Understanding Bullying PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce how power imbalances can lead to bullying through a structured, ready-to-teach lesson. Pupils learn to recognise unfair treatment linked to differences in power, popularity or group influence, and practise safe ways to respond and support others. The lesson gives teachers a calm, practical way to build empathy and respectful relationship skills alongside bullying prevention.
Healthy Relationships & Communication
Snapshot
Understanding Bullying
The lesson gives teachers a structured way to introduce bullying and power dynamics through age-appropriate discussion and practical response skills. Feedback: 4.5/5 from 155 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how power imbalances can lead to bullying and practising safe 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 how differences in power, popularity or group influence can contribute to bullying behaviour.
Recognise examples of unfair treatment linked to a power imbalance.
Recognise that unsafe or worrying behaviour should be shared with a trusted adult.
Understand
Understand why bullying often involves an imbalance of power between people.
Understand how power imbalances can make it harder for someone to respond on their own.
Practise
Practise identifying signs of unfair treatment linked to power or status.
Practise safe language for speaking up or supporting a peer without confrontation.
Practise deciding when and how to ask a trusted adult for support.
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are building a deeper understanding of how power and social dynamics can lead to bullying. It suits pupils who are ready to discuss peer relationships, group behaviour and fairness in more depth than earlier bullying prevention learning.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, circle time or form time
respectful relationships and anti-bullying programmes
personal development or wellbeing curriculum time
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 and power dynamics Use when pupils are ready to explore bullying beyond simple definitions, including how power and status play a role.
Building on earlier anti-bullying learning Use when pupils have covered basic bullying concepts and are ready for a more nuanced discussion.
Supporting a respectful relationships unit Use when reinforcing empathy, fairness and respectful peer behaviour as part of a wider unit.
Reinforcing form time or pastoral expectations Use when revisiting expectations around inclusion, respect and fair treatment within a form or year group.
Preparing for transition or new group dynamics Use when pupils are forming new friendship or class groups and need shared language around fairness and power.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about bullying that does not rely on a specific incident.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Bullying often develops where there is a difference in power, whether that comes from popularity, social status, physical size or group influence. Helping pupils understand this early gives them language to recognise unfair treatment before it becomes an established pattern. The lesson supports a proactive approach to bullying prevention. Rather than focusing only on responding after harm has occurred, it helps pupils understand why power imbalances matter, build empathy for peers experiencing unfair treatment, and practise safe ways to speak up or seek support. For pastoral teams, the lesson also strengthens a shared vocabulary around bullying and fairness that pupils can use consistently across form time, PSHE and everyday school life.
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 how power, popularity or group influence can affect how people treat each other.
Empathy Pupils consider how unfair treatment affects the person experiencing it.
Relationship skills Pupils practise language for speaking up safely and supporting peers.
Critical thinking Pupils examine how differences in power can shape group behaviour and decision-making.
Help-seeking Pupils learn when and how to raise concerns with a trusted adult.
Belonging Pupils reinforce that respectful treatment applies to everyone in the 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 rather than personal disclosures
Make clear that the lesson is about understanding power and fairness, not identifying specific people or situations
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 general examples such as differences in popularity, social status or group influence
Give pupils time to discuss and practise safe response language
Reinforce that pupils are not expected to confront unsafe situations alone
Allow pupils to respond through discussion or written reflection depending on confidence and group dynamics
Supporting safe discussion
Remind pupils that privacy matters and personal stories should not be shared in the group
Reinforce that asking for help is a responsible and safe choice
Identify trusted adults pupils can speak to at school if they have concerns
Adaptation options
Use small group discussion for pupils who are less confident speaking to the whole class
Extend discussion for groups ready to explore power dynamics in more depth, including in group or online settings
Spend more time identifying trusted adults if pupils need extra support with help seeking pathways
