Reconciling Relationships wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce the skills students need when deciding whether to reconcile or end a relationship, through a structured, ready-to-teach lesson. Students learn to reflect on communication, respect and boundaries in relationships, and practise language for repairing a relationship or ending it safely and respectfully.
Healthy Relationships & Communication
Snapshot
Reconciling Relationships
The lesson gives teachers a structured way to guide students through evaluating relationships and making respectful, considered decisions about them. Feedback: 4.4/5 from 21 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Deciding whether to reconcile or end a relationship
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 relationship may need repair, clearer boundaries or a respectful ending
recognise the difference between a relationship that can be worked through and one that is no longer healthy
recognise when a relationship situation should be shared with a trusted adult
Understand
understand that reconciling a relationship is a choice, not an obligation
understand how communication, respect and boundaries influence relationship decisions
Practise
practise language for expressing concerns respectfully in a relationship
practise steps for deciding whether to repair or end a relationship
practise identifying safe, respectful ways to communicate a decision to another person
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who have some experience with friendships and early relationships and are building skills for managing more complex relationship decisions.
It is suitable for:
secondary wellbeing lessons
PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
classroom discussion about communication and boundaries
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 relationship decision making Use when students are learning how to think through whether to repair or end a relationship.
Building on respectful relationships learning Use when extending earlier lessons on communication, respect and boundaries into more complex relationship decisions.
Reinforcing healthy communication skills Use when students need practice expressing concerns or expectations respectfully.
Supporting students through friendship or relationship changes Use when students are learning to manage the natural ups and downs of friendships and relationships.
Preparing for transition Use when peer groups and relationships are changing and students need decision making skills.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about relationship choices, 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 regularly navigate decisions about whether to stay in, repair or step away from a relationship, whether that is a friendship or an early relationship. Having a structured way to think through these decisions helps students make choices based on respect, communication and their own wellbeing, rather than pressure or habit. This lesson supports students to see that ending or repairing a relationship can both be respectful outcomes, depending on the situation. It builds confidence in using clear, respectful language and recognising when a relationship no longer feels fair, and when support from a trusted adult may help.
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
Communication Students practise expressing concerns and expectations clearly and respectfully.
Self-awareness Students reflect on how a relationship makes them feel and what they need from it.
Boundary setting Students identify personal boundaries and how to communicate them.
Decision making Students practise weighing up whether to repair or end a relationship.
Respectful relationships Students consider what respect looks like when a relationship becomes difficult.
Help-seeking Students recognise when a relationship situation may need support from a trusted adult.
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 relationship stories
Frame the discussion around general scenarios rather than personal disclosures
Clarify that ending a relationship can be a healthy, respectful choice, not a failure
Identify trusted adults students can speak to at school
During delivery
Use general examples of friendships or early relationships rather than specific incidents
Give students time to practise respectful language aloud or in writing
Reinforce that there is no single right answer, decisions depend on the relationship and the people involved
Allow students to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Keep examples general, with no naming classmates or describing real relationships
Encourage students to use scenarios rather than personal disclosures
Remind students they can seek support after the lesson if something feels unsafe
Adaptation options
Use structured discussion questions for confident groups
Use written reflection or paired talk for quieter groups
Spend more time identifying trusted adults if students need extra support with help seeking
