Empowering Positive Masculinity wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 11 that helps Australian teachers introduce a positive, respectful vision of masculinity through a structured, ready-to-teach lesson. Students explore consent, empathy and healthy relationships, and consider how respect, communication and self-identity shape the way they treat others. The lesson gives teachers a calm, structured way to open discussion about masculinity, respect and relationships without asking any student to speak on behalf of a particular group or identity.
Healthy Relationships & Communication
Snapshot
Empowering Positive Masculinity
This lesson gives teachers a structured way to introduce positive masculinity, respect and healthy relationships in secondary classrooms. Feedback: 4.1/5 from 80 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building a positive, respectful vision of masculinity through consent, empathy and healthy 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 harmful stereotypes about masculinity and how they can affect behaviour and relationships
recognise the signs of a respectful, healthy relationship
recognise when peer pressure or expectations around masculinity may be influencing their choices
Understand
understand that consent and respect are central to healthy relationships
understand how empathy and communication support respectful relationships
understand that self-identity can be shaped by respect for themselves and others
Practise
practise language for communicating boundaries and expectations respectfully
practise responding to pressure or stereotypes in safe, non-confrontational ways
practise showing empathy and support for others in relationship situations
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 11 who are developing their understanding of relationships, identity and respect. It suits students who are ready to discuss consent, empathy and healthy relationships in a structured, age-appropriate way.
It is suitable for:
secondary wellbeing or PDHPE lessons
pastoral care or advisory sessions
respectful relationships education
health and personal development units
identity and self-esteem focused 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 respectful relationships education Use when students are beginning to explore consent, respect and healthy relationships as part of a broader program.
Building classroom culture around respect Use when reinforcing expectations about respectful communication and behaviour between students.
Supporting identity and self-esteem work Use when students are exploring self-identity, confidence and how expectations around masculinity affect them.
Practising safe communication skills Use when students are learning how to set boundaries, communicate respectfully and respond to peer pressure.
Preparing for transition Use when students are moving into new social settings, such as senior years or new peer groups, and need clear relationship expectations.
Reinforcing a respectful relationships unit Use when extending or consolidating existing work on consent, empathy and relationships.
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 early, practical opportunities to think about what a respectful, positive version of masculinity looks like in their own lives. Building this understanding helps students recognise unhelpful stereotypes, communicate respectfully and form healthier relationships with peers. This lesson supports a proactive approach to respectful relationships, giving students language and confidence to navigate consent, empathy and communication before difficulties arise. It also gives students space to reflect on their own identity in a way that supports respect for themselves and others. For schools, the lesson supports a broader culture of respect, inclusion and healthy relationships, helping students build skills that carry into friendships, dating relationships and future workplaces.
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-identity Students reflect on how ideas about masculinity shape their sense of self.
Empathy Students consider how their words and actions affect others in relationships.
Communication skills Students practise language for expressing boundaries and expectations respectfully.
Respect for consent Students explore why consent and personal boundaries matter in all relationships.
Relationship skills Students build understanding of respectful, healthy relationship behaviours.
Resilience to peer pressure Students consider safe ways to respond to social or peer expectations.
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 personal stories about other people
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about building respect and understanding, not assigning blame
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, relatable examples rather than personal experiences
Give students time to discuss and practise respectful language
Avoid asking any student to speak on behalf of a gender, identity or group
Reinforce that respectful relationships apply to everyone, regardless of gender
Supporting safe discussion
Keep the discussion focused on scenarios rather than individual students
Remind students that privacy matters and personal stories should not be shared
Identify trusted adults students can speak to if they want to talk further
Adaptation options
Use small group discussion for confident classes
Use written reflection or paired discussion for quieter groups
Spend more time on consent and boundaries if students need additional support
