Power & Gender-Based Violence wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 11 that helps Australian teachers introduce how power contributes to sexual harassment and violence through a structured, ready-to-teach lesson. Students learn to recognise how power imbalances can influence behaviour in relationships, understand the importance of consent, respect and boundaries, and practise safe ways to seek help and support others. The lesson keeps discussion age-appropriate and safety-focused, giving teachers a calm, structured way to explore respect, boundaries and healthy relationships as part of a broader respectful relationships approach.
Healthy Relationships & Communication
Snapshot
Power & Gender-Based Violence
This lesson gives teachers a structured way to introduce power, consent and respect within everyday relationship contexts. Feedback: 4.5/5 from 29 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how power contributes to sexual harassment and violence, and practising respectful, safe responses
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 how power imbalances can appear in relationships, friendships and social situations
recognise behaviours that may signal disrespect, harassment or unsafe use of power
recognise that culture and social expectations can influence attitudes towards power and gender
Understand
understand how power can contribute to sexual harassment and violence
understand the role of consent, respect and boundaries in healthy relationships
understand that responding safely does not always mean direct confrontation
Practise
practise respectful language for discussing power, consent and boundaries
practise identifying safe ways to seek help or support a peer
practise strategies for communicating boundaries clearly and respectfully
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 11 who are developing their understanding of power, respect and relationships. It works well for students who have some familiarity with respectful relationships concepts and are ready to explore how power can influence behaviour in more depth.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
respectful relationships programs
pastoral care or advisory sessions
diversity, culture and identity units
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 concepts Use when students are beginning to explore power, consent and respect in relationships.
Building on consent and boundaries learning Use when reinforcing understanding of consent, boundaries and respectful communication.
Exploring diversity, culture and identity Use when connecting discussions of power and relationships to broader identity and culture topics.
Reinforcing classroom respect and communication norms Use when strengthening a classroom culture built on respect and safe communication.
Supporting a respectful relationships unit Use when this lesson forms part of a broader wellbeing or PDHPE sequence on relationships.
Preparing students for help-seeking conversations Use when students need confidence recognising unsafe behaviour and knowing safe support pathways.
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 clear, age-appropriate language for understanding how power operates in relationships, before they encounter situations where power is misused. Recognising this early supports respectful communication and helps students build confidence navigating relationships safely. Understanding power is not only about identifying harmful behaviour. It also helps students recognise fairness, respect and consent as everyday parts of healthy relationships, and understand that seeking support is a responsible and safe choice. This lesson supports a respectful classroom culture by giving students shared language for discussing power, boundaries and relationships calmly and constructively.
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
Social awareness Students notice how power can influence behaviour in relationships and social groups.
Communication skills Students practise respectful language for discussing consent and boundaries.
Critical thinking Students consider how culture and social expectations shape attitudes to power and gender.
Respect for boundaries Students explore why respecting boundaries matters in healthy relationships.
Help-seeking Students learn safe ways to seek support if they notice unsafe or disrespectful behaviour.
Belonging Students reinforce that everyone deserves respectful, safe relationships.
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 during discussion
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about building understanding and communication skills, not assigning blame
Identify trusted adults and support pathways students can access at school
During delivery
Use general, non-graphic examples when discussing power and respect in relationships
Give students time to discuss and practise respectful language
Reinforce that safe responses can include seeking help and are not limited to direct confrontation
Allow students to respond through discussion or reflection depending on confidence and comfort
Supporting safe discussion
Reinforce that asking for help is a responsible and safe choice
Explain that unsafe or disrespectful behaviour should be shared with a trusted adult
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 small group discussion for confident cohorts
Use individual reflection or written responses for quieter groups
Spend more time on support pathways if students need extra guidance identifying trusted adults
