Racism & Discrimination PSHE lesson plan
A secondary PSHE lesson for Years 8 to 10 that helps UK teachers introduce racism, discrimination and unfair treatment through a structured, ready-to-teach lesson plan. Pupils learn to recognise unfair treatment based on race, culture, language, religion or background, understand why stereotypes and assumptions can be harmful, and practise safe, respectful ways to speak up or seek support. The lesson gives teachers a calm, structured way to open discussion about racism and discrimination without asking any pupil to speak on behalf of a group, culture or identity.
Diversity, Equality & Society
Snapshot
Racism & Discrimination
This lesson gives teachers a structured way to introduce racism and discrimination using clear, age-appropriate language and everyday school examples. Feedback: 4.5/5 from 192 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unfair treatment and practising safe, respectful 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 examples of racism, discrimination and unfair treatment, such as exclusion, stereotypes and unkind comments
recognise that unfair treatment can be based on race, culture, language, religion or background
recognise when unsafe or harmful behaviour should be shared with a trusted adult
Understand
understand why stereotypes and assumptions about a person's background or identity can be hurtful
understand that a single unfair comment or action can cause harm, not only repeated behaviour
Practise
practise using respectful language when discussing racism and discrimination
practise speaking up safely when they see or experience unfair treatment
practise supporting a classmate who has been treated unfairly
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 10 who are building a more detailed understanding of racism, discrimination and respectful communication.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, circle time or form time
diversity and inclusion work
respectful relationships or citizenship 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 diversity and inclusion learning Use when pupils need shared language for racism, discrimination and unfair treatment.
Building classroom culture Use when reinforcing respect, fairness and inclusion as part of everyday classroom expectations.
Supporting inclusion Use when helping pupils understand how stereotypes and assumptions can affect others.
Practising safe responses Use when pupils are learning how to speak up calmly rather than argue or ignore unfair behaviour.
Supporting help-seeking Use when pupils need to understand when and how to ask a trusted adult for support.
Reinforcing respectful communication Use when revisiting respectful relationships or citizenship themes across the term.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need clear, usable language for recognising racism and discrimination, and for understanding that unfair treatment does not need to be repeated to cause harm. Building this understanding is not only about responding after something has happened. It is also about helping pupils notice stereotypes, question assumptions and choose respectful, inclusive behaviour in everyday school life. This lesson supports a safer, more inclusive classroom culture by giving pupils practical ways to speak up safely and by reminding them that trusted adults are there to help when something feels unfair or unsafe.
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 unfair treatment, exclusion or stereotyping in everyday settings.
Empathy Pupils consider how racism and discrimination can make someone feel.
Communication skills Pupils practise respectful, calm language for discussing difficult topics.
Relationship skills Pupils practise inclusive behaviour and supporting others who are treated unfairly.
Help-seeking Pupils learn when and how to raise concerns with a trusted adult.
Belonging Pupils reinforce that everyone deserves to be treated fairly and included.
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 their own or others' background
Frame discussion around scenarios and general examples rather than personal disclosures
Make clear the lesson is about learning safe, respectful responses, not personal criticism
Identify trusted adults 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 exclusion, jokes, assumptions and unfair comments
Avoid asking any pupil to speak on behalf of a group, culture, religion or identity
Give pupils time to practise respectful language and safe responses aloud
Allow discussion, written reflection or paired talk depending on group confidence
Supporting safe discussion
Reinforce that raising a concern is a responsible choice, not an overreaction
Explain that unfair or harmful treatment should be shared with a trusted adult
Keep language calm and non-judgmental throughout the discussion
Adaptation options
Use paired or small group discussion for quieter classes
Use written reflection for pupils who prefer not to speak in front of the class
Spend more time on safe response phrases if pupils need additional support
