Preventing Sexual Harassment wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 13 that helps Australian teachers introduce respectful relationships, boundaries and safe responses to sexual harassment through a structured, ready-to-teach lesson. Students learn to recognise unsafe or disrespectful behaviour, understand the role of consent and boundaries in relationships, and practise safe ways to communicate, respond and seek support.
Healthy Relationships & Communication
Snapshot
Preventing Sexual Harassment
The lesson gives teachers a structured way to introduce sexual harassment prevention using clear, age-appropriate language and practical response skills. Feedback: 4.1/5 from 33 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe behaviour and practising respectful, boundary-based 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 behaviours that cross boundaries or show a lack of respect, such as unwanted comments, jokes or pressure
recognise that a single incident, as well as repeated behaviour, can be harmful
recognise the difference between respectful attention and behaviour that makes someone feel unsafe or uncomfortable
Understand
understand the role of consent and personal boundaries in healthy relationships
understand why respectful communication matters in person and online
Practise
practise clear, respectful language for setting and communicating boundaries
practise safe ways to respond to unwanted behaviour without confrontation
practise identifying trusted adults and support options to seek help
Who this lesson is for?
This lesson is designed for secondary students in Years 9 to 13 who are building understanding of respectful relationships, boundaries and consent.
It is suitable for:
secondary wellbeing or Health lessons
PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
senior years relationship and communication 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 learning Use when students need foundational language for consent, boundaries and respectful communication.
Reinforcing school expectations Use when reinforcing respectful behaviour standards across the school community.
Supporting healthy relationship skills Use to build student confidence in communicating boundaries clearly and respectfully.
Practising safe responses Use when students are learning how to respond to unwanted behaviour without confrontation.
Building help-seeking confidence Use when students need to understand who to talk to and how to access support.
Preparing for new social contexts Use when students are entering new social, school or workplace settings and need clear expectations around respect and boundaries.
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, practical language for recognising disrespectful behaviour and knowing how to respond safely, well before difficult situations arise. Preventing sexual harassment is not only about responding after harm occurs. It is also about helping students understand consent, communicate boundaries clearly and recognise when behaviour, even a single comment or action, is not okay. This lesson supports a respectful school culture by helping students see that healthy relationships rely on clear communication and mutual respect, and that trusted adults and support pathways are available whenever a situation feels unsafe or difficult to manage alone.
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
Boundary setting Students practise clear, respectful language for communicating personal boundaries.
Respectful communication Students consider how to express discomfort or disagreement without escalating conflict.
Consent awareness Students build understanding of consent and its role in respectful relationships.
Help-seeking Students learn who to talk to and how to access support if something feels unsafe.
Safety awareness Students recognise behaviour that crosses boundaries, even when it happens only once.
Peer support Students consider how to support a friend who describes unwanted or unsafe behaviour.
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 scenarios and general examples, not personal disclosures
Make clear the lesson is about building skills and understanding, not assigning blame
Identify trusted adults and support pathways students can access 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, age-appropriate examples such as unwanted comments, pressure or jokes that make someone uncomfortable
Keep language respectful and safety-focused, and avoid graphic detail
Reinforce that students do not need to manage unsafe situations alone
Allow students to respond through discussion or written reflection depending on confidence and comfort
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Avoid asking students to speak on behalf of a group, gender or lived experience
Encourage general examples and scenarios rather than personal stories
Adaptation options
Use small group or partner discussion for confident classes
Use individual written reflection for quieter groups
Spend more time on support pathways and trusted adults if students need extra guidance
