Rethinking Masculinity PSHE lesson plan
A secondary PSHE lesson for Years 11 to 13 that helps UK teachers introduce discussions about masculine narratives and online sub-cultures through a structured, ready-to-teach lesson. Pupils learn to think critically about messages they encounter about masculinity online and elsewhere, and practise respectful communication, boundary setting and safe help-seeking in relationships and online spaces.
Healthy Relationships & Communication
Snapshot
Rethinking Masculinity
The lesson gives teachers a structured way to introduce a sensitive topic through calm, guided classroom discussion. Feedback: 4.2/5 from 18 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring masculine narratives and online sub-cultures through critical thinking and 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 common narratives and messages about masculinity that circulate online and in wider culture
identify how online sub-cultures can present particular views about behaviour, relationships or identity
recognise when online content is designed to influence opinions or behaviour
Understand
understand how narratives about masculinity can shape expectations around communication and relationships
understand why questioning online content critically supports healthier decision making
Practise
practise respectful language when discussing masculinity, relationships and identity
practise setting and communicating personal boundaries in relationships and online interactions
practise identifying safe, appropriate ways to seek support or advice when needed
Who this lesson is for?
This lesson is designed for secondary pupils in Years 11 to 13 who are developing more independent views about identity, relationships and online content, and who can engage with discussion involving nuance and differing perspectives.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time or wider personal development sessions
respectful relationships or identity focused units
wellbeing sessions exploring media and online influence
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 discussions about masculinity and identity Use when opening a topic that pupils may not have discussed openly before in a classroom setting.
Building critical thinking about online content Use when pupils need practice questioning the intent and influence of online sub-cultures and media narratives.
Reinforcing respectful relationships learning Use when connecting communication, boundaries and respect to a wider relationships education programme.
Supporting form time or pastoral discussions Use when a calm, guided discussion format suits your pastoral or form time structure.
Preparing pupils for greater independence Use ahead of post-16 transitions, when pupils are forming more independent relationship and communication habits.
Creating structured PSHE discussion time Use when you want a considered, teacher-led discussion rather than an open-ended debate.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils encounter narratives about masculinity through social media, peer groups and wider culture, often without the chance to unpack these messages in a structured setting. Giving pupils language and thinking tools to question these narratives supports more considered choices about communication, relationships and online behaviour, rather than leaving pupils to absorb messages without reflection. The lesson supports a classroom culture where pupils feel able to discuss identity and relationships respectfully, question online content critically and know how to seek support if something feels difficult to manage 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
Critical thinking Pupils question the intent and influence of online narratives about masculinity.
Communication skills Pupils practise respectful language when discussing identity and relationships.
Self awareness Pupils reflect on how narratives they encounter may shape their own expectations.
Respectful relationships Pupils consider how boundaries and respect support healthier connections with others.
Digital literacy Pupils consider how online sub-cultures present particular views and why this matters.
Help-seeking Pupils identify safe, appropriate ways to seek support when needed.
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 examples and scenarios rather than individual pupils
Make clear the lesson is about thinking critically, not criticising anyone's personal views or identity
Identify trusted adults pupils can speak to if they want to discuss anything raised in the lesson further
During delivery
Use general examples of online narratives rather than naming specific individuals, creators or platforms
Allow space for differing views while keeping discussion respectful and focused on the scenarios used
Reinforce that pupils do not need to challenge others directly to respond safely
Give pupils time to practise respectful language and boundary setting phrases aloud
Supporting safe discussion
Use privacy focused language rather than promising confidentiality
Encourage pupils to use general examples rather than personal disclosures
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 discussion for pupils who may be less confident contributing to whole class conversation
Extend discussion time where pupils want to explore particular narratives in more depth
Adjust examples used in discussion to suit the maturity and prior knowledge of the cohort
