Respectful Responses

Overview

Students examine how racist language, harassment and violence affect safety, relationships and community wellbeing. They practise assertive, respectful bystander responses and identify when to seek help, building on prior learning about respectful relationships and protective behaviours.

Learning intentions

• Students will identify racist, violent and disrespectful language and explain why it is harmful.
• Students will distinguish between a safe, assertive response and an unsafe escalation.
• Students will propose bystander actions that promote inclusion and safety.
• Students will identify trusted adults and support pathways when harm occurs.

Success criteria

• I can explain how racist language and violence can affect a person or community.
• I can use a calm, assertive response to challenge disrespect.
• I can choose a safe bystander action without escalating the situation.
• I can name an appropriate person or service to contact for help.

Curriculum links

• Respect, empathy, power and coercion in developing respectful relationships.
• Strategies that influence how communities value diversity and actions that promote inclusion.
• Assertive and respectful communication when seeking, giving or denying consent.
• Protective behaviours and community resources for seeking help for themselves and others.

Lesson structure (25 minutes)

1. 0–3 min · Safe start and hook. Teacher displays the opening question in the hook and safety slides: “What makes a community feel safe and included?” and establishes that students will discuss situations, not share personal experiences; students silently write one quality of a safe community, then volunteer responses.

State clear boundaries: no repeating slurs, naming real students or describing graphic violence. Students may pass, move seats or speak privately with the teacher. Explain that disclosures of harm will be responded to according to school safeguarding procedures.

2. 3–7 min · Explicit teaching. Teacher uses the key concepts slides to define racism as unfair treatment or discrimination based on race, culture or ethnicity, and explains that racist language, threats, harassment and violence can harm health, wellbeing, relationships and participation; students sort the examples “respectful”, “disrespectful” or “unsafe” using hand signals.

Clarify that intent does not erase impact, humour is not an excuse for harm, and challenging racism should be safe, calm and supported by adults. Include examples relevant to First Nations Australians and explain that respectful relationships require listening, rejecting stereotypes and valuing cultural identity.

3. 7–15 min · Scenario response activity. Teacher distributes the respectful response scenario sheet and pairs read one scenario at a time without acting out slurs or threats. Students identify what is harmful, who may be affected and the safest response.

Use age-appropriate scenarios:

• A group chat includes a racist meme about a student’s culture.
• A student hears a racist comment about a First Nations person during sport.
• Two students use aggressive language and threaten to fight after an argument.
• A classmate is repeatedly excluded and called names because of their background.

Pairs complete the response sequence: Notice → Choose safety → Support → Report. They may suggest “That comment is not okay”, “Please stop”, moving beside the targeted person, leaving the area, saving online evidence, reporting the content and telling a trusted adult. Emphasise that a bystander does not need to confront someone who may become violent.

4. 15–21 min · Practise assertive language. Teacher models a short response using a calm voice, open posture and “I” or “we” language, then displays the practice prompts in the bystander practice and discussion slides. Pairs rehearse one response without repeating offensive language or pretending to fight.

Students practise:

• naming the behaviour: “That language is racist and harmful.”
• setting a boundary: “Stop. We do not speak about people that way.”
• redirecting: “Let’s include everyone in the game.”
• seeking help: “I’m going to tell the teacher because this is unsafe.”

Partners give feedback: Was it respectful? Was it assertive? Did it keep people safe? Invite two pairs to share wording, with no requirement to perform publicly.

5. 21–25 min · Plenary and exit check. Teacher revisits the final question in the plenary and help-seeking slides: “What is one action that promotes inclusion without increasing risk?” Students complete the final section of the respectful response scenario sheet: one safe bystander action, one trusted adult and one sentence they could use.

Remind students that immediate danger requires moving to safety and alerting an adult; online racism or abuse should be saved, blocked or reported where appropriate and shown to a trusted adult. Collect worksheets privately and offer a confidential check-in after class.

Resources

• the respectful responses slide deck
• the respectful response scenario sheet
• Whiteboard and markers
• Pens or pencils
• School wellbeing, reporting and emergency contact information
• Private check-in space or agreed signal for students needing support

Assessment

• Listen to pair discussions and check whether students identify harm, impact, safety and appropriate help-seeking.
• During practice, observe whether students use calm, assertive language and avoid escalating a potentially violent situation.
• Use the completed worksheet as an exit assessment: students should propose a safe action and identify a suitable trusted adult or support pathway.

Differentiation

• Provide sentence starters, a four-step visual sequence and a choice of written, spoken or quietly shared responses.
• Allow students to work with a trusted partner, pass during whole-class discussion or complete scenarios independently.
• For EAL/D students, pre-teach key terms such as racism, stereotype, bystander, assertive, harassment and report; pair words with simple definitions and icons.
• Support students with disability, trauma or anxiety by avoiding graphic content, offering a low-stimulation seat and checking privately before and after the lesson.
• Extend confident students by asking them to compare direct, distract, delegate and delay strategies, explaining when each is safest.