R U OK? PSHE lesson plan
A secondary PSHE lesson for Years 6 to 9 that helps UK teachers introduce R U OK?, a ready-to-teach lesson focused on supporting friends who may be going through a difficult time. Pupils learn how to notice changes in a friend's behaviour, start a caring conversation and understand when to involve a trusted adult. The lesson builds on empathy and healthy relationships, giving pupils practical language for checking in on a friend and responding with care rather than avoidance or pressure.
Healthy Relationships & Communication
Snapshot
R U OK?
The lesson gives teachers a structured way to guide pupils through noticing when a friend needs support and responding with care. Feedback: 4.3/5 from 54 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a friend needs support and responding safely
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 everyday signs that a friend might be finding things difficult
recognise the difference between a one off change in mood and a longer pattern of struggling
recognise that some situations need more support than a pupil can provide alone
Understand
understand why checking in on a friend matters, even in small ways
understand that listening without judgement is more helpful than offering quick fixes
Practise
practise using simple, caring language to start a conversation with a friend
practise listening skills that show empathy and respect
practise identifying a trusted adult to involve when a friend needs more support
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 9 who are building on existing friendship skills and are ready to think more deeply about supporting others. It suits pupils who already have some understanding of kindness and respect, and who are developing the language and confidence to notice when a friend needs support.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, circle time or form time
wellbeing focus weeks
friendship and peer support 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 peer support skills Use when pupils are learning how to check in on a friend for the first time.
Building on existing PSHE learning Use when reinforcing empathy, respect and healthy relationship skills already introduced in other lessons.
Running a wellbeing focus week Use when the school is highlighting peer support or mental health awareness as part of a wider wellbeing programme.
Strengthening form time or pastoral routines Use when pastoral staff want a structured discussion about supporting friends.
Preparing for transition Use when friendship groups are changing and pupils need confidence to check in on each other.
Reinforcing help seeking pathways Use when pupils need reminding of how and when to involve a trusted adult.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils often notice when a friend seems different before an adult does, but many do not have the words or confidence to check in. Supporting friends in need is a skill that can be practised, not something pupils are simply expected to know how to do. This lesson gives pupils a calm, structured way to think about noticing change, starting a conversation and knowing where the line is between supporting a friend and needing to involve an adult. It reinforces that asking for help, for themselves or on behalf of a friend, is a responsible choice rather than a last resort. Building this skill early helps create a classroom culture where checking in on each other feels normal, and where pupils feel confident they are not managing difficult situations 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
Empathy Pupils consider how a friend might be feeling and why checking in matters.
Communication skills Pupils practise starting a caring conversation using simple, respectful language.
Active listening Pupils learn to listen without judgement rather than jumping to advice or solutions.
Relationship skills Pupils build on respectful, supportive friendship behaviours.
Help seeking Pupils understand when and how to involve a trusted adult.
Emotional awareness Pupils notice signs that someone, including themselves, may need support.
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 personal stories
Frame discussion around general scenarios rather than real situations involving named pupils
Identify the trusted adults or pastoral staff pupils can speak to at school
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 a friend seeming quieter than usual or pulling away from a group
Give pupils time to practise checking in phrases aloud or in pairs
Reinforce that pupils are not expected to solve a friend's problem alone
Allow pupils to respond through discussion or paired talk depending on confidence
Supporting safe discussion
Remind pupils that privacy matters and personal stories should not be shared in the group
Reinforce that asking a trusted adult for help is a responsible next step, not an overreaction
Keep the tone calm and matter of fact rather than serious or alarming
Adaptation options
Use paired talk for pupils who are less confident speaking in front of the class
Spend more time identifying trusted adults if pupils are unsure who to approach
Adjust scenario examples to reflect familiar school situations for your cohort
