Positive vs Negative Humour wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce the difference between humour that builds relationships and humour that can put others down, through a structured, ready-to-teach lesson. Students learn to recognise when humour includes or excludes others, understand how jokes and teasing can affect friendships, and practise using humour in ways that respect boundaries and support positive relationships.
Goal Setting, Mindset & Self-Worth
Snapshot
Positive vs Negative Humour
This lesson gives teachers a structured way to help students think about humour and the role it plays in their friendships. Feedback: 4.3/5 from 133 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising the difference between humour that strengthens relationships and humour that can hurt others
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 difference between humour that includes everyone and humour that puts someone down
recognise how tone, timing and audience can change how a joke is received
recognise when teasing or banter has shifted from fun to hurtful
Understand
understand how humour can be used to build connection and ease tension in relationships
understand that a person's intention behind a joke does not always match its impact on others
Practise
practise checking in with others about whether a joke or comment felt okay
practise choosing humour that includes rather than excludes
practise responding respectfully when a joke has affected someone else
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are navigating more complex friendships, group dynamics and social humour, including banter and jokes shared in person or online.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
friendship and peer relationship units
classroom culture and respectful communication work
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 topics Use when students need a starting point for thinking about humour within friendships.
Revisiting classroom culture Use when reinforcing respectful, inclusive communication as part of class expectations.
Supporting friendship group dynamics Use to support structured discussion about teasing or banter within peer groups.
Building self-awareness Use when students are learning to reflect on how their own jokes and comments affect others.
Preparing for transition Use when students are moving into new classes, subject groups or friendship groups and need shared expectations around humour and respect.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about humour, respect 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
Humour is part of how students connect, bond and build friendships, but it can also be a source of hurt when a joke excludes or targets someone. Giving students language to think about this difference supports healthier peer relationships. This topic matters because students are often making quick judgements about what is funny without pausing to consider how a comment lands for everyone involved. Building this awareness early supports more respectful classroom and friendship dynamics over time. The lesson keeps the focus on reflection and skill building rather than judgement. Students are encouraged to notice their own choices around humour and consider how to use it in ways that strengthen, rather than strain, their 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 reflect on how their own humour and comments can affect others.
Empathy Students consider how a joke might feel from someone else's perspective.
Communication skills Students practise checking in with others about whether a comment felt okay.
Relationship skills Students explore how humour can strengthen or strain friendships.
Respect for boundaries Students recognise when teasing has moved past what someone is comfortable with.
Confidence Students build confidence in making thoughtful choices about humour in social settings.
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 specific stories about other people
Frame the discussion around general examples and scenarios rather than personal accusations
Make clear the focus is on understanding humour's impact, not judging particular students or friendship groups
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 teasing between friends, banter in group chats or jokes that land differently for different people
Give students time to discuss in pairs or small groups before sharing with the class
Reinforce that humour is subjective and checking in with others is a useful habit, not an overreaction
Keep the discussion reflective rather than focused on specific recent events in the class
Supporting safe discussion
Use general examples rather than personal disclosures
Encourage students to focus on patterns and choices rather than naming individuals
Remind students they can speak to a trusted adult if a joke or comment has affected them
Adaptation options
Use small group discussion for quieter classes
Use written reflection for students who prefer not to speak aloud
Spend more time unpacking examples of inclusive humour if students need extra support
