Boundaries and Personal Space

Overview

In this fifth lesson of Healthy Relationships and Hauora, students build on earlier learning about respectful relationships and consent. They identify different types of boundaries, practise communicating them safely, and rehearse respectful responses in face-to-face and digital settings.

Learning intentions

• WALT recognise physical, emotional, time, information and digital boundaries.
• WALT communicate a boundary clearly and respectfully.
• WALT respond appropriately when another person sets a boundary.
• WALT identify when and how to seek help if a boundary is ignored or a situation feels unsafe.

Success criteria

• I can identify different types of boundaries in everyday situations.
• I can state or show a boundary using words, visuals or AAC.
• I can stop, acknowledge and respond respectfully to another person’s boundary.
• I can identify a trusted person or service to contact when I need help.

Curriculum links

• Health Education — Relationships (Self and others), Years 7–8: managing emotions, setting boundaries and resolving conflict while protecting wellbeing.
• Health Education — Relationships, Years 1–10: communication skills, empathy, personal relationships and boundaries.
• Health Education — Relationships, Years 1–10: consent, online safety, exclusion, bullying and stereotypes.
• Health Education — Relationships, Years 1–10: respectful interactions, inclusion and emotional safety.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and safety agreement. Teacher displays the opening safety and consent slides and says: “You may pass, observe, use a fictional character, or complete an individual task. We will not touch one another.” Teacher explains that consent to one action is not consent to another, silence is not agreement, and nobody is to blame when another person violates a boundary. Students choose a participation option and identify a quiet space or break signal.

2. 7–18 min · Teach the five boundaries. Teacher uses the boundary teaching slides to introduce physical/personal space, emotional, time, information/privacy and digital boundaries. Explain that boundaries vary between people, can change, and remain valid even when someone else does not understand them. Use examples such as hugs, questions, borrowing items, time alone, sharing private information and posting photos. Students sort examples verbally, by pointing, or with two-choice cards.

3. 18–28 min · Model the language. Teacher models with a fictional character: “Stop/Please don’t,” “I need…,” and “Is this okay?” Then model the respectful response: stop, acknowledge (“Okay, I hear you”), do not argue, and check what is needed (“What would help?”). Teacher highlights that pressure, repeated asking, teasing or guilt are not respectful. Students rehearse one script with a partner, teacher, fictional character, comic format or AAC; no touching is used.

4. 28–45 min · Boundary traffic lights. In groups of three or four, students use the Consent and Respect Discussion Cards alongside the traffic-light activity instructions. Students place each teacher-selected scenario on a red, amber or green traffic-light mat: red means stop or seek help; amber means pause, ask permission or clarify; green means a respectful choice is possible with agreement. For each card, students select or write a boundary script and explain the respectful response. Include scenarios about borrowing items, hugs, questions, group work, time alone, sharing photos and private information. A student may draw a comic or use AAC instead of speaking.

5. 45–54 min · Individual check and help-seeking. Teacher gives each student three new, low-risk scenarios on the boundaries practice and help-seeking worksheet. Students identify the boundary type, choose or write an appropriate response, and name a trusted adult or support person. Students may answer orally, point, draw, dictate or use AAC. Teacher checks privately with students who need a break and follows safeguarding procedures for any disclosure; do not investigate or promise secrecy.

6. 54–60 min · Plenary and exit response. Teacher returns to the reflection and exit slides and asks: “What makes a boundary clear?” and “What should we do if someone does not respect it?” Each student individually demonstrates or selects three appropriate responses: state a boundary, respect another person’s boundary, and seek help. Students may pass or submit their response privately.

Resources

• the boundaries and consent slide deck
• the boundaries practice and help-seeking worksheet
• the Consent and Respect Discussion Cards
• Traffic-light mats labelled red, amber and green
• Boundary script cards and privacy/digital safety icons
• Visual timer and displayed agenda
• AAC devices, communication boards and large-print materials
• Quiet space, break card and pencils

Assessment

• During sorting and rehearsal, record whether each student can identify a boundary type and choose a suitable response.
• During the traffic-light task, observe whether students can state or show a boundary and stop, acknowledge and avoid arguing when another person sets one.
• Use the individual demonstration or worksheet to record three appropriate responses and whether the student can identify when to seek help.

Differentiation

• Provide concrete visuals, reduced-choice responses, colour coding, repeated modelling, sentence starters and the option to point, draw, dictate or use AAC. Offer dyslexia-friendly large print, a clear sans-serif font, short lines and verbal reading of all text.
• For ADHD, FASD and learning difficulties, give one instruction at a time, use a visual timer, keep scenarios brief, allow movement or a quiet break, and rehearse with calm, consistent repetition.
• For autistic learners, preview the lesson sequence, avoid forced eye contact or role-play, permit observation and use precise language about consent, privacy and expected responses.
• Extension: students analyse how power differences, cultural context, workplace or community expectations and reasonable accommodations may affect boundaries, while distinguishing respectful negotiation from pressure.