Friendship and bullying lesson packs

Learning objective

Learning outcomes

Planning Framework for Pupils with SEND

Key stages 1-2

We are learning what makes someone a good friend to others.

By the end of the lesson, pupils will be able to:

Core: give examples of things a good friend might do for, or with, us

Development: identify the qualities important in a good friend

Enrichment: describe ways in which our friends might help us with problems or difficulties

Enhancement: explain ways in which we could be a good friend to someone else

All: identify trusted adults who can give advice about being a good friend

Self-awareness 4: People who are special to us

Core: Describe what makes our family, friends, teachers or carers special to us.

Development: Identify some of the qualities our special people/friends have.

Enrichment: Give some practical examples of the ways our special people care for us and help us with problems and difficulties.

Changing and Growing 4: Different types of relationship

Enhancement: Explain the features of a healthy and positive friendship or family relationship.

We are learning how to get on and make up with others.

By the end of the lesson, pupils will be able to:

Core: recognise ways to make up with others after falling out

Development: identify how to be respectful to others

Enrichment: identify how people would know that they are in an unhappy or unhealthy friendship

Enhancement: explain how to end a friendship respectfully when it is making someone very unhappy

All: identify what we can say or do if we are regularly unhappy in a friendship

Self-awareness 5: Getting on with others

Core: Demonstrate some ways of ‘making up’ after falling out.

Development: Identify how to treat ourselves and others with respect.
Identify what might make someone feel that they are in an unhappy or unhealthy friendship or relationship.

Enrichment: Explain why it is important to listen to others' point of view; demonstrate active listening; demonstrate simple ways of resolving disagreements.

Enhancement: Identify kind ways of letting people know our feelings towards them have changed.

We are learning what is meant by unkind behaviours and bullying.

By the end of the lesson, pupils will be able to:

Core: identify how unkind behaviours might make people feel

Development: explain how people might feel if others are being unkind or excluding them and what they can do about it

Enrichment: recognise bullying can happen online and how to manage this

Enhancement: explain different positive responses that can be taken towards unkind and bullying behaviours

All: use key phrases to report bullying to a trusted adult

Self-awareness 2: Kind and unkind behaviours

Core: Identify when people are being kind or unkind – either to us or to others.
Describe how certain actions may make us feel angry, worried or upset.

Development: Identify what we can do if others are excluding us or being unkind.

Enrichment: Explain what bullying is and how it differs from hurtful behaviour (including verbal, physical and emotional, e.g. being excluded).
Recognise that bullying can happen online.

Enhancement: Recognise that bullying is unacceptable and that a trusted adult needs to be told about it.
Identify positive ways of responding to unkind behaviour and bullying.

Key stages 3-4

We are learning what makes a good friend.

By the end of the lesson, students will be able to:

Core: identify positive features of a good friendship

Development: describe actions that someone can take to be a good friend

Enrichment: describe different ways we can be kind, respectful and caring to others

Enhancement: describe or demonstrate how to communicate clearly with friends

All: identify trusted adults who can help give advice about being a good friend

Changing and Growing 3: Healthy/unhealthy relationship behaviours

Core: Identify our expectations of friendships/relationships (e.g. spending time together, sharing interests).
Describe the positive qualities people bring to relationships (e.g. kindness, support, being able to compromise, listening, sharing feelings or worries).

Development: Explain how we expect people to behave towards us in friendships and relationships.

Enrichment: Identify the aspects of relationships that we are responsible for (e.g. being respectful, honest and kind).

Enhancement: Demonstrate strategies to help us negotiate and assert our rights in a relationship.

We are learning how to manage disagreements in a friendship.

By the end of the lesson, students will be able to:

Core: identify what can make friends upset, and what they can do if they feel sad

Development: describe how friends can respond to a conflict or disagreement

Enrichment: identify when behaviour in a friendship is inappropriate and how to respond

Enhancement: explain what compromise means and evaluate ways to manage disagreements

All: identify who can help if we have a disagreement with a friend, and how we can tell them

Changing and Growing 3: Healthy/unhealthy relationship behaviours

Core: Identify times when we might feel angry or sad because of someone’s behaviour towards us (adapted from the Foundation stage in the Planning Framework).

Changing and Growing 2: Friendship

Development: Explain that we might disagree with someone and still be friends.
Demonstrate ways to manage friendship disagreements restoratively.

