Good and Bad Relationships wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce healthy and unhealthy friendship behaviour through a structured, ready-to-teach lesson. Students learn to recognise the signs that a friendship feels wrong, understand why respect and fairness matter in relationships, and practise safe ways to respond and seek support when something does not feel right.
Healthy Relationships & Communication
Snapshot
Good and Bad Relationships
The lesson gives teachers a structured way to help students identify healthy and unhealthy friendship behaviour and practise safe responses. Feedback: 4.7/5 average rating from 73 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when a friendship feels wrong and responding safely
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 that a friendship feels healthy, such as respect, trust and fairness
recognise signs that a friendship may feel wrong, such as pressure, exclusion or disrespect
recognise that feelings of discomfort in a friendship are worth paying attention to
Understand
understand that healthy friendships involve give and take, respect and honesty
understand that a friendship can feel wrong even without one obvious incident
Practise
practise describing how a friendship makes them feel using clear language
practise setting a simple boundary or saying no in a friendship situation
practise identifying a trusted adult they could speak to if a friendship feels unsafe
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building on earlier friendship learning and are ready to think more carefully about what makes a friendship feel healthy or unhealthy.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
respectful relationships programs
friendship and social skills groups
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 healthy relationships learning Use when students are beginning to explore what makes a friendship feel fair, respectful and safe.
Building classroom culture Use when reinforcing respect, fairness and kindness as everyday classroom expectations.
Supporting friendship groups Use when students are navigating changing friendships and need language to describe how they feel.
Practising boundary setting Use when students are learning how to say no or ask for space in a respectful way.
Building help-seeking confidence Use when students need to understand who they can talk to if a friendship feels wrong.
Preparing for transition Use when peer groups are changing and students need clear expectations for respectful 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 need clear, practical language for recognising when a friendship feels healthy and when something feels wrong, well before a difficult situation arises. Understanding relationships is not only about responding after a friendship breaks down. It is also about helping students notice fairness, respect and trust early, and giving them confidence to speak up or ask for help when something does not feel right. This lesson supports a positive classroom culture by helping students understand that healthy friendships involve mutual respect, and that noticing when a friendship feels wrong is a normal and important part of building safe relationships.
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 notice how a friendship makes them feel.
Social awareness Students recognise signs of respect, fairness or unfairness in friendships.
Communication Students practise describing feelings and setting boundaries clearly.
Relationship skills Students explore what respectful, trusting friendships look like.
Help seeking Students learn when and how to ask a trusted adult for support.
Decision making Students consider safe choices when a friendship feels wrong.
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 discussion around general examples and scenarios, not personal disclosures
Make clear the lesson is about building skills, not identifying specific friendships in the room
Identify trusted adults students can speak 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 everyday examples such as feeling respected, feeling pressured or feeling left out
Give students time to practise describing feelings and boundary language aloud
Reinforce that speaking up safely and asking for help are both valid responses, not only confronting the other person
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Keep the discussion focused on scenarios rather than real classmates
Reinforce that noticing a friendship feels wrong is normal and worth talking about
Follow your school's child safety or wellbeing procedures if concerns arise
Adaptation options
Use partner or small group discussion for confident classes
Use written reflection for quieter students
Spend more time identifying trusted adults if students need more support with help pathways
