Healthy vs Unhealthy Relationships wellbeing lesson plan
A wellbeing lesson for Years 6 to 9 that helps Australian teachers introduce the difference between healthy and unhealthy relationship behaviours through a structured, ready-to-teach lesson. Students learn to recognise the qualities of respectful, supportive relationships, understand common signs of unhealthy behaviour, and practise communication skills such as setting boundaries and speaking up safely.
Healthy Relationships & Communication
Snapshot
Healthy vs Unhealthy Relationships
The lesson gives teachers a structured way to introduce healthy relationship skills without needing to build discussion prompts from scratch. Feedback: 4.4/5 from 46 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising healthy and unhealthy relationship behaviours and practising respectful 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 qualities of a healthy relationship, such as respect, trust and honesty
recognise common signs of unhealthy relationship behaviour, such as control, pressure or exclusion
recognise that unhealthy patterns can appear in friendships, family relationships and romantic relationships
Understand
understand that healthy relationships involve give and take from both people
understand why respectful communication supports stronger relationships
Practise
practise using clear, respectful language to express needs and set boundaries
practise responding calmly when a relationship feels unfair or unsafe
practise identifying a trusted adult they can talk to if a relationship feels wrong
Who this lesson is for?
This lesson is designed for students in Years 6 to 9 who are developing more complex friendships and relationships, including early romantic connections for some cohorts.
It is suitable for:
upper primary and secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
classes navigating changing peer and social dynamics
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 need a clear starting point for understanding healthy relationship qualities and communication skills.
Building classroom culture Use when reinforcing respect, fairness and healthy communication as part of everyday class expectations.
Supporting inclusion Use when students need language for including others and recognising when group behaviour feels unfair.
Practising respectful communication Use when students are learning how to express needs, set boundaries or disagree without escalating conflict.
Preparing for transition Use when students are moving into new peer groups, such as changing year levels or school settings.
Reinforcing help-seeking Use when students need reminding of who they can talk to if a relationship feels unfair, controlling or unsafe.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students in Years 6 to 9 are building more complex friendships, family dynamics and, for some, early romantic relationships. Having clear language for what healthy relationships look like helps students recognise respect, fairness and trust as everyday skills rather than abstract ideas. Understanding relationship health is not only about identifying problems. It also gives students confidence to communicate clearly, set boundaries and support their own wellbeing in everyday interactions. The lesson supports a classroom culture where students feel able to talk openly about relationships and know that trusted adults are available if something feels unfair or unsafe.
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 how relationships affect their own feelings and wellbeing.
Communication skills Students practise expressing needs and boundaries clearly and respectfully.
Relationship skills Students identify what respect, trust and fairness look like in practice.
Critical thinking Students consider the difference between healthy give and take and unhealthy control or pressure.
Help seeking Students identify a trusted adult they can speak to about relationship concerns.
Social awareness Students consider how relationship behaviours affect others around them.
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 rather than personal relationships
Make clear that the lesson is about building skills and language, not judging specific relationships
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 general examples such as respect, trust, control or exclusion rather than specific student situations
Give students time to practise respectful phrases aloud or in writing
Reinforce that speaking up safely and asking for help are responsible choices, not overreactions
Allow students to respond through discussion, written reflection or small group talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on real people
Reinforce that privacy matters when discussing relationships
Remind students that support is available if a relationship feels unfair or unsafe
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written response for quieter groups
Spend more time on communication phrases if students need extra support putting boundaries into words
