Building Stronger Friendships wellbeing lesson plan
A wellbeing lesson for Years 6 to 8 that helps Australian teachers introduce practical strategies for resolving conflict and rebuilding trust in friendships, through a structured, ready-to-teach lesson. Students learn how to recognise common causes of friendship conflict, practise clear and respectful communication, and explore ways to rebuild trust after a disagreement.
Healthy Relationships & Communication
Snapshot
Building Stronger Friendships
This lesson gives teachers a structured way to introduce conflict resolution and trust repair skills using practical, age-appropriate language. Feedback: 4.2/5 from 95 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Resolving conflict and rebuilding trust in friendships
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 common causes of conflict in friendships, such as misunderstandings or broken trust
recognise how unresolved conflict can affect a friendship over time
recognise when a friendship difficulty needs support from a trusted adult
Understand
understand that healthy friendships can involve disagreement and still be repaired
understand what rebuilding trust after a conflict can look like
Practise
practise using respectful language to explain how they feel during a disagreement
practise listening to another person's point of view without interrupting
practise identifying small steps that can help rebuild trust after a friendship conflict
Who this lesson is for?
This lesson is designed for students in Years 6 to 8 who are building more complex friendships and starting to navigate disagreements, changing social groups and trust issues more independently.
It is suitable for:
upper primary and junior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
transition support as students move between primary and secondary settings
respectful relationships or communication skills programmes
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.
Building classroom culture Use when establishing expectations around respectful communication and conflict resolution early in the year.
Introducing communication skills Use when students need practical language for explaining feelings and listening to others during disagreements.
Supporting friendship transitions Use when peer groups are shifting and students need strategies for navigating change.
Reinforcing respectful relationships learning Use when revisiting or extending earlier work on healthy relationships.
Preparing for transition Use when students are moving between primary and secondary settings and friendship groups are changing.
Supporting students after a friendship disagreement Use to support structured discussion after a disagreement, using general examples rather than focusing on specific individuals.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Friendships in Years 6 to 8 become more complex, and disagreements, hurt feelings and broken trust are a normal part of that change. Students benefit from having clear, practical strategies for working through these moments rather than only avoiding or escalating them. Building stronger friendships is not just about resolving problems after they happen. It is also about teaching students early how to communicate clearly, listen to another perspective and take small steps to rebuild trust when something has gone wrong. This lesson supports a more positive classroom culture by helping students see conflict as something that can be worked through, rather than something to fear. Students learn that disagreements do not have to end a friendship, and that trusted adults are available if a situation feels too 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
Communication skills Students practise explaining feelings and listening during disagreements.
Empathy Students consider how conflict and broken trust can affect a friend.
Conflict resolution Students explore practical steps for working through a disagreement.
Trust and repair Students identify small, realistic actions that can help rebuild trust.
Self awareness Students reflect on their own role and reactions in a disagreement.
Relationship skills Students practise language for maintaining respectful, healthy friendships.
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 specific stories about other people's friendships
Frame the discussion around general scenarios rather than personal experiences
Make clear that the lesson is about building skills, not resolving a specific incident
Identify trusted adults students can speak to if a friendship issue feels difficult to manage
During delivery
Use everyday examples such as broken promises, disagreements or feeling left out
Give students time to practise phrases aloud or in pairs
Reinforce that healthy friendships can include disagreement and still be repaired
Encourage students to use general examples rather than current classroom situations
Supporting safe discussion
Reinforce privacy and respectful discussion rather than promising confidentiality
Remind students that asking a trusted adult for help is a reasonable and safe choice
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use pair or small group discussion for confident classes
Use written reflection for quieter students
Spend more time on communication phrases if students need extra practise
