Building Healthy Relationships wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that helps Australian teachers introduce healthy relationship skills through a structured, ready-to-teach lesson. Teachers guide students through what respectful communication, boundaries and trust look like in everyday relationships. Students learn to recognise the qualities of healthy connections, understand how communication and boundaries affect relationships, and practise respectful ways to express needs, resolve disagreements and ask for support when something does not feel right.
Healthy Relationships & Communication
Snapshot
Building Healthy Relationships
This lesson gives teachers a structured way to introduce practical relationship and communication skills without needing to build the content from scratch. Feedback: 4.0/5 from 206 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building relationship skills through communication, respect and boundaries
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 qualities of healthy and respectful relationships
recognise communication that supports connection compared with communication that causes misunderstanding or hurt
recognise signs that a boundary has not been respected
Understand
understand how clear boundaries support trust and respect in relationships
understand why communication style can affect how a disagreement is resolved
Practise
practise using respectful language to express needs and set boundaries
practise responding to disagreement without escalating conflict
practise identifying safe ways to seek support when a relationship feels unfair or unsafe
Who this lesson is for?
This lesson is designed for Years 7 and 8 students who are developing more independent friendships and relationships and building the communication skills that support them.
It is suitable for:
secondary wellbeing lessons
PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
transition support for new peer groups
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 healthy relationship skills Use when students need a starting point for understanding respect, trust and boundaries in relationships.
Building classroom or peer culture Use when reinforcing respectful communication and inclusive behaviour among students.
Reinforcing communication skills Use when students need structured practice expressing needs and listening to others.
Supporting students through friendship changes Use to give students language for navigating shifting friendships and new social groups.
Preparing for transition Use when students are moving into new peer groups or year levels and need clear relationship expectations.
Creating structured wellbeing discussion Use when you want a calm, teacher-led discussion about respect, communication and boundaries.
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 having clear, practical language for communicating in relationships before misunderstandings or unfair treatment become harder to manage. Healthy relationship skills are not something students automatically pick up. They need opportunities to practise them in a low-pressure setting. Building healthy relationships is not only about avoiding conflict. It is also about learning to communicate needs clearly, respect boundaries and repair connection when something goes wrong. This lesson supports a positive classroom culture by helping students see that respectful relationships are built through everyday choices, such as listening, being clear about boundaries and knowing when to ask for support.
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 listening clearly during discussion.
Boundary setting Students consider how to set and recognise boundaries in relationships.
Empathy Students explore how communication affects how others feel.
Conflict resolution Students practise responding to disagreement without escalating it.
Respect and inclusion Students reinforce respectful behaviour in everyday relationships.
Help-seeking Students learn safe ways to ask for support when a relationship feels unfair.
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 rather than personal disclosures
Make clear that the lesson is about building skills, not identifying specific relationships or people
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 unclear communication, disagreements or boundaries not being respected
Give students time to practise phrases they could use in real situations
Reinforce that respectful communication and calm conflict resolution are skills that take practice
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Encourage privacy rather than promising confidentiality, since safety concerns may need to be followed up
Reinforce that asking for support from a trusted adult is a responsible choice, not a last resort
Identify trusted adults students can speak to at school if a relationship feels unfair or unsafe
Adaptation options
Use partner or small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on boundary setting or help-seeking if students need extra support
