Rethinking Masculinity wellbeing lesson plan
Rethinking Masculinity is a senior secondary wellbeing lesson for Years 11 to 13 that helps Australian teachers introduce masculine narratives and online sub-cultures through a structured, ready-to-teach lesson. Students learn to think critically about the messages they encounter online about masculinity, identity and relationships, and practise respectful, confident ways to communicate their own views and support others.
Healthy Relationships & Communication
Snapshot
Rethinking Masculinity
The lesson gives teachers a structured way to open up discussion about masculinity, online culture and respectful communication. Feedback: 4.2/5 from 18 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Critically exploring masculine narratives and online sub-cultures, and practising respectful communication
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 common narratives about masculinity that circulate on social media and online sub-cultures
recognise how online content can shape ideas about identity, relationships and behaviour
recognise when a narrative or message online may be narrow, pressuring or unhelpful
Understand
understand how masculine narratives can influence communication and behaviour in relationships
understand the difference between critically engaging with online content and accepting it without question
Practise
practise respectful ways to discuss and question masculine narratives with peers
practise language for setting boundaries and communicating respectfully online and offline
practise identifying trusted sources of support when online content feels pressuring or difficult to navigate
Who this lesson is for?
This lesson is designed for senior secondary students in Years 11 to 13 who are ready to think critically about identity, relationships and the messages they encounter online. It works well for students who already have some experience discussing respectful relationships and are comfortable with open, discussion based learning.
It is suitable for:
senior secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
digital literacy or online safety programmes
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 respectful relationships, identity or communication.
Building digital literacy Use when students need practice thinking critically about masculinity related content they encounter on social media.
Reinforcing respectful communication Use when reinforcing classroom expectations around respect, inclusion and communication between students.
Supporting classroom discussion on identity Use when students are exploring identity, gender expectations or social pressures in a structured way.
Preparing for pastoral or advisory programmes Use when advisory or pastoral time calls for a structured discussion on masculinity and online influence.
Extending respectful relationships or wellbeing units Use when a respectful relationships or wellbeing unit needs a lesson that connects online content to real life communication choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Senior secondary students are regularly exposed to online content that presents narrow or conflicting ideas about masculinity, identity and relationships. Helping students think critically about these narratives, rather than avoiding the topic, gives them tools they can use well beyond the classroom. The lesson supports proactive skill building rather than responding after a problem occurs. Students practise recognising pressuring or narrow messages, communicating respectfully with peers, and knowing where to seek support if online content feels difficult to navigate. By connecting online sub-cultures to everyday communication and relationships, the lesson helps students build confidence in forming their own views while treating others with respect.
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
Critical thinking Students learn to question and evaluate masculine narratives they encounter online.
Digital literacy Students consider how online sub-cultures and algorithms can shape ideas about identity and behaviour.
Respectful communication Students practise language for discussing masculinity and relationships respectfully with peers.
Self awareness Students reflect on how online content may influence their own views and choices.
Boundary setting Students consider how to set and communicate personal boundaries online and offline.
Help-seeking Students identify trusted people to speak with if online content feels pressuring or difficult.
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, influencers or share personal stories about people outside the classroom
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building critical thinking and respectful communication, not judging individual students' views
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 examples of online sub-cultures and masculine narratives rather than naming specific individuals or platforms unless supplied in your own materials
Encourage students to explain their reasoning rather than simply agreeing or disagreeing
Reinforce that questioning a narrative is not the same as criticising a person
Allow time for students to practise respectful language aloud or in small group discussion
Supporting safe discussion
Use scenarios rather than personal disclosures when discussing online content
Remind students that privacy matters when discussing online experiences
Direct students to trusted adults or agreed support options if a discussion raises difficult feelings
Adaptation options
Use small group discussion for classes that need more structure before whole class sharing
Extend discussion time for cohorts with strong interest in social media and online culture
Adjust examples to reflect the online platforms most relevant to your cohort, where appropriate
