The Psychology of Bullies wellbeing lesson plan
A secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce the psychology behind bullying behaviour through a structured, ready-to-teach lesson. Students explore why people bully others, building empathy, perspective and safe, respectful ways to respond to harmful behaviour in everyday relationships.
Healthy Relationships & Communication
Snapshot
The Psychology of Bullies
The lesson gives teachers a structured way to explore the reasons behind bullying behaviour and connect this understanding to respectful relationship skills. Feedback: 4.1/5 from 69 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding why people bully others and building empathy and respectful responses
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 possible reasons behind bullying behaviour, such as seeking control or reacting to personal difficulties
recognise the impact of bullying on individuals and group dynamics
recognise the difference between understanding a behaviour and accepting it
Understand
understand that bullying behaviour is often connected to underlying feelings or social pressures
understand how empathy can inform a safer, more respectful response to bullying
Practise
practise using respectful language when discussing bullying behaviour
practise identifying safe ways to respond to or support someone affected by bullying
practise applying empathy and perspective taking in everyday relationship situations
Who this lesson is for?
This lesson is designed for senior secondary students in Years 10 to 13 who are ready to think critically about the reasons behind bullying behaviour, rather than only its impact.
It is suitable for:
secondary wellbeing lessons
PDHPE or Health classes
pastoral care or advisory sessions
respectful relationships units
senior year discussions on empathy and communication
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 bullying psychology Use when students are ready to explore the reasons behind bullying behaviour, not just its effects.
Building a respectful relationships unit Use when reinforcing communication, boundaries and safe responses to unfair or harmful behaviour.
Extending empathy and perspective taking work Use when students need to connect empathy skills to real relationship situations.
Reinforcing classroom or online communication norms Use when revisiting expectations for respectful behaviour in person or online.
Supporting peer leadership or mentoring conversations Use when senior students take on roles supporting younger peers or classmates.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about bullying behaviour without focusing on a specific incident.
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 understanding that bullying behaviour usually comes from somewhere, even when it is never acceptable. Looking at the reasons behind bullying helps students build empathy without excusing harmful behaviour. This understanding supports safer, more respectful relationships at school, online and in the community. When students can recognise the signs and possible motivations behind bullying, they are better placed to respond safely, support others and communicate assertively rather than react. The lesson supports a proactive approach to respectful relationships, helping students build empathy, communication and safe help-seeking skills before difficult situations arise.
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
Empathy Students consider the possible feelings and pressures behind bullying behaviour.
Perspective taking Students practise seeing situations from more than one point of view.
Communication Students build language for discussing bullying and relationship issues respectfully.
Relationship skills Students connect understanding of behaviour to respectful, everyday choices.
Self awareness Students reflect on their own responses to unfair or harmful behaviour.
Help seeking Students recognise when and how to involve 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
Frame discussion around general examples and scenarios, not personal accusations
Make clear that understanding bullying behaviour does not mean excusing it
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
Keep discussion focused on possible reasons behind bullying, not specific individuals
Encourage students to separate understanding a behaviour from justifying it
Give students time to discuss and respond in pairs or small groups
Reinforce that students do not need to confront bullying behaviour directly to respond safely
Supporting safe discussion
Use general examples rather than personal disclosures
Remind students that privacy matters when discussing relationship or behaviour issues
Identify trusted adults students can speak to at school if something raises concern for them
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written response for quieter groups
Spend more time on safe response options if students need support identifying what to do next
