Domestic Abuse wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 12 that helps Australian teachers introduce domestic abuse through a structured, ready-to-teach lesson. Students learn to recognise signs of unhealthy or unsafe relationship behaviour, examine the effects on individuals and families, and build understanding of respectful relationships and safe help-seeking. The lesson keeps the focus on practical relationship skills, including communication, boundaries and knowing where to find support, rather than on any single scenario or incident.
Healthy Relationships & Communication
Snapshot
Domestic Abuse
This lesson gives teachers a structured way to introduce domestic abuse as part of broader relationship and wellbeing learning. Feedback: 4.4/5 from 12 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising signs of domestic abuse and examining its effects on individuals, families and 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 signs of controlling, harmful or unsafe behaviour within a relationship
identify the difference between respectful and disrespectful relationship behaviour
recognise that domestic abuse can affect people from any background or family structure
Understand
understand how domestic abuse can affect individuals, families and relationships over time
understand that healthy relationships are built on respect, trust and clear boundaries
understand that support is available and that seeking help is a safe and responsible choice
Practise
practise identifying examples of respectful communication and boundary setting
practise language for describing unhealthy relationship behaviour
practise identifying safe ways to seek support or share concerns with a trusted adult
Who this lesson is for?
This lesson is designed for secondary students in Years 10 to 12 who are building a deeper understanding of relationships, respect and personal safety. It works well for students who have some prior experience discussing healthy relationships and are ready to examine more complex relationship dynamics in a structured, supported way.
It is suitable for:
senior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
units exploring diversity, culture and identity in relationships
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 learning Use when students are building foundational understanding of respect, boundaries and healthy communication before exploring more complex relationship dynamics.
Extending a healthy relationships unit Use when students are ready to examine what can happen when respect and trust break down in a relationship.
Reinforcing communication and boundary setting Use when revisiting how students negotiate boundaries and respect in relationships.
Supporting inclusion and diversity discussions Use when exploring how culture, identity and family background can shape relationship expectations and experiences.
Building help-seeking confidence Use when students need to understand where to find support and how to raise concerns safely.
Preparing students for greater independence Use when students are approaching further study, work or independent living and may benefit from clearer relationship knowledge.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Older secondary students are forming ideas about what respectful relationships look like, often shaped by family experience, peer relationships and what they see around them. Giving students clear language to recognise unhealthy or unsafe behaviour supports safer decision making, whether in their own relationships or when supporting a friend. Domestic abuse is not always easy to recognise, particularly when it develops gradually or becomes normalised within a relationship or family. This lesson supports students to build knowledge and confidence around relationship behaviour proactively, rather than waiting until a difficult situation has already occurred. By focusing on respect, communication and safe help-seeking, the lesson supports a practical, skill-building approach to relationship education. Students learn that seeking support is a responsible and safe choice, not something 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
Relationship literacy Students learn to distinguish respectful from harmful relationship behaviour.
Empathy Students consider how domestic abuse can affect individuals and families.
Communication skills Students practise language for discussing boundaries and respect.
Critical thinking Students examine how culture and identity can shape relationship expectations.
Help-seeking Students learn safe ways to seek support or raise concerns.
Protective behaviours Students recognise that unsafe relationship behaviour should be shared with a trusted adult or support service.
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 share personal stories or name people involved in real situations
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about building understanding and safe responses, not managing risk alone
Identify trusted adults and support services students can be directed to at school
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, non-graphic examples when discussing signs and effects of domestic abuse
Keep language calm and non-judgmental, avoiding blame directed at any person
Reinforce that safe responses include speaking up safely, seeking support and reporting concerns to a trusted adult, not only direct confrontation
Allow students to respond through discussion or written reflection depending on confidence and comfort
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures, and avoid suggesting discussions are private since safety concerns may need to be shared with appropriate staff
Avoid asking students to speak on behalf of a particular culture, identity or family background
Signpost school based and external support services students can access after the lesson
Adaptation options
Use structured small group discussion for confident cohorts
Use written or individual reflection for students who prefer a quieter approach
Spend more time on support pathways if students need help identifying who to contact
Keep the tone measured throughout. The aim is to build knowledge and confidence, not to dwell on distressing detail.
