Resolving Disagreements PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce simple ways to fix friendship disagreements through a structured, ready-to-teach lesson. Pupils learn to recognise common friendship disagreements, understand why listening and fairness matter, and practise simple words and actions to help sort out problems with a friend.
Healthy Relationships & Communication
Snapshot
Resolving Disagreements
This lesson gives teachers a structured way to introduce everyday friendship disagreements and practise fair, respectful ways to sort them out. Feedback: 4.1/5 average rating from 11 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising friendship disagreements and practising simple ways to sort them out fairly
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 common disagreements that happen between friends, such as arguing over a game or feeling left out
recognise how a disagreement can make each person feel
recognise when a friendship problem needs help from a trusted adult
Understand
understand that listening to a friend's point of view is part of sorting out a disagreement fairly
understand that most friendship problems can be worked through with calm words rather than arguing
Practise
practise using simple, respectful words to explain how they feel during a disagreement
practise listening to a friend's side of a disagreement before responding
practise finding a fair way forward that both friends are happy with
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 to 2 who are learning to manage everyday friendship disagreements and build early communication skills.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
class culture and friendship skills work
early respectful relationships teaching
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 friendship skills Use when pupils are learning early language for fairness, listening and taking turns.
Building classroom culture Use when reinforcing respectful communication and shared classroom expectations.
Supporting pupils after friendship issues Use to support structured discussion after a disagreement over a game, sharing or a fallout at playtime.
Practising safe responses Use when pupils are learning how to sort out a disagreement without arguing or upsetting each other further.
Reinforcing respectful communication Use when revisiting how to listen, take turns and speak kindly during a disagreement.
Preparing for transition Use when new friendship groups are forming and pupils need shared expectations for working things out.
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 simple, practical language for working through friendship disagreements before small problems grow into bigger friendship difficulties. Learning to listen, share a point of view and find a fair way forward is a skill that supports pupils well beyond any single disagreement. Resolving Disagreements gives teachers a structured way to build this skill early, rather than waiting until a friendship problem needs sorting out. Pupils learn that disagreements are a normal part of friendships, and that they can be worked through calmly and fairly. This lesson supports a classroom culture where pupils feel confident using respectful words, listening to each other and asking a trusted adult for help when a disagreement feels too big to sort out 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
Communication Pupils practise using calm, clear words to explain how they feel during a disagreement.
Empathy Pupils consider how a disagreement might feel from a friend's point of view.
Fairness Pupils explore what fair listening and turn taking look like in a friendship.
Conflict resolution Pupils learn simple steps for finding a way forward that both friends are happy with.
Help-seeking Pupils recognise when a friendship problem needs support from a trusted adult.
Relationship skills Pupils build confidence using respectful language to repair a friendship after a disagreement.
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 disagreements
Frame the discussion around general examples and scenarios, not personal disputes
Make clear that the lesson is about learning fair, respectful ways to sort out problems, not deciding who was right or wrong
Identify trusted adults pupils can speak to if a friendship problem feels too big to manage alone
During delivery
Use simple, everyday examples such as disagreeing over a game, feeling left out or arguing over sharing
Give pupils time to practise saying how they feel using calm, respectful words
Reinforce that pupils do not need to argue or stay upset to sort out a disagreement
Allow pupils to respond through discussion, drawing or partner talk depending on confidence and maturity
Supporting safe discussion
Reinforce that asking a trusted adult for help with a friendship problem is a sensible choice
Keep the discussion focused on general scenarios rather than specific pupils or events
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 partner talk or simple role play for confident groups
Use drawing or sentence starters for pupils who need more support expressing feelings
Spend more time identifying trusted adults if pupils need extra support with help seeking
