Respectful Language PSHE lesson plan
A secondary PSHE lesson for Years 9 and 10 that helps UK teachers introduce respectful language through a structured, ready-to-teach lesson. Pupils explore how the words people choose can shape the way they treat each other in everyday situations. Pupils practise recognising respectful and disrespectful language, and build practical communication skills they can use in friendships, group work and everyday school life.
Healthy Relationships & Communication
Snapshot
Respectful Language
The lesson gives teachers a structured way to introduce respectful language and everyday communication skills without needing extra preparation. Feedback: 4.4/5 from 44 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
How language shapes the way people treat each other, and practising respectful communication
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 tone, word choice and context can change the impact of language
recognise examples of respectful and disrespectful communication in everyday situations
recognise when language is being used to include or exclude others
Understand
understand that language choices affect how safe, valued or respected someone feels
understand the difference between assertive communication and language that puts others down
Practise
practise using respectful language in everyday conversations
practise phrases that set a boundary or disagree without being disrespectful
practise responding calmly when communication becomes difficult
Who this lesson is for?
This lesson is designed for secondary pupils in Years 9 and 10 who are building more independent communication skills across friendships, group work and everyday school interactions.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time or advisory sessions
respectful relationships or communication skills units
whole class discussion on respect and inclusion
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 communication Use when pupils are building foundational language and communication skills for the first time.
Reinforcing classroom culture Use when revisiting expectations around respectful language and behaviour in the classroom.
Building group work skills Use when pupils are preparing for group work, discussions or collaborative tasks.
Supporting inclusion Use when pupils need practical strategies for using language that includes rather than excludes others.
Practising respectful disagreement Use when pupils are learning how to disagree, set boundaries or give feedback without being disrespectful.
Preparing for transition Use when pupils are moving into new peer groups, classes or year levels and need shared language expectations.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
The language pupils use every day shapes how included, respected or dismissed their peers feel. Small choices in tone, wording or timing can change how a comment lands, even when no harm is intended. Teaching respectful language early gives pupils practical tools rather than leaving pupils to work it out through trial and error. When pupils have language for expressing disagreement, setting boundaries or including others, they are better equipped to manage everyday communication without conflict escalating. This lesson supports a classroom culture where respectful communication is expected and practised, not just discussed after something has gone wrong.
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 skills Pupils practise expressing themselves clearly and respectfully in everyday conversations.
Self awareness Pupils reflect on how their own word choices and tone affect others.
Empathy Pupils consider how language can make someone feel included, respected or dismissed.
Boundary setting Pupils practise language for disagreeing or setting a boundary respectfully.
Conflict resolution Pupils build language for responding calmly when a conversation becomes difficult.
Inclusion Pupils recognise how language choices can help others feel part of a group.
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 stories
Frame discussion around general examples and scenarios, not personal accusations
Make clear that the lesson is about building communication skills, not identifying blame
Identify trusted adults pupils can speak to if they want to talk about something further
During delivery
Use everyday examples such as tone, jokes or comments landing differently depending on context
Give pupils time to practise respectful phrases aloud or in pairs
Reinforce that setting a boundary or disagreeing respectfully does not require confrontation
Allow pupils to respond through discussion, writing or paired talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on real classmates
Reinforce that respectful language applies to everyone, regardless of background or identity
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 paired or small group talk for pupils who need more support building confidence
Use written reflection for quieter pupils
Extend discussion into group work or presentation contexts for more confident classes
