Understanding Bullying wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce how power imbalances can lead to bullying, through a structured, ready-to-teach lesson. Students learn to recognise how differences in power, popularity or social standing can shape unfair or harmful behaviour, understand how bullying differs from a single unkind moment, and practise safe ways to respond and seek support.
Healthy Relationships & Communication
Snapshot
Understanding Bullying
The lesson gives teachers a structured way to help students understand bullying dynamics and respond safely. Feedback: 4.5/5 from 155 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how power imbalances contribute to bullying and practising safe 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 signs of a power imbalance between students, such as differences in popularity, social status or group influence
recognise examples of bullying behaviour, including exclusion, put-downs and group pressure
recognise that a single harmful comment or action can still cause real harm
Understand
understand how power imbalances can make it harder for someone to speak up or respond safely
understand the difference between a one-off unkind moment and a repeated pattern of bullying behaviour
Practise
practise using respectful language when discussing power, fairness and relationships
practise safe ways to respond or support a peer affected by bullying behaviour
practise identifying when and how to seek support from a trusted adult
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are building a deeper understanding of social dynamics, peer influence and respectful relationships. It suits students who are ready to discuss how power and social standing can affect the way people treat each other, using general examples rather than personal disclosures.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships units
bullying prevention programs
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 prevention Use when students are building early understanding of how power and social status can shape unfair treatment.
Building classroom culture Use when reinforcing respectful relationships and fair treatment of all students.
Supporting inclusion Use when helping students recognise how group dynamics and social standing can lead to exclusion.
Practising safe responses Use when students are learning how to respond or support a peer without escalating conflict.
Reinforcing respectful communication Use when revisiting expectations around language, fairness and treating others with respect.
Preparing for transition Use when peer groups and social dynamics are shifting, such as moving between year levels or school settings.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Bullying often develops where there is an imbalance of power, whether that comes from popularity, social status, physical size or group influence. Students benefit from understanding this early, so they can recognise unfair treatment before it becomes normalised. Understanding bullying is not only about responding after harm has occurred. It also involves helping students notice power imbalances in everyday interactions, build empathy for peers who may be targeted, and develop confidence in speaking up safely or seeking support. This lesson supports a fairer classroom culture by helping students see that respectful relationships depend on recognising and addressing imbalances of power, not just avoiding obviously unkind behaviour.
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
Social awareness Students notice how power imbalances can shape unfair treatment between peers.
Empathy Students consider how bullying behaviour affects someone who has less power in a situation.
Relationship skills Students practise respectful communication and fair treatment of peers.
Help-seeking Students learn when and how to ask a trusted adult for support.
Critical thinking Students examine how popularity, status or group influence can contribute to bullying dynamics.
Self-advocacy Students build confidence in recognising and responding to unfair treatment.
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 discussion around general examples and scenarios, not individual accusations
Make clear that the lesson is about recognising unfair behaviour and safe responses, not assigning blame
Identify the trusted adults 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 such as exclusion, put-downs or group pressure rather than specific classmates or incidents
Give students time to discuss and practise respectful language aloud
Reinforce that students do not need to confront others directly to respond safely
Allow students to respond through discussion or small group work depending on confidence and maturity
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Reinforce that asking for help is a responsible and safe choice
Follow your school's child safety procedures if concerns arise during or after the lesson
Adaptation options
Use small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time identifying trusted adults if students need extra support with help pathways
