Power and Privilege Dynamics

Overview

This is lesson 4 of 9 in Building Resilience Through Respect. Students examine how power and privilege can be used positively or negatively in relationships and communities, then work in teams to create a short presentation proposing inclusive, respectful action. Examples remain fictional, public or community-based; students are not expected to disclose personal experiences.

Learning intentions

Students will:

• explain power, privilege, respect, empathy and coercion in age-appropriate terms
• identify positive and negative uses of power in community situations
• examine how stereotypes, discrimination and unequal access affect inclusion
• collaborate to plan and deliver a persuasive multimodal presentation
• suggest safe bystander and help-seeking responses to disrespect or discrimination

Success criteria

• I can distinguish between power used to support people and power used to control or harm.
• I can explain how privilege or unequal access may affect a person’s opportunities and sense of belonging.
• I can use a realistic community example to propose an inclusive action.
• I can contribute respectfully to a clear team presentation.

Curriculum links

• Respectful relationships: examining respect, empathy, power and coercion, including harmful behaviour and the effects of bullying and harassment.
• Diversity and inclusion: investigating how communities challenge racism, sexism, ableism, homophobia, stereotypes and prejudice.
• Protective behaviours: identifying safe bystander strategies and appropriate trusted adults or services for support.
• Literacy: planning, creating, editing and delivering a persuasive multimodal presentation for a specific audience.

Lesson structure (50 minutes)

1. 0–5 min · Safe hook. Teacher establishes discussion agreements: discuss ideas rather than personal stories, use respectful language, do not name real students, and students may pass or speak privately afterwards. Open with the hook question: “When can having influence help others, and when can it become unfair control?” Students complete a silent think, then share one general example with a partner.

2. 5–13 min · Direct teach. Teacher uses the key concepts slides to define:

• power: the ability to influence decisions, opportunities or what happens
• privilege: an advantage or easier access that some people may have because of social conditions
• respect and empathy: treating people’s dignity and perspectives as important
• coercion: pressuring, threatening or manipulating someone so they feel unable to choose freely Teacher models a school-community example, such as a sports captain using their position to include a new player compared with excluding them or pressuring teammates. Students identify who has influence, who may be disadvantaged, and whether the action is respectful.

3. 13–20 min · Analyse examples. Distribute the power and inclusion analysis sheet. Teacher reads three brief scenarios from the scenario discussion slides: an online group chat, a local sporting club and a community event. Students annotate each scenario using the prompts: “Who has power?”, “How is it being used?”, “Who may be left out?”, and “What could a respectful bystander do?” Pairs compare one response and explain their reasoning.

4. 20–35 min · Team presentation planning. Teacher forms five mixed-support teams of four and displays the presentation challenge and planning steps. Each team selects or is assigned one community setting: school, sport, online spaces, public transport, or a local event. Teams create a presentation of up to 90 seconds that includes:

• a fictional example of power or privilege affecting inclusion
• one positive use of power and one harmful or unfair use
• an explanation using respect, empathy or coercion
• two practical actions: one for people with influence and one safe bystander response
• a final message encouraging inclusion Students use the worksheet to storyboard their presentation, allocate roles and draft concise spoken wording. They may create a poster, three-slide mini-presentation or spoken presentation supported by a simple visual.

5. 35–45 min · Present and peer respond. Teacher reminds students to critique ideas, not people, and uses the presentation and feedback prompts. Teams present in turn. While listening, students record one strength and one inclusive action from another team on the worksheet. After each presentation, allow one clarifying question: “How would this action improve belonging or safety?”

6. 45–50 min · Plenary and exit check. Teacher returns to the hook question using the plenary slide and invites students to complete: “Power supports respectful communities when…” Students finish the worksheet exit response: “One safe action I could take if I notice exclusion or discrimination is…” and “A trusted adult or community support I could approach is…” Teacher privately checks in with any student who indicates feeling unsafe.

Resources

• the complete lesson slide deck
• the power and inclusion analysis sheet
• Whiteboard and markers
• Projector or interactive display
• Paper, coloured pens and sticky notes
• Optional devices for creating a simple visual
• Timer

Assessment

• Listen during paired analysis for accurate use of power, privilege, respect, empathy and coercion; clarify misconceptions immediately.
• Assess team presentations for a clear community example, accurate explanation of unequal power or access, practical inclusive actions and respectful collaboration.
• Review the exit response for a safe bystander strategy and an appropriate help-seeking option. Follow school safeguarding procedures if a student discloses harm.

Differentiation

• Provide a word bank, illustrated concept definitions, sentence starters (“Power is being used positively because…”, “A safe bystander could…”) and a completed model scenario for students needing additional support.
• Allow students to present through speaking, recorded audio, a poster with a short explanation or shared speaking roles. Give planning checkpoints at 25 and 32 minutes.
• Pair or group students strategically, assign clear roles and provide extra processing time; avoid requiring eye contact or personal disclosure. Read scenarios aloud and offer text-to-speech or speech-to-text where available.
• Extend confident students by asking them to analyse how the same person may hold power in one setting but less power in another, and to acknowledge possible barriers to their proposed action.