Communication Styles wellbeing lesson plan
A secondary wellbeing lesson for Years 6 to 8 that helps Australian teachers introduce passive, assertive and aggressive communication through a structured, ready-to-teach lesson. Students learn to recognise different communication styles, understand how each style can affect relationships, and practise using assertive language in everyday school situations.
Healthy Relationships & Communication
Snapshot
Communication Styles
This lesson gives teachers a structured way to introduce communication styles and help students build practical, respectful communication skills. Feedback: 4.5/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Evaluating passive, assertive and aggressive communication
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 examples of each communication style in everyday school situations
recognise how tone, body language and word choice can shape a message
Understand
understand how different communication styles can affect friendships and group work
understand why assertive communication tends to support healthier relationships than passive or aggressive styles
Practise
practise using assertive language to express a need or opinion
practise responding to disagreement without becoming passive or aggressive
practise identifying communication styles in short scenarios
Who this lesson is for?
This lesson is designed for students in Years 6 to 8 who are building on earlier relationship and communication skills and are ready to think more critically about how people communicate.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
communication skills 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 communication skills Use when students are learning the basics of passive, assertive and aggressive communication for the first time.
Building classroom culture Use when reinforcing respectful communication and group work expectations.
Supporting respectful relationships units Use alongside broader relationship or wellbeing topics to strengthen communication foundations.
Practising responses to disagreement Use when students need structured practice responding to disagreement without escalating conflict.
Preparing for group work or peer collaboration Use before group tasks or projects where clear communication supports cooperation.
Reinforcing pastoral or advisory priorities Use when embedding communication and relationship skills into pastoral care or advisory programs.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students communicate constantly, in classrooms, friendships and group work, and the way they express themselves shapes how those interactions go. Understanding the difference between passive, assertive and aggressive communication gives students clearer language for noticing how their words and tone affect others. Communication skills are not only useful during conflict. Learning to recognise and practise assertive communication early supports students in everyday situations, from group tasks to friendships, and helps build a classroom culture where students feel able to express themselves respectfully. This lesson supports proactive skill-building rather than responding only after communication breaks down, giving students language and confidence they can use across school and social settings.
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-awareness Students reflect on their own communication style and how it affects others.
Emotional regulation Students consider how tone and delivery change the impact of a message.
Relationship skills Students practise assertive language that supports respectful interactions.
Conflict resolution Students explore ways to respond to disagreement without escalating conflict.
Empathy Students consider how different communication styles can make others feel.
Confidence Students build language for expressing needs and opinions clearly.
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 stories about other people
Frame the discussion around general examples and scenarios, not personal accusations
Make clear that the lesson is about building communication skills, not judging how anyone communicates
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 speaking up in a group, disagreeing with a friend or asking for something needed
Give students time to practise assertive phrases aloud or in pairs
Reinforce that assertive communication is about expressing needs clearly and respectfully, not confrontation
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than based on real classroom situations
Encourage respectful listening when students share ideas
Remind students that support is available if a conversation raises something they want to talk through with a trusted adult
Adaptation options
Use paired practice for confident groups
Use written reflection or sentence starters for quieter students
Spend more time unpacking assertive language if students need extra support building confidence
