Signs of Respect and Disrespect wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that helps Australian teachers introduce respectful and disrespectful behaviour through a structured, ready-to-teach lesson plan. Students learn to recognise signs of respect and disrespect at school, home and with friends, and practise language and choices that support healthy relationships.
Healthy Relationships & Communication
Snapshot
Signs of Respect and Disrespect
The lesson gives teachers a structured way to introduce respect and disrespect using language students can apply across different parts of their life. Feedback: 4.0/5 from 1463 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising respectful and disrespectful behaviour at school, home and with friends
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 everyday interactions at school, home and with friends
identify behaviours such as being listened to, having personal boundaries respected, or being excluded or spoken to unkindly
recognise that disrespectful behaviour can affect someone even as a single interaction, not only as a repeated pattern
Understand
understand how respectful behaviour supports healthy relationships
understand that respect can look different across school, home and friendship settings while still following similar patterns
Practise
practise language for naming respectful and disrespectful behaviour
practise communicating a personal boundary respectfully
practise calm, safe ways to respond to disrespect or ask a trusted adult for support
Who this lesson is for?
This lesson is designed for secondary students in Years 7 and 8 who are building on earlier learning about kindness, friendships and personal boundaries.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
class culture and behaviour expectation work
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 need shared language for talking about respect and disrespect across school, home and friendships.
Building classroom culture Use when reinforcing expectations around respectful communication and behaviour in the classroom.
Supporting inclusion Use when helping students notice and respond to behaviour that leaves someone out or dismisses their boundaries.
Practising safe responses Use when students are learning calm, non confrontational ways to respond to disrespectful behaviour.
Reinforcing respectful communication Use when revisiting expectations after a unit on friendships, communication or personal boundaries.
Preparing for transition Use when peer groups or routines are changing and students benefit from revisiting respectful behaviour expectations.
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 clear, shared language for recognising respect and disrespect before patterns of behaviour become harder to notice or address. Respect is not only about avoiding harm. It is also about students learning to notice how their words and actions affect others, communicate boundaries clearly and recognise when something does not feel fair, whether that happens at school, at home or with friends. The lesson supports a respectful classroom culture by helping students understand that respect is something they can actively practise, and that trusted adults are available if a situation feels unfair or difficult 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
Self-awareness Students reflect on how their own words and actions can show respect or disrespect.
Communication skills Students practise clear, respectful language for expressing needs and boundaries.
Boundary setting Students learn to recognise and communicate personal boundaries.
Empathy Students consider how respectful and disrespectful behaviour can affect others.
Relationship skills Students practise behaviours that support healthy, respectful relationships.
Help-seeking Students learn when and how to ask a trusted adult for support.
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 family members, or share other people's private stories
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear the lesson is about building language and skills, not identifying specific people
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 everyday examples such as being listened to, having a boundary respected or being spoken to unkindly
Give students time to practise respectful language and boundary setting aloud
Reinforce that safe responses can include speaking up calmly, walking away or asking for support, not only direct confrontation
Allow students to respond through discussion, written reflection or small group work depending on confidence
Supporting safe discussion
Keep examples general rather than based on personal disclosures
Reinforce that asking a trusted adult for help is a responsible choice
Follow your school's child safety or wellbeing procedures if concerns arise during discussion
Adaptation options
Use small group discussion for confident classes and partner reflection for quieter groups
Spend more time on boundary language if students need extra practice
Adjust examples to suit school, home or friendship contexts depending on your cohort
Discussion of respect and disrespect at home should be handled with particular care. Keep the focus on general patterns of respectful behaviour rather than asking students to describe their own family situations.