Changing and Growing 3: Healthy/unhealthy relationship behaviours

Enrichment: Describe positive strategies to manage inappropriate/abusive behaviour towards us (adapted from the Development stage in the Planning Framework).
Explain what is meant by compromise and times when it might not be appropriate to compromise; demonstrate some ways to compromise with someone.

Enhancement: Demonstrate strategies to help us negotiate and assert our rights in a relationship.

We are learning what is meant by bullying and hurtful behaviour.

By the end of the lesson, students will be able to:

Core: describe how behaviour can be hurtful and identify bullying behaviour

Development: describe types of bullying behaviours and how bullying can affect someone

Enrichment: explain how someone can respond to a situation where there is pressure to bully others

Enhancement: demonstrate clear language we can use to challenge bullying or hurtful behaviour

All: demonstrate how we can tell someone if we have seen or experienced bullying or hurtful behaviour

Self-Awareness 4: Managing pressure

Core: Explain what is meant by teasing, hurtful and bullying behaviour.

Managing Feelings 1: Self-esteem and unkind comments

Development: Identify things that we may say or do that could affect how we or others feel about us.
Identify things that others may say or do that could affect how we feel about ourselves.

Self-Awareness 4: Managing pressure

Development: Identify different types of bullying and what the impact of bullying might be.

Enrichment: Describe strategies that can be used if someone is using pressure to persuade us to do something, including online.

Managing Feelings 1: Self-esteem and unkind comments

Enhancement: Demonstrate polite and assertive ways of challenging unkind comments directed at us or others.

We are learning how we can respond to bullying and hurtful behaviour.

By the end of the lesson, students will be able to:

Core: explain why bullying is always unacceptable

Development: describe how to safely respond to bullying behaviour

Enrichment: define the word ‘bystander’ and explain how we can overcome barriers to reporting bullying behaviour

Enhancement: explain how safely responding to bullying behaviour can help others

All: identify sources of support, both online and offline, who can help in reporting bullying behaviour, and demonstrate how to report bullying

Self-Awareness 5: Getting help

Core: Identify trusted adults or peers we might speak to if we need help or advice.

Self-Awareness 4: Managing pressure

Development: Identify strategies to help us if we are being bullied, including online.

Enrichment: Recognise the responsibilities of bystanders to report bullying and hurtful behaviour.

Self-Awareness 5: Getting help

Identify different sources of support for different situations and individuals, based on their appropriateness.

Enhancement: Demonstrate polite and assertive ways of challenging unkind comments directed at us or others.

Department for Education: Statutory Guidance

Relationships education: Content to be covered by the end of primary

Caring friendships

• (1.) How important friendships are in making us feel happy and secure, and how people choose and make friends.

• (2.) That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships.

• (3.) That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it.

• (4.) The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties.

• (5.) That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened.

• (6.) How to manage conflict, and that resorting to violence is never right.

• (7.) How to recognise when a friendship is making them feel unhappy or uncomfortable, and how to get support when needed.

Respectful relationships

• (1.) How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated.
• (2.) The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults.
• (3.) How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration.
• (4.) Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs.
• (5.) That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs.
• (6.) Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships.
• (7.) The conventions of courtesy and manners.
• (8.) The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests.
• (9.) The different types of bullying (including online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.
• (10.) What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype.
• (11.) How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.

Being safe

• (1.) What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc.
• (14.) How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust.

Health and wellbeing education: Content to be covered by the end of primary

General wellbeing

• (1.) The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
• (15.) That isolation and loneliness can affect children, and the benefits of seeking support.
• (16.) That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.

Wellbeing online

• (2.) Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are unlikely to be a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
• (4.) How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
• (8.) That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.

Relationships education: content to be covered by the end of secondary

Respectful relationships

• (1.) The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.
• (2.) How to evaluate their impact on other people and treat others with kindness and respect, including in public spaces and including strangers. Pupils should understand the legal rights and responsibilities regarding equality, and that everyone is unique and equal.
• (3.) The importance of self-esteem, independence and having a positive relationship with oneself, and how these characteristics support healthy relationships with others. This includes developing one’s own interests, hobbies, friendship groups, and skills. Pupils should understand what it means to be treated with respect by others.
• (4.) What tolerance requires, including the importance of tolerance of other people’s beliefs.
• (5.) The practical steps pupils can take and skills they can develop to support respectful and kind relationships. This includes skills for communicating respectfully within relationships and with strangers, including in situations of conflict.
• (6.) The different types of bullying (including online bullying), the impact of bullying, the responsibilities of bystanders to report bullying and how and where to get help.
• (7.) Skills for ending relationships or friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.

