Repairing Relationships wellbeing lesson plan
A wellbeing lesson for Years 6 to 8 that helps Australian teachers introduce practical strategies for rebuilding relationships through a structured, ready-to-teach lesson. Students learn how to recognise when a relationship needs repair, use respectful communication and boundaries, and practise steps for rebuilding trust after a disagreement or misunderstanding.
Healthy Relationships & Communication
Snapshot
Repairing Relationships
The lesson gives teachers a structured way to introduce relationship repair skills without needing to build materials from scratch. Feedback: 4.2/5 from 81 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Practical strategies for rebuilding relationships after conflict or difficulty
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 when a relationship has been affected by conflict, misunderstanding or hurt feelings
recognise signs that a relationship may be ready for repair
recognise the difference between repairing a relationship and ignoring a problem
Understand
understand that healthy relationships can include disagreement and still be repaired
understand why respectful communication supports rebuilding trust
understand that boundaries can be part of repairing a relationship safely
Practise
practise using respectful language to talk about what happened
practise listening to another person's perspective without interrupting
practise identifying reasonable steps for rebuilding a relationship
Who this lesson is for?
This lesson is designed for students in Years 6 to 8 who are building on existing friendship and communication skills and are ready to think more deliberately about repairing relationships after conflict. It works well for students who already have some experience discussing feelings, fairness and respectful behaviour in a classroom setting.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
communication skills programs
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 repair skills Use when students are learning language and steps for rebuilding a relationship after conflict.
Building on communication skills work Use when reinforcing respectful listening, expressing feelings and boundary setting.
Supporting a respectful relationships unit Use as part of a broader sequence on healthy relationships and communication.
Reinforcing classroom or friendship expectations Use when revisiting how students are expected to treat each other after disagreements.
Preparing for group work or team activities Use before collaborative tasks that may involve disagreement or differing opinions.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about rebuilding trust and respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students experience disagreements, misunderstandings and friendship tension as a normal part of school life. Learning how to repair a relationship, rather than avoid it or let it break down, is a practical skill that supports healthy relationships over time. Repairing relationships is not only about resolving conflict after it happens. It is also about teaching students to communicate respectfully, listen to different perspectives and understand that most relationships can recover from difficulty when both people are willing to engage. This lesson supports a classroom culture where students feel confident using respectful language, setting boundaries and working through disagreements without needing every relationship to end when things go wrong.
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 skills Students practise expressing feelings and listening to another person's perspective.
Emotional awareness Students consider how conflict or hurt feelings affect a relationship.
Boundary setting Students learn that repairing a relationship can include clear, respectful boundaries.
Conflict resolution Students explore practical steps for working through disagreements.
Respectful relationships Students practise language that supports respect during difficult conversations.
Help-seeking Students recognise when a trusted adult can support a difficult relationship situation.
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 stories about other people
Frame discussion around general examples and scenarios, rather than personal disclosures
Make clear that the lesson is about building skills, not resolving a specific situation in the room
Identify trusted adults students can speak to if a relationship feels difficult to manage alone
During delivery
Use general examples such as friendship disagreements, group work tension or misunderstandings
Give students time to practise respectful language aloud or through discussion
Reinforce that repairing a relationship does not mean agreeing to everything or ignoring boundaries
Allow students to respond through discussion, writing or partner reflection depending on confidence
Supporting safe discussion
Encourage privacy and respectful discussion rather than naming classmates
Reinforce that asking a trusted adult for support is a reasonable step, not a last resort
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 classes and partner or written reflection for quieter groups
Spend more time on boundary setting if students need extra support distinguishing repair from ignoring a problem
Adjust scenario examples to reflect the age and context of your cohort
