Respectful Language wellbeing lesson plan
A secondary wellbeing lesson for Years 9 and 10 that helps Australian teachers introduce respectful language and its role in healthy relationships through a structured, ready-to-teach lesson. Students learn how the words they choose can build respect or cause harm, and practise using language that supports fair, inclusive and respectful communication.
Healthy Relationships & Communication
Snapshot
Respectful Language
This lesson gives teachers a structured way to explore how everyday language choices affect respect, inclusion and communication in the classroom. Feedback: 4.4/5 from 44 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how language choices shape respect and relationships
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 language that is respectful compared to language that is dismissive, exclusive or harmful
recognise how tone and context can change the impact of the same words
recognise everyday examples of language that supports or undermines respect at school
Understand
understand that language choices can affect how included, valued or respected someone feels
understand that intent does not remove the impact of harmful language
Practise
practise choosing language that supports respectful, clear communication
practise rephrasing dismissive or exclusionary language into more respectful alternatives
practise giving feedback on language in a respectful, non-confrontational way
Who this lesson is for?
This lesson is designed for secondary students in Years 9 and 10 who are building more advanced communication and relationship skills. It suits students who are ready to reflect on how language affects others and to take part in structured, discussion-based learning.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programmes
communication skills 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 communication Use when students need a structured introduction to how language affects relationships and inclusion.
Building classroom culture Use when reinforcing expectations around respectful language and communication in the classroom.
Supporting inclusion Use when students need support recognising language that excludes or dismisses others.
Reinforcing communication skills units Use when extending existing communication skills or relationships education content.
Preparing for group or team based work Use when students will be working closely with peers and need shared language expectations.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about respectful language and its impact.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Language is one of the most common ways students build or damage relationships at school. Small choices in wording, tone or timing can shape whether someone feels respected, included or dismissed. Teaching respectful language is not only about correcting harmful comments after they happen. It is also about helping students notice their own language patterns and build the vocabulary to communicate respectfully, even during disagreement or feedback. This lesson supports a more respectful classroom culture by helping students understand that language is a skill they can practise and improve, and that respectful communication supports stronger, safer relationships with peers.
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
Self-awareness Students reflect on their own language habits and how these affect others.
Empathy Students consider how different language choices can make people feel included or excluded.
Communication skills Students practise rephrasing language to be clearer and more respectful.
Relationship skills Students build language for respectful disagreement and feedback.
Social awareness Students notice patterns of respectful and disrespectful language in everyday interactions.
Respectful relationships Students connect language choices to broader respectful relationship behaviours.
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 about other people
Frame the discussion around general examples and scenarios, not individual accusations
Make clear that the lesson is about building communication skills, not blaming specific people
Identify trusted adults students can speak to if a discussion raises a personal concern
During delivery
Use everyday examples of respectful and disrespectful language rather than personal disclosures
Give students time to practise rephrasing language aloud or in pairs
Reinforce that respectful responses do not require direct confrontation
Allow students to respond through discussion, writing or paired reflection depending on confidence
Supporting safe discussion
Keep examples general rather than tied to real people or events
Reinforce that seeking support from a trusted adult is a responsible choice
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 paired or small group discussion for confident classes
Use written reflection for quieter students
Spend more time on practising respectful rephrasing if students need additional support