Online safety and awareness

• (6.) What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online.
• (9.) That social media can lead to escalations in conflicts, how to avoid these escalations and where to go for help and advice.
• (10.) How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.

Being safe

• (9.) That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.
  
  

Health and wellbeing education: content to be covered by the end of secondary

Mental wellbeing

• (10.) That happiness is linked to being connected to others. Pupils should be supported to understand what makes them feel happy and what makes them feel unhappy, while recognising that loneliness can be for most people an inevitable part of life at times and is not something of which to be ashamed.

Wellbeing online

• (3.) How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Personal safety

• (2.) How to recognise and manage peer influence in relation to risk-taking behaviour and personal safety, including peer influence online and on social media.

EYFS Learning outcome

Key stage 1 Friendship and bullying lesson

2026 Programme of Study

1. Work and play cooperatively with peers

2. Rehearse the skills to form friendships with peers

3. Demonstrate how to find fair or satisfying solutions to conflict

1. Let's be friends

2. Let's make up

3. Let's be kind

Friendships

1. what friendship is and what makes a good friend

2. how people make friends and how to be kind and caring in friendships

3. that friends can argue, and they can also make up

4. simple ways to resolve arguments between friends positively; that physically hurting someone is never the right way to solve an argument

5. how to ask for help if a friendship is making them feel unhappy

Curriculum links to the Early Years Foundation Stage Statutory Framework for groups and school-based providers

Prime area of Personal, Social and Emotional Development

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, cooperate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Early Learning Goal: Self-regulation

Children at the expected level of development will:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Early Learning Goal: Managing Self

Children at the expected level of development will:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

• Explain the reasons for rules, know right from wrong and try to behave accordingly.

Early Learning Goal: Building Relationships

Children at the expected level of development will:

• Work and play cooperatively and take turns with others.

• Form positive attachments to adults and friendships with peers.

• Show sensitivity to their own and to others’ needs.

Learning objective

2026 Programme of Study

2025 DfE statutory guidance

Key stage 1 (Year 1-2)

Lesson 1: Let's be friends

To learn how friendships are made.

Lesson 2: Let's make up

To learn that falling out and making up are normal in friendships, and how to seek help if a friendship is causing unhappiness.

Lesson 3: Let's be kind

To learn about kind behaviour and what to do if they witness unkind behaviour.

Friendships

1. what friendship is and what makes a good friend

2. how people make friends and how to be kind and caring in friendships

3. that friends can argue, and they can also make up

4. simple ways to resolve arguments between friends positively; that physically hurting someone is never the right way to solve an argument

5. how to ask for help if a friendship is making them feel unhappy

Respecting self and others

1. what makes them unique and special; how they are the same as, and different to, others; about the different groups they are part of, and how this can contribute to a sense of belonging

2. that they have likes, dislikes and needs; why it is important to understand that not everyone likes, dislikes and needs the same things

3. how to respectfully express their likes, dislikes and needs, and listen to other people

4. ways to show politeness and respect

5. how to play cooperatively; what they can do if they feel upset or angry with someone

6. how to share, take turns and include others

7. about kind and unkind behaviour; that someone’s actions and words can be hurtful

8. how to recognise bullying; how people may feel if they experience hurtful behaviour or bullying; the importance of telling an adult if they experience or witness bullying

9. how to identify people they can tell, and get help from, if they are worried, upset, uncomfortable or unsure about relationships or someone’s behaviour, and why it is important to do so

Safe relationships: consent, boundaries and trust

1. when to ask for permission and when others should ask for theirs, e.g. during play or when negotiating shared space, toys and resources; how to give or not give permission clearly and respectfully

Mental health and wellbeing

4. about things that can help people feel good (e.g. playing outside, being in nature, physical activity, doing things they enjoy, spending time with family and friends, getting enough sleep)

Online life and safety

4. that it is important to be kind online; that people’s feelings can be hurt by unkindness online

Relationships education: content to be covered by the end of primary

Caring friendships

• (1.) How important friendships are in making us feel happy and secure, and how people choose and make friends.

• (2.) That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships.

• (3.) That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it.

