Safe & Healthy Relationships wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce respectful relationships and safe help-seeking through a structured, ready-to-teach lesson. Students learn to recognise signs of respect and disrespect in relationships, understand healthy boundaries and communication, and practise safe ways to respond or seek help when something feels wrong.
Healthy Relationships & Communication
Snapshot
Safe & Healthy Relationships
This lesson gives teachers a structured way to introduce respect, boundaries and safe help-seeking in relationships. Feedback: 4.1/5 from 29 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising respect, disrespect and unsafe behaviour in 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 signs of respect and disrespect in relationships
recognise behaviour that may indicate an unsafe or unhealthy relationship
recognise the difference between healthy conflict and harmful behaviour patterns
Understand
understand what healthy boundaries look like in different types of relationships
understand that respectful relationships involve fair communication and shared decision making
Practise
practise language for expressing boundaries and expectations respectfully
practise identifying safe, supportive people and services to speak with
practise responding to disrespectful or unsafe behaviour without managing risk alone
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are developing more independent friendships and relationships and are ready to think more critically about respect, boundaries and safety.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
classes preparing to discuss relationship skills more broadly
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 to explore respect, boundaries and communication in relationships.
Building on earlier relationship or communication lessons Use when students have covered friendship or communication skills and are ready to explore respect and safety in more depth.
Reinforcing healthy relationship expectations Use when revisiting class or cohort expectations around respectful behaviour.
Practising safe responses Use when students are learning how to respond to disrespectful or unsafe behaviour without confrontation.
Building help-seeking confidence Use when students need clearer understanding of who they can talk to if a relationship feels unsafe.
Supporting a respectful relationships unit Use when this lesson forms part of a broader wellbeing or PDHPE sequence on relationships.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from having clear, practical language for recognising respect and identifying behaviour that does not feel safe, before patterns become harder to notice or discuss. Healthy relationship education is not only about responding after something goes wrong. It is also about helping students build the skills to communicate clearly, set boundaries, and recognise the difference between normal disagreement and behaviour that feels controlling or unsafe. This lesson supports a proactive approach to respect and safety in relationships. Students learn that seeking support is a reasonable and responsible response, and that trusted adults and services are available if a relationship feels difficult or unsafe to manage alone.
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 needs and boundaries clearly and respectfully.
Boundary setting Students consider what healthy boundaries look like and how to express them.
Respectful relationships Students identify behaviour that reflects respect, fairness and care.
Help-seeking Students learn who to talk to if a relationship feels unsafe or difficult.
Conflict resolution Students explore how relationships can be repaired after disagreement.
Self-awareness Students reflect on their own expectations and experiences of respect in relationships.
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 examples and scenarios, not personal disclosures
Identify trusted adults or support services students can speak to at school
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 respectful and disrespectful behaviour rather than specific real situations
Give students time to practise boundary and communication language aloud or in writing
Reinforce that students do not need to manage unsafe situations alone
Allow students to respond through discussion, written reflection or scenario work depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not an overreaction
Explain that unsafe or unwanted behaviour should be shared with a trusted adult or support service
Keep discussion focused on privacy and respectful sharing rather than personal disclosures
Adaptation options
Use scenario discussion for confident groups
Use written or partner reflection for quieter groups
Spend more time on support pathways if students need help identifying who to talk to
Approach any references to unsafe or controlling behaviour with calm, non-graphic language, and avoid framing safety as something students must manage on their own.
