Empathy and Respectful Relationships wellbeing lesson plan
A primary wellbeing lesson for Years 5 to 6 that helps Australian teachers introduce empathy and respectful relationships through a structured, ready-to-teach lesson. Students learn why empathy matters in friendships, and practise recognising other people's feelings and responding with shared respect. The lesson gives teachers a calm, structured way to build empathy skills students can use in everyday friendships, without needing to respond to a specific incident first.
Healthy Relationships & Communication
Snapshot
Empathy and Respectful Relationships
The lesson gives teachers a structured way to introduce empathy as a practical relationship skill, rather than an abstract idea.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding why empathy matters in friendships and everyday 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 when a friend or classmate may be feeling upset, left out or uncomfortable
identify everyday situations in friendships where empathy makes a difference
recognise the difference between noticing a feeling and understanding why it matters
Understand
understand why empathy supports stronger, more respectful friendships
understand how shared respect helps friendship groups feel fair and inclusive
Practise
practise phrases that show they have noticed how someone else feels
practise responding to a friend's feelings with respect rather than dismissing them
practise checking in with a friend when something seems difficult for them
Who this lesson is for?
This lesson is designed for Year 5 and 6 students who are building on earlier friendship and kindness learning and are ready to think more specifically about empathy and shared respect.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
friendship and respectful relationships units
general class culture work on empathy and inclusion
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 empathy as a relationship skill Use when students are learning to notice and respond to other people's feelings for the first time.
Building classroom culture Use when reinforcing shared respect and inclusive behaviour as part of everyday class expectations.
Supporting a respectful relationships unit Use alongside broader friendship or relationships education work to add a focused empathy lesson.
Reinforcing friendship skills Use when students need a refresher on treating friends with consistent respect, particularly in shifting friendship groups.
Preparing for transition Use when peer groups are changing and students benefit from practising empathy in new social settings.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about empathy and respect rather than an open-ended conversation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Empathy is a skill students can build, not just a quality some people happen to have. Students benefit from practical language and practice, so they can notice how others feel and respond with respect in real friendship situations. Respectful relationships are not only about avoiding conflict. They also depend on students actively noticing each other's feelings, checking in with friends and treating people consistently and fairly, even when nothing has gone wrong. This lesson supports a classroom culture where empathy is expected and practised, not just discussed. Students learn that respectful relationships take ongoing attention, and that small, everyday choices shape how included and supported their friends feel.
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
Empathy Students practise noticing and considering how a friend might be feeling.
Social awareness Students identify everyday situations where someone may feel left out or upset.
Relationship skills Students practise language for checking in with a friend respectfully.
Self-awareness Students reflect on how their own words and actions affect others.
Respect and fairness Students consider what shared respect looks like within a friendship group.
Communication Students practise expressing empathy clearly and respectfully.
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, not personal accusations
make clear the lesson is about building empathy skills, not identifying who is or isn't kind
have a plan for students who may want to talk about a specific friendship situation privately afterwards
During delivery
use general, relatable examples such as noticing someone seems upset or left out
give students time to practise empathy phrases aloud or in pairs
reinforce that empathy is a skill everyone can build, not a fixed trait
allow students to respond through discussion, writing or partner talk depending on confidence
Supporting safe discussion
keep examples general rather than tied to real classroom events
remind students that privacy matters when discussing friendship situations
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 partner or small group discussion for confident classes
use written reflection for quieter students or those who prefer more processing time
extend the discussion into a broader respectful relationships or friendship unit where useful
