Addressing Gender Violence wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 11 that helps Australian teachers introduce gender, respect and relationships through a structured, ready-to-teach lesson. Students learn to recognise respectful and unsafe behaviour in relationships, understand consent and personal boundaries, and practise safe ways to speak up or seek support. The lesson gives teachers a calm, structured way to explore a sensitive topic using age-appropriate, safety-focused language, without needing to prepare additional materials.
Healthy Relationships & Communication
Snapshot
Addressing Gender Violence
This lesson gives teachers a structured way to introduce gender, respect and relationships using age-appropriate, safety-focused language. Feedback: 4.3/5 from 41 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe behaviour and practising respectful, safe responses in relationships
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise behaviour in relationships that is respectful compared to behaviour that is unsafe or disrespectful
recognise how gender stereotypes or expectations can contribute to unfair or harmful behaviour
recognise signs that someone's personal boundaries are not being respected
Understand
understand what consent means in the context of respectful relationships
understand that everyone has the right to set and maintain personal boundaries
understand the role of trusted adults and support pathways in keeping people safe
Practise
practise language for expressing and respecting personal boundaries
practise safe ways to speak up or seek support if a relationship feels unsafe
practise respectful communication in relationship and friendship scenarios
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 11 who are building understanding of respect, gender and relationships, and who have some existing familiarity with respectful relationships or personal safety concepts.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships education
consent and relationships units
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 respectful relationships Use when students need a structured starting point for exploring gender, respect and healthy relationships.
Building on consent education Use when reinforcing understanding of consent and personal boundaries.
Revisiting classroom or school expectations Use when reinforcing respectful communication and behaviour between peers.
Supporting a respectful relationships unit Use as part of a broader wellbeing, PDHPE or pastoral sequence on relationships and personal safety.
Practising safe responses Use when students are learning how to speak up safely or seek support without needing to manage a situation alone.
Preparing for social or relationship changes Use when students are navigating new friendships, relationships or social pressures and need clear expectations.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from clear, practical language for recognising respect and disrespect in relationships before unsafe patterns become normalised. Addressing gender and relationships is not only about responding after harm occurs. It is also about helping students understand consent, set boundaries and recognise when an interaction does not feel safe or respectful. This lesson supports a safer school culture by helping students understand that respect is something they can practise every day, and that support is available if something feels wrong.
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
Respectful communication Students practise language for expressing and respecting boundaries.
Consent awareness Students build understanding of what consent means in relationships.
Critical thinking about gender Students consider how gender stereotypes can shape expectations in relationships.
Boundary setting Students learn to recognise and assert personal boundaries.
Help-seeking Students identify safe ways to ask for support if a relationship feels unsafe.
Empathy Students consider how disrespectful or unsafe behaviour can affect others.
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 students not to name classmates or share personal stories
Frame discussion around general scenarios and examples, not personal disclosures
Make clear that the lesson is about building respect and safety skills, not assigning blame
Identify trusted adults or support pathways students can access at school
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use general, age-appropriate examples of respectful and disrespectful behaviour
Give students time to consider and discuss boundaries and consent in relationship contexts
Reinforce that students do not need to confront or manage unsafe situations alone
Allow students to respond through discussion, written reflection or small group work depending on comfort
Supporting safe discussion
Reinforce that asking for help is a responsible and safe choice
Explain that unsafe or unwanted behaviour should be shared with a trusted adult
Follow school child safety procedures if concerns arise during or after the lesson
Adaptation options
Use small group discussion for confident cohorts
Use written reflection or scenario cards for quieter groups
Spend more time on support pathways if students need help identifying trusted adults or services
Keep language age-appropriate and safety-focused throughout, and avoid graphic detail when discussing unsafe behaviour.
