Being Assertive wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce assertive communication through a structured, ready-to-teach lesson. Students learn to recognise the difference between passive, assertive and aggressive responses, and practise using clear, respectful language to express their needs and set boundaries. The lesson gives teachers a practical way to build students' confidence in everyday communication, from classroom discussions to friendships and future workplace interactions.
Healthy Relationships & Communication
Snapshot
Being Assertive
This lesson gives teachers a structured way to introduce assertive communication as a practical, everyday skill. Feedback: 4.3/5 from 30 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Practising assertive communication and boundary setting
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 the difference between passive, assertive and aggressive communication
recognise situations at school, home or work where assertive communication is useful
recognise how tone and body language affect how a message is received
Understand
understand why assertive communication supports respectful relationships
understand that setting a boundary is different from being confrontational
Practise
practise using clear, respectful language to express a need or opinion
practise setting a boundary in a calm and direct way
practise responding assertively in everyday scenarios
Who this lesson is for?
This lesson is designed for senior secondary students who are building more independence in their relationships, friendships and early workplace interactions.
It is suitable for:
senior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
communication skills or personal development units
careers or transition to work programs
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 assertive communication Use when students are learning the difference between passive, assertive and aggressive responses for the first time.
Building classroom culture Use when reinforcing respectful communication and boundary setting as part of everyday classroom expectations.
Supporting inclusion Use when students need practical ways to speak up for themselves or others in group settings.
Preparing for transition Use when students are moving into new subjects, workplaces or social settings that require clearer self-expression.
Reinforcing respectful communication Use when revisiting communication skills alongside other relationship or wellbeing topics.
Practising safe responses Use when students are learning how to set a boundary or disagree with someone without becoming aggressive or passive.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Assertive communication is a skill students use daily, from group work and friendships to part-time jobs and future workplaces. Many students default to either staying quiet or reacting strongly when they feel unheard, and both can make it harder to build respectful relationships. Teaching assertiveness proactively gives students language they can use before a difficult conversation happens, rather than only after something has gone wrong. It helps students understand that expressing a need or boundary clearly does not require conflict. This lesson supports students to communicate with more confidence while still being respectful of others, which contributes to calmer classrooms and stronger peer relationships over time.
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
Communication skills Students practise expressing needs and opinions clearly and respectfully.
Self-advocacy Students learn language for speaking up for themselves in everyday situations.
Boundary setting Students practise setting a boundary calmly without becoming confrontational.
Confidence Students build confidence to respond assertively rather than staying silent or reacting strongly.
Relationship skills Students consider how assertive communication supports respectful relationships.
Conflict resolution Students explore how clear communication can reduce misunderstandings and tension.
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 private stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building communication skills, not judging how students have responded in the past
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 everyday examples such as group work, friendships or casual workplace situations
Give students time to practise assertive phrases aloud or in pairs
Reinforce that assertive communication is different from being aggressive or confrontational
Allow students to respond through discussion, writing or paired practice depending on confidence
Supporting safe discussion
Keep examples general rather than based on real classmates
Use scenarios rather than personal disclosures when practising responses
Encourage students to seek support from a trusted adult if a real situation feels difficult to manage alone
Adaptation options
Use paired practice for confident groups
Use written reflection or sentence starters for quieter students
Spend more time on boundary setting language if students need extra support building confidence
