Respectful Friendships wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that helps Australian teachers introduce respectful friendships through a structured, ready-to-teach lesson. Students explore what respect looks like in everyday friendships and practise the communication skills that help friendships stay healthy. Students learn to recognise respectful and disrespectful behaviour in friendships, understand why boundaries and honest communication matter, and practise language they can use to manage disagreements, include others and ask for support when a friendship feels difficult.
Healthy Relationships & Communication
Snapshot
Respectful Friendships
The lesson gives teachers a structured way to guide students through respectful friendship behaviour without needing extra preparation.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Treating friends with respect through communication and boundaries
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 respectful and disrespectful behaviour in friendships
Identify examples of healthy communication, such as listening, honesty and checking in with a friend
Recognise when a friendship pattern feels unfair or one sided
Understand
Understand why setting and respecting boundaries supports healthy friendships
Understand how tone, words and body language can affect how a friend feels
Practise
Practise phrases for expressing a boundary or disagreeing respectfully
Practise responding when a friend sets a boundary
Practise identifying when to speak to a trusted adult about a difficult friendship situation
Who this lesson is for?
This lesson is designed for Years 7 and 8 students who are navigating more complex friendship dynamics as they move through secondary school. It works well for students who already have some understanding of kindness and inclusion and are ready to explore respect in friendships in more depth.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programmes
general friendship and communication skill building
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 are beginning a unit on friendships, communication or respectful relationships and need a shared starting point.
Building classroom culture Use when reinforcing expectations around respectful communication, inclusion and fair treatment among peers.
Supporting inclusion Use when students need language for including others and recognising when a friend feels left out.
Practising communication skills Use when students are learning how to express a boundary, disagree respectfully or check in with a friend.
Reinforcing respectful communication Use when previous lessons on kindness or bullying need to be extended into more nuanced friendship skills.
Preparing for transition Use when friendship groups are shifting, such as at the start of a school year or after class changes, and students need clear expectations for respectful behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Friendships in early secondary school become more complex, and students benefit from clear, practical language for navigating them respectfully. Respect in friendships is not only about avoiding conflict. It also involves everyday choices such as listening, including others and communicating honestly. Teaching respectful friendships proactively gives students the chance to build these skills before difficulties arise, rather than only addressing behaviour once a friendship has broken down. Students learn that respect involves ongoing effort from everyone in the friendship, not a single rule to follow. This lesson supports a positive classroom culture by helping students see that respectful friendships are built through small, consistent behaviours. Students also learn that support is available if a friendship situation becomes difficult to manage on their own.
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 thoughts, boundaries and disagreement respectfully.
Empathy Students consider how their words and actions affect how a friend feels.
Self-awareness Students reflect on their own role and behaviour within friendships.
Boundary setting Students learn language for setting and respecting personal boundaries.
Conflict resolution Students explore how to manage disagreement without damaging the friendship.
Help-seeking Students identify when a friendship 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 other people's stories during discussion
Frame activities around general scenarios rather than personal experiences
Make clear that the lesson is about building skills, not identifying who is right or wrong in a specific situation
Identify trusted adults students can speak to if a friendship situation feels difficult
During delivery
Use everyday friendship examples rather than specific real incidents
Give students time to practise phrases aloud in pairs before sharing with the class
Reinforce that disagreeing respectfully does not require confrontation
Allow students to respond through discussion or written reflection depending on confidence and group dynamics
Supporting safe discussion
Keep examples general rather than tied to real classmates
Reinforce that asking for help with a difficult friendship is a responsible choice, not a failure
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 students who are less comfortable sharing with the whole class
Use written reflection as an alternative to spoken role-play
Spend more time on boundary language if students need extra practice
