
Building communication skills Use when pupils need practice discussing respect, disagreement and boundaries calmly.
Preparing for transition or new peer groups Use when pupils are forming new relationships and friendships, such as moving between year groups or settings.
Strengthening help-seeking confidence Use when pupils need clarity on how and when to seek support around unsafe or unfair behaviour.
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 early, structured opportunities to understand how power operates in relationships, before pressure, unfair treatment or harassment become normalised. This lesson is not primarily about responding after harm occurs. It focuses on helping pupils build the language, awareness and confidence to recognise unequal power, communicate respectfully and know how to seek support if something feels unfair or unsafe. By exploring power alongside diversity, culture and healthy relationships, the lesson supports pupils to understand that respect and equality apply across all relationships, and that support is available whenever it is needed.
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
Social awareness Pupils notice how power imbalances can affect fairness and safety in relationships.
Respect for diversity Pupils consider how culture, identity or background can be affected by unfair treatment.
Communication skills Pupils practise respectful language when discussing boundaries and disagreement.
Critical thinking Pupils examine how power can be used fairly or unfairly in different situations.
Help-seeking Pupils learn how and when to seek support around unsafe or unfair behaviour.
Personal safety awareness Pupils recognise behaviour that may indicate harassment or unsafe use of power.
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 personal stories about themselves or others.
Frame discussion around general scenarios and examples rather than real people or events.
Make clear that the focus is on understanding power and practising respectful responses, not blaming individuals or groups.
Identify the designated safeguarding lead and other trusted adults pupils can speak to at school.
During delivery
Use general examples of power, pressure or unfair treatment rather than specific or graphic incidents.
Keep discussion focused on respect, consent, boundaries and safe communication.
Reinforce that pupils are never expected to manage unsafe situations alone or confront others directly.
Allow pupils to respond through discussion, written reflection or small group work depending on confidence and maturity.
Supporting safe discussion
Reinforce that seeking help or advice is a responsible and safe choice.
Avoid asking pupils to speak on behalf of a particular culture, identity or background.
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 or paired discussion for pupils who need more support engaging with the topic.
Use written reflection for pupils who prefer not to discuss aloud.
Spend more time on help-seeking pathways if pupils are less familiar with school support options.
