Avoiding & Preventing Harassment wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce respect, healthy relationships and safe responses to harassment through a structured, ready-to-teach lesson. Students learn to recognise harassing behaviour, understand the impact it can have on individuals and school communities, and practise respectful, assertive ways to respond and seek support.
Healthy Relationships & Communication
Snapshot
Avoiding & Preventing Harassment
The lesson gives teachers a structured way to build respect and safe responses to harassment into everyday classroom practice. Feedback: 4.4/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising harassment and practising respectful, assertive responses
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 that is disrespectful, unwanted or harassing
recognise how harassment can affect someone's sense of safety and belonging
recognise the difference between respectful disagreement and harmful behaviour
Understand
understand why respect and consent matter in everyday relationships
understand that harassment can happen in person or online and does not need to be repeated to cause harm
Practise
practise using clear, respectful language to set and communicate boundaries
practise safe ways to interrupt or respond to disrespectful behaviour
practise identifying trusted adults or support pathways when help is needed
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building their understanding of respect, healthy relationships and appropriate behaviour towards others.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programmes
classroom culture and behaviour expectation work
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 learning Use when students need a shared understanding of respect, boundaries and appropriate behaviour towards others.
Building classroom culture Use when reinforcing expectations around respectful communication and inclusion.
Supporting a healthy relationships unit Use alongside broader relationships or wellbeing programmes to reinforce respect and communication skills.
Practising safe responses Use when students are learning how to respond to disrespectful behaviour without escalating conflict.
Building help-seeking confidence Use when students need clarity on how and when to seek support from a trusted adult.
Preparing for transition or new social contexts Use when students are moving into new peer groups, subjects or year levels and need clear expectations around respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Respect is the foundation of healthy relationships, both in the classroom and in the wider school community. Students benefit from having clear language to describe what respectful behaviour looks like and how to respond when behaviour crosses into harassment. Prevention works best when it is proactive. Teaching students to recognise disrespectful or harassing behaviour early, and giving them safe ways to respond or ask for help, supports a more respectful school culture over time. This lesson helps students understand that respect is something everyone contributes to, and that support is available when a situation feels unsafe or 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
Respect and empathy Students consider how harassing behaviour affects others' sense of safety and belonging.
Communication skills Students practise clear, respectful language for setting boundaries.
Assertiveness Students explore safe, non-confrontational ways to respond to disrespectful behaviour.
Relationship skills Students build understanding of what respectful relationships look like in practice.
Help-seeking Students identify trusted adults and support pathways when needed.
Social awareness Students recognise the difference between disagreement and harmful 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 students not to name classmates or share other people's stories
Frame discussion around general examples and scenarios, not individual accusations
Make clear the lesson is about building respect and safe responses, not assigning blame
Identify trusted adults students can speak to 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 disrespectful or harassing behaviour rather than specific incidents
Give students time to practise respectful language and phrases aloud
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 confidence
Supporting safe discussion
Use privacy focused language rather than promising confidentiality
Encourage students to use general examples rather than personal disclosures
Reinforce that asking for help is a responsible and expected response
Adaptation options
Use small group discussion for confident classes
Use written reflection or paired work for quieter groups
Spend more time on trusted adults and support pathways if students need extra support identifying help options