• (4.) The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties.

• (5.) That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened.

• (6.) How to manage conflict, and that resorting to violence is never right.

• (7.) How to recognise when a friendship is making them feel unhappy or uncomfortable, and how to get support when needed.

Respectful relationships

• (1.) How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated.
• (2.) The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults.
• (3.) How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration.
• (4.) Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs.
• (5.) That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs.
• (6.) Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships.
• (7.) The conventions of courtesy and manners.
• (8.) The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests.
• (9.) The different types of bullying (including online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.
• (10.) What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype.
• (11.) How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.

Being safe

• (1.) What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc.
• (14.) How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust.

Primary health and wellbeing: content to be covered by the end of primary

General wellbeing

• (1.) The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
• (15.) That isolation and loneliness can affect children, and the benefits of seeking support.
• (16.) That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.

Wellbeing online

• (2.) Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are unlikely to be a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
• (4.) How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
• (8.) That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.

Key stage 2

Year 3-4

Lesson 1: Valuing friendships

To learn about the value of friendships.

Lesson 2: Friendship challenges

To learn about the challenges that friendships can face.

Lesson 3: What is bullying?

To learn how to respond to bullying and hurtful behaviour

Year 5-6

Lesson 1: Including others

To learn about the benefits and importance of including others.

Lesson 2: Positive and respectful friendships

To learn about positive friendships and communicating respectfully.

Lesson 3: Bullying and its impact

To learn about the impact of bullying and how to seek support.

Friendships

6. about the importance of friendships; that positive friendships support wellbeing

7. what constitutes a positive, healthy friendship (e.g. mutual respect, trust, kindness, generosity, sharing interests, enjoying being together, and support with problems and difficulties); that truthfulness and loyalty are also part of this, but when these might be less appropriate

8. how people choose and make friends; skills for building caring, kind friendships (e.g. mutual support, listening, respecting boundaries, celebrating friends’ successes)

9. that healthy friendships are not controlling or possessive; that everyone can have more than one friend, and that having different friends can bring different positive experiences

10. that healthy friendships make people feel included, safe and happy; how to recognise when they or others feel lonely or excluded; strategies to include others; the importance of seeking support if feeling lonely or excluded

11. strategies for recognising and managing peer influence and the desire for peer approval in friendships

12. about balancing the needs and wishes of different people, e.g. in families or friendships; the importance of balancing their own needs with being kind to others

13. that friendships have ups and downs and can change over time; that working through differences can sometimes strengthen friendships

14. how to recognise if a friendship is making them feel unsafe, unhappy, or uncomfortable; how to manage this and ask for help if necessary

Respecting self and others

13. how to communicate effectively and assertively, including expressing needs and boundaries; how being assertive differs from being controlling

14. ways to reconcile differences and conflict positively and safely, including avoiding physical aggression and finding a compromise

15. how to respond to situations where they experience disappointment or frustration with others

16. about different types of bullying, how bullying behaviours can be influenced by others and what to do if witnessing bullying online or offline; the impacts for all involved (including on wellbeing) and how to report and seek help for themselves or others

Safe relationships: consent, boundaries and trust

10. about seeking and giving/not giving permission (consent) in different situations with friends, peers and adults

11. what is meant by boundaries; how to set and communicate appropriate boundaries in friendships and other relationships; the importance of respecting others’ boundaries

Mental health and wellbeing

11. about everyday behaviours that help maintain wellbeing (e.g. rest, quality sleep, physical activity, time outdoors and in nature, activities and hobbies, balanced diet, involvement in community groups, doing things for others, time with family and friends)

17. that everyone feels worried, lonely or sad sometimes and that these feelings can affect wellbeing; the benefits of speaking to someone if feeling lonely, worried or sad

Online life and safety

23. that the same principles about how to treat others apply in all contexts, including online

24. how someone’s online behaviour can affect other people; the importance of, and how to maintain, positive, kind and respectful communication online, including when anonymous

Learning objective

2026 Programme of Study

2025 DfE statutory guidance

Key stage 3

Year 7

Lesson 1: Friendship and empathy

To learn how to make and maintain positive friendships and develop empathy for others.

Lesson 2: Bullying and bystanders

To learn about bullying in all its forms and how to prevent or challenge it.

Year 8-9

Lesson 1: Friendship challenges

To learn about the causes of friendship challenges and ways to resolve them.

