Together Against Bullying PSHE lesson plan
A secondary PSHE lesson for Years 7 to 10 that helps UK teachers introduce bullying, unkind behaviour and safe help-seeking through a structured, ready-to-teach lesson. Pupils learn to recognise harmful behaviour, understand its impact on others and practise safe, respectful ways to respond and seek support. The lesson draws on healthy relationship skills, communication and empathy to help pupils build confidence in addressing bullying behaviour in everyday school life.
Healthy Relationships & Communication
Snapshot
Together Against Bullying
This lesson gives teachers a structured way to introduce bullying behaviour using clear, age-appropriate language and everyday school examples. Feedback: 4.2/5 from 107 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising bullying behaviour and practising safe, respectful responses
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 behaviour that may be considered bullying, including exclusion, unkind comments and repeated harmful behaviour
recognise how bullying can affect someone's confidence and sense of belonging
recognise the difference between a single unkind moment and a pattern of repeated harmful behaviour
Understand
understand why empathy and respectful communication matter in preventing bullying
understand that safe help-seeking is a responsible and effective response to bullying
Practise
practise respectful language for speaking up safely when they see unfair or harmful behaviour
practise ways to support a peer who is experiencing bullying
practise identifying trusted adults and support pathways at school
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 10 who are building their understanding of respectful relationships, communication and bullying behaviour. It suits pupils who are ready to discuss real school situations involving exclusion, unkind behaviour or group dynamics, using scenarios and general examples rather than personal disclosures.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, form time or advisory sessions
respectful relationships or anti-bullying units
whole-class discussions on communication and empathy
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 bullying prevention Use when pupils need a shared understanding of what bullying looks like and how to respond safely.
Building classroom culture Use when reinforcing respectful communication, inclusion and empathy as part of everyday classroom expectations.
Supporting a respectful relationships unit Use alongside broader work on healthy relationships, communication skills and empathy.
Practising safe responses Use when pupils are learning how to speak up safely or support a peer without confrontation.
Building help-seeking confidence Use when pupils need a clearer understanding of when and how to ask a trusted adult for support.
Preparing for transition Use when peer groups are changing, such as moving between year groups or forming new form groups, and pupils need clear expectations about respectful behaviour.
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 practical language and confidence for recognising bullying behaviour and knowing how to respond safely, rather than waiting for a difficult situation to unfold. Addressing bullying is not only about responding after harm has occurred. It is also about building the communication, empathy and respect that help prevent unkind behaviour from becoming normalised. This lesson supports a safer, more respectful classroom culture by helping pupils understand that everyone has a role to play in noticing unfair treatment, supporting others and speaking up safely. Pupils learn that asking a trusted adult for help is a responsible choice, not a last resort.
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 when someone is being excluded or treated unfairly.
Empathy Pupils consider how bullying behaviour affects others and why this matters.
Communication skills Pupils practise respectful language for speaking up safely.
Relationship skills Pupils explore how respect and inclusion support healthy peer relationships.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Confidence Pupils build confidence in responding safely to bullying behaviour.
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 disclosures
Make clear the lesson is about building safe, respectful responses, not identifying specific incidents
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples such as exclusion, unkind comments or group pressure
Give pupils time to practise respectful language aloud or in pairs
Reinforce that pupils do not need to confront others directly to respond safely
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a weakness
Use privacy and respect as discussion norms rather than promising confidentiality
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 confident classes
Use written reflection or paired discussion for quieter groups
Spend more time on trusted adults and support pathways if pupils need extra support identifying help options
