Digital Boundaries Respect

Overview

A 45-minute lesson for Year 11 SEN students focused on understanding the risks of pressuring others online to send images, messages, or videos. This session addresses safety, consent, and respect in digital communication, embedded in the Personal, Social, Health and Economic (PSHE) education statutory framework.

National Curriculum Links

Purposes of Study (PSHE education)
“Teach pupils to manage emotions, resolve conflict and understand the consequences of their actions.”
Key Stage 4 Programme of Study (PSHE Education)
“How to recognise and manage different influences on health and wellbeing, including online risks to mental health, and the safe use of social media and digital technology.”
“Managing change, including puberty, transition, loss and separation.”
“How to recognise and challenge unhealthy relationships and pressure, including online.”
Health and Wellbeing Core Theme:
- “Pupils should know about safe and unsafe verbal, online and physical behaviours.”
- “Pupils should develop skills in protecting themselves and others from online abuse, bullying and exploitation; know how to seek help.”

Learning Objectives

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

Define what constitutes pressuring someone to share images, messages, or videos, including online pressure.
Understand why such pressure is unsafe, unacceptable, and can have serious emotional and legal consequences.
Identify respectful ways to communicate boundaries and say no.
Recognise trusted sources and strategies to seek help if they or someone they know is being pressured.
Demonstrate practical strategies for saying no to such pressures in role-play or discussions.

Resources Required

Visual storyboards or social stories tailored to SEN learners.
Short video clips/scenarios demonstrating safe vs unsafe digital interactions (with simple language/subtitles).
Large mind-mapping paper & colourful markers.
Role-play prompt cards with clear, simple language.
‘Safe/Unsafe’ sorting activity cards.
Device with video playback (optional).
Emotion flashcards to support discussion of feelings.

Lesson Structure

1. Starter (5 minutes) – Building Background & Engagement

Activity: Whole group ‘Feelings Freeze’ game. Teacher calls out feelings (e.g., happy, pressured, sad), pupils express that emotion using body language/facial expressions.
Purpose: Activate emotional vocabulary important for later discussions on feelings around pressure and safety.
Differentiation: Use emotion flashcards and symbols to support comprehension.

2. Introduction (10 minutes) – Defining Pressure Online

Explain: Teacher uses a visual storyboard or social story to explain what it means to pressure someone to send images, messages or videos. Include examples relevant to the students’ experiences.
Interactive discussion: “What would you do if someone asked you to send a photo or message and you didn’t want to?”
Learning check: Use thumbs up/down or a traffic light cards system to gauge understanding.

3. Main Activity (15 minutes) – Safe vs Unsafe, and Saying No

Activity 1: ‘Safe or Unsafe?’ Sorting Game
Pupils receive cards describing different scenarios (some involving pressure to send digital content, some safe). In small groups (or pairs), they sort into safe/unsafe piles with teacher support.
- Example card: “A friend asks nicely but you say no, and they stop.” (Safe)
- “Someone keeps asking you for pictures even though you’ve said no.” (Unsafe)
Activity 2: Role-play
Using prompt cards, pupils practise saying no firmly but politely. Support with sentence starters (“I don’t feel comfortable sharing that.” / “Please stop asking.”) and use visual aids.
- Teacher models first, then volunteers practice in pairs or small groups.

4. Plenary (10 minutes) – Reflect and Plan

Mind-mapping: Whole class creates a mind-map on “How to stay safe online and say no to pressure.”
Include: Trusted adults and services they can seek help from (e.g., teachers, parents, Safeguarding leads).
Use simple prompts and visual symbols for accessibility.
Check understanding: Ask pupils to share one thing they learned or feel confident doing after today’s lesson.

Assessment and Feedback

Formative Assessment: Observation of role-plays and sorting activities to check understanding of concepts and language use.
Use visual thumbs-up, sentence completion (e.g., “If I feel pressured, I will...”), and direct questions for non-verbal or less confident pupils.
Next steps: For pupils needing extra support, personalised social stories or 1:1 check-ins can be arranged with school welfare staff.

Safeguarding & SEN Adaptations

Use clear, simple language, avoiding jargon.
Support emotional regulation with breaks or quiet space if needed.
Provide visual supports and repetition for consolidation.
Have trusted adult available for pupils who may wish to disclose concerns.
Reinforce confidentiality and safe space ethos at lesson start.

Extension Ideas for Teachers Wanting to Impress

Use augmented reality (AR) flashcards showing positive digital boundaries messages—interactive tech can engage SEN pupils in multisensory learning.
Create a personalised “Digital Safety Plan” booklet for pupils to keep, including personalised contacts and affirmations.
Invite a digital safety officer or school safeguarding lead for a follow-up Q&A.

This lesson plan empowers Year 11 SEN pupils to identify and resist unsafe pressure to share digital content, in line with the national PSHE framework’s safeguarding aims and wellbeing focus. The activities, mindful of SEN needs, build self-confidence, assertiveness, and safety online.

Teaching Instructions