Lesson 2: Similarities, differences and peer influence

To learn about similarities and differences between people and how peer influence can affect relationships.

Healthy, positive relationships

1. to develop a healthy relationship with themself; ways to develop self-worth, self-respect, personal interests and independence; to clarify personal values in relation to friendships and intimate relationships

2. about different types of relationships, including friendships, family, peer, romantic and intimate relationships, and the features of positive, healthy relationships, e.g. care, equality, honesty, respect and trust; how to recognise when they are being treated with respect by others

7. how their behaviour affects others, and the role of kindness and respect in supporting inclusive communities; how to behave kindly and respectfully in all contexts, including in public spaces and in interactions with people they don’t know

8. how to form, maintain, manage and end relationships safely and responsibly, including online; how to manage emotions when relationships end or change

Inclusion, bullying and discrimination

5. to recognise bullying, and its impact, in all its forms; the skills and strategies to respond to experiencing, or witnessing others, being bullied

Online life

2. how to safely and responsibly form, maintain and manage positive, respectful and safe relationships online

Mental health and wellbeing

4. how friendships, community participation and doing things for others can contribute to belonging, happiness and wellbeing; that most people will feel lonely at times and ways to manage feelings of loneliness

Secondary relationships and sex education curriculum content

Respectful relationships

• (1.) The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.

• (2.) How to evaluate their impact on other people and treat others with kindness and respect, including in public spaces and including strangers. Pupils should understand the legal rights and responsibilities regarding equality, and that everyone is unique and equal.

• (3.) The importance of self-esteem, independence and having a positive relationship with oneself, and how these characteristics support healthy relationships with others. This includes developing one’s own interests, hobbies, friendship groups, and skills. Pupils should understand what it means to be treated with respect by others.
• (4.) What tolerance requires, including the importance of tolerance of other people’s beliefs.
• (5.) The practical steps pupils can take and skills they can develop to support respectful and kind relationships. This includes skills for communicating respectfully within relationships and with strangers, including in situations of conflict.
• (6.) The different types of bullying (including online bullying), the impact of bullying, the responsibilities of bystanders to report bullying and how and where to get help.
• (7.) Skills for ending relationships or friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration. 

Online safety and awareness

• (6.) What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online.
• (9.) That social media can lead to escalations in conflicts, how to avoid these escalations and where to go for help and advice.
• (10.) How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.

Being safe

• (9.) That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.

Secondary health and wellbeing curriculum content

Mental wellbeing

• (10.) That happiness is linked to being connected to others. Pupils should be supported to understand what makes them feel happy and what makes them feel unhappy, while recognising that loneliness can be for most people an inevitable part of life at times and is not something of which to be ashamed.

Wellbeing online

• (3.) How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Personal safety

• (2.) How to recognise and manage peer influence in relation to risk-taking behaviour and personal safety, including peer influence online and on social media.

Key stage 4 (Year 10-11)

Lesson 1: Recognising and challenging bullying behaviour

To learn how to recognise and challenge bullying behaviour in a range of contexts.

Lesson 2: Recognising and challenging unhealthy attitudes to bullying

To learn about unhealthy attitudes towards bullying, effective strategies to challenge them and where to seek support.

Healthy, positive relationships

11. that characteristics such as self-worth, independence and having a positive relationship with oneself support personal wellbeing; building and maintaining healthy, equal relationships with others

12. the characteristics and benefits of healthy, positive relationships of all kinds, and the impact of ethical principles and values on relationships; how to assert and respect personal values and boundaries in relationships, including online

15. to safely and responsibly manage changes in personal relationships, including conflict, reconciliation and the ending of relationships

Harmful relationship behaviours

11. about the impact of victim-blaming, and ways to challenge victim-blaming attitudes

Inclusion, bullying and discrimination

15. to recognise and challenge bullying, harassment or abusive behaviour in a range of contexts, including online; the moral and legal responsibilities and protections everyone has in relation to bullying and harassment; how to report and seek support for self or others

16. strategies to avoid or deescalate conflict and challenge bullying behaviour online, including on social media, and how to report when needed

Mental health and wellbeing

12. strategies for building connectedness with others, including making the most of opportunities for community participation and volunteering, and the importance of doing so for happiness and wellbeing

13. how mental health and wellbeing can be affected positively and negatively by relationships; skills to discuss feelings with others; ways to safely manage feelings of loneliness