Support and Communication PSHE lesson plan
Support and Communication is a secondary PSHE lesson for Years 10 to 12 that helps UK teachers introduce practical strategies for supporting friends and communicating feelings through a structured, ready-to-teach lesson. Pupils learn how to recognise when a friend might need support, use clear and respectful language to express their own feelings, and practise safe ways to offer help or encourage a friend to seek support when a situation feels bigger than they can manage alone.
Healthy Relationships & Communication
Snapshot
Support and Communication
The lesson gives teachers a structured way to introduce supportive communication skills that pupils can use with friends in everyday school life. Feedback: 4.2/5 average rating from 307 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building practical skills to support friends and communicate feelings clearly
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 when a friend might need support or seems to be struggling
recognise the difference between listening, advising and referring someone to further support
recognise their own feelings and when they need to communicate them to someone else
Understand
understand why clear, honest communication helps maintain supportive friendships
understand that supporting a friend does not mean solving every problem alone
Practise
practise active listening skills such as checking in and asking open questions
practise using respectful language to express their own feelings
practise identifying when to encourage a friend to seek support from a trusted adult
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 12 who are developing more independent friendships and starting to navigate more complex conversations about feelings and support. It works well for pupils who already have some experience discussing emotions and relationships and are ready to build more specific communication skills.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care and form time sessions
wellbeing focused tutor group activities
communication or life skills programmes
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 supportive communication skills Use when pupils need a starting point for talking about how to support friends and express feelings.
Building on relationships education Use when reinforcing earlier learning about healthy relationships, respect and communication.
Strengthening form time or pastoral discussions Use when you want a structured, calm discussion about friendship and emotional support.
Preparing for exam periods or transition points Use when pupils may benefit from extra strategies for supporting each other during busy or stressful times.
Revisiting friendship group dynamics Use when pupils would benefit from language for checking in with friends and expressing feelings respectfully.
Building help-seeking confidence Use when pupils need clearer understanding of when and how to encourage a friend to speak to a trusted adult.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are often the first person a friend turns to when something feels difficult, but they are not always sure what to say or how much responsibility to take on. Support and Communication gives pupils practical language for listening well, expressing their own feelings honestly and recognising when a situation needs support beyond what a friend can offer. Building these skills early helps pupils navigate friendships with more confidence and less guesswork. It also reinforces that supporting a friend does not mean carrying every problem alone, and that asking a trusted adult for help is a responsible, proactive choice rather than a last resort. For schools, the lesson supports a classroom culture where pupils feel able to talk openly about feelings and look out for one another in practical, everyday ways.
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
Active listening Pupils practise checking in with a friend and listening without judgement.
Emotional expression Pupils practise putting their own feelings into clear, respectful language.
Empathy Pupils consider how a friend might be feeling and what support could look like.
Boundaries Pupils explore how to support a friend without taking on responsibility that is not theirs to carry.
Help-seeking Pupils learn when and how to encourage a friend to speak to a trusted adult.
Relationship skills Pupils build language for maintaining honest, supportive friendships.
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 rather than personal situations
Make clear that the lesson is about building skills, not identifying who needs help right now
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples such as a friend seeming withdrawn or finding it hard to talk
Give pupils time to practise phrases for checking in and expressing feelings
Reinforce that supporting a friend does not mean solving every problem alone
Allow pupils to respond through discussion or paired reflection depending on confidence
Supporting safe discussion
Reinforce that privacy matters, so pupils should avoid sharing specific personal stories
Explain that asking a trusted adult for help is a responsible choice, not a last resort
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 discussion for confident groups and written reflection for quieter pupils
Spend more time on identifying trusted adults if pupils need support with help pathways
Adjust scenarios to reflect the age and maturity of the specific year group
