Signs of Respect and Disrespect PSHE lesson plan
A PSHE lesson for Years 7 to 8 that helps UK teachers introduce respect and disrespect through a structured, ready-to-teach lesson exploring school, home and friendship relationships. Pupils learn to recognise signs of respect and disrespect in everyday situations, understand how respectful behaviour supports healthy relationships, and practise clear ways to communicate boundaries and respond safely when respect breaks down.
Healthy Relationships & Communication
Snapshot
Signs of Respect and Disrespect
This lesson gives teachers a structured way to introduce respect and disrespect using clear, age-appropriate language pupils can apply across different relationships. Feedback: 4.0/5 from 1463 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising respectful and disrespectful behaviour at school, home and with friends
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 signs of respect, such as being listened to, included and treated fairly
recognise signs of disrespect, such as being ignored, mocked or having boundaries ignored
recognise that respect can look different at school, at home and with friends
Understand
understand that respect is shown through words, actions and body language
understand why personal boundaries matter in healthy relationships
Practise
practise naming respectful and disrespectful behaviour using clear language
practise using respectful communication when disagreeing with someone
practise identifying who to speak to if a relationship feels disrespectful or unsafe
Who this lesson is for?
This lesson is designed for pupils in Years 7 to 8 who are building their understanding of respect, boundaries and healthy relationships across different parts of their lives.
It is suitable for:
PSHE lessons on relationships and respect
relationships education
pastoral care, form time or wellbeing sessions
respectful friendships or relationships units
class discussions on communication and boundaries
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 respect and boundaries Use when pupils are beginning to explore what respect looks like in different relationships.
Building a respectful classroom culture Use when reinforcing expectations around communication, fairness and inclusion.
Supporting healthy friendships Use when pupils need language for recognising respectful and disrespectful behaviour among friends.
Reinforcing personal boundaries Use when pupils are learning to identify and communicate their own boundaries.
Practising respectful communication Use when pupils are learning how to disagree or give feedback without being disrespectful.
Preparing for transition or new peer groups Use when pupils are forming new friendships or navigating changing peer dynamics.
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 respect and disrespect every day, in classrooms, friendships and at home, often without having the language to describe what they are noticing. Learning to recognise respectful and disrespectful behaviour early supports pupils to build healthier relationships and to speak up safely when something does not feel right. It also helps pupils understand that respect is something they can actively practise, not something that happens automatically. This lesson supports a classroom culture where pupils feel able to communicate boundaries clearly and know that support is available if a relationship becomes 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
Social awareness Pupils notice signs of respect and disrespect in everyday interactions.
Communication skills Pupils practise expressing boundaries and disagreement respectfully.
Empathy Pupils consider how respectful and disrespectful behaviour affects others.
Relationship skills Pupils build language for maintaining healthy, respectful relationships.
Self-awareness Pupils reflect on their own boundaries and how they communicate them.
Help-seeking Pupils identify who they can speak to if a relationship feels disrespectful or unsafe.
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 family members or share other people's stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about recognising behaviour and building skills, not identifying specific people
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 being listened to, being ignored or having personal space respected
Give pupils time to practise respectful language aloud or through discussion
Reinforce that speaking up about disrespect does not require confrontation
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on real people
Reinforce that asking for help or speaking to a trusted adult is a responsible response
Remind pupils that respect can look different across relationships, but boundaries always matter
Adaptation options
Use paired discussion for confident groups
Use written reflection or sentence starters for quieter groups
Spend more time on identifying trusted adults if pupils need support with help pathways
The home-related examples should be delivered with care. Keep the message clear: pupils can speak to a trusted adult at school if a relationship at home or elsewhere feels disrespectful or unsafe.
