Building Healthy Masculinity wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 13 that helps Australian teachers introduce positive masculinity, confidence and kindness through a structured, ready-to-teach lesson. Students explore what healthy masculinity can look like in relationships, friendships and everyday school life, and practise respectful, confident ways to communicate with others. The lesson gives teachers a calm, structured way to talk about identity, respect and relationships without relying on stereotypes or assumptions about how young men should behave.
Healthy Relationships & Communication
Snapshot
Building Healthy Masculinity
This lesson gives teachers a structured way to introduce positive masculinity, respectful relationships and confidence building with senior secondary students. Feedback: 4.0/5 from 113 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring positive masculinity, confidence and kindness 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 qualities associated with positive masculinity, such as respect, empathy and confidence
recognise stereotypes or expectations that can place pressure on how young men are expected to behave
recognise signs of respectful and unhealthy behaviour in relationships and friendships
Understand
understand how consent, respect and communication support healthy relationships
understand how empathy and self-awareness contribute to confidence and self-identity
Practise
practise using respectful language when discussing relationships, boundaries and consent
practise identifying safe ways to seek support or speak up when something feels unfair or unsafe
practise reflecting on personal values around kindness, respect and identity
Who this lesson is for?
This lesson is designed for senior secondary students in Years 9 to 13 who are ready to explore identity, relationships and respectful communication in more depth.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE units on relationships and personal development
pastoral care or advisory sessions
respectful relationships programmes
discussions on identity, self-worth and social expectations
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 topics Use when starting a unit on relationships, consent or communication.
Exploring identity and self-worth Use when students are exploring identity, values and self-awareness in Health or PDHPE.
Reinforcing respectful communication Use when reinforcing consent, boundaries and respectful language across the cohort.
Supporting inclusion and belonging Use when building a classroom culture that challenges narrow ideas about gender and behaviour.
Preparing for transition Use when students are moving into new social, relationship or post-school contexts.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about masculinity, confidence and kindness.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young men receive a lot of messages about how they should look, act and feel, and these messages are not always helpful or accurate. Giving students structured time to explore positive masculinity helps them build confidence, empathy and respect without relying on stereotypes. This lesson matters because respectful relationships and self-identity are built through practice, not assumption. Students benefit from language and space to think through consent, boundaries and kindness before they are navigating these situations in real life. By focusing on strengths such as empathy, respect and confidence, the lesson supports a school culture where students feel able to express themselves and treat others well.
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
Self-identity Students reflect on personal values and the expectations that shape how they see themselves.
Empathy Students consider how words and actions affect others in relationships and friendships.
Respectful communication Students practise language for discussing consent, boundaries and respect.
Relationship skills Students explore what healthy, respectful relationships look like in practice.
Confidence Students build confidence to express themselves without relying on stereotypes.
Help-seeking Students learn when and how to seek support if a relationship feels unfair or unsafe.
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 about others
Frame discussion around general examples and scenarios rather than personal disclosures
Keep consent and relationship content age-appropriate, respectful and focused on safety rather than graphic detail
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 examples of relationships, friendships and social expectations rather than naming individuals
Encourage respectful disagreement and avoid framing masculinity as one fixed idea
Give students time to discuss and reflect rather than rushing through content
Reinforce that seeking support is a sign of strength, not weakness
Supporting safe discussion
Keep discussion focused on privacy and respectful language, not confidentiality
Encourage students to use general examples rather than naming classmates
Remind students of trusted adults or support pathways available at school
Adaptation options
Use small group discussion for confident cohorts
Use written reflection or paired discussion for quieter students
Spend more time on consent and boundaries if students need additional support
