Healthy vs. Unhealthy Relationships

Lesson Overview

• Unit: Respectful Relationships Unpacked (Lesson 3 of 6)
• Subject: PSHE
• Year Group: Year 9
• Curriculum Reference: Relationships Education, Relationships and Sex Education (RSE) & Health Education (DfE statutory guidance for Key Stage 3)
• Lesson Length: 55 minutes
• Class Size: 3 students

Learning Objectives

By the end of this lesson, students will:

1. Identify the characteristics of healthy and unhealthy relationships.
2. Recognise early warning signs of unhealthy dynamics.
3. Understand the importance of setting personal boundaries.
4. Develop strategies to seek help if they or someone they know is in an unhealthy relationship.

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Lesson Structure

Starter Activity (10 minutes) – Relationship Snap

• Write the words ‘Healthy Relationships’ and ‘Unhealthy Relationships’ on separate sheets of paper.
• Spread printed relationship behaviour cards (examples below) face down on the table.
• Students take turns flipping a card and deciding under which category it belongs.
• Encourage discussion: "Why do you think this belongs in this category?"

Examples of Relationship Behaviour Cards:

• “They celebrate your achievements.” ✅ Healthy
• “They check your phone without asking.” ❌ Unhealthy
• “You feel safe expressing emotions.” ✅ Healthy
• “They make you feel guilty for spending time with others.” ❌ Unhealthy

Teacher Notes:

• Ensure students justify their answers.
• Use probing questions to deepen understanding: “Can a behaviour ever belong in both categories?”

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Main Activity (20 minutes) – Case Study Analysis

Introducing Case Studies:

• Provide three short, age-appropriate case studies featuring realistic relationships (friendships, romantic, family).
• Each case study contains a mix of healthy and unhealthy elements.

Case Study Example:
"Asha and Mark have been friends since Year 7. Lately, Mark has started making jokes about Asha’s appearance in front of others. When she tells him it upsets her, he shrugs it off, saying she’s ‘too sensitive’. However, he always messages to check she got home safely after school and helps with her homework when she struggles."

Activity Instructions:

1. Students read the case studies individually.
2. As a small group, discuss:
   • What parts of the relationship seem healthy?
   • What behaviours raise concern?
   • If you were Asha, what could you do?
3. Students rank each relationship from 1 (healthy) to 5 (unhealthy) and explain their reasoning.

Discussion Prompts:

• “Does a single unhealthy behaviour mean a relationship is toxic?”
• “How might unhealthy relationships affect someone's mental health?”

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Paired Task (15 minutes) – Boundary Scenarios

• Defining Boundaries:

  • Ask: “What are personal boundaries?”
  • Discuss types: emotional, physical, digital, time-related.

• Scenario-Based Role Play:

  • Each pair receives a scenario where someone needs to set boundaries.
  • Example:
    Jess enjoys gaming with friends but feels pressured to be online all evening. She wants to set limits without damaging friendships.
  • Students brainstorm and role-play how Jess could set a healthy boundary.
  • Each group shares their response, and the class provides feedback.

Teacher Notes:

• Reinforce the idea that boundaries are healthy and help protect well-being.
• Guide students towards assertive (not aggressive) communication.

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Plenary (10 minutes) – Reflection & Support Systems

• Exit Question: Each student writes one piece of advice they would give to someone in an unhealthy relationship. Share in discussion.
• Signposting Support: Brief discussion on places for help:
  • Trusted adults (teachers, youth workers, family)
  • Childline (explain what they do)
  • School counsellors

Final Thought: “Respect in relationships isn’t just about what you expect from others—it’s also about how you treat yourself.”

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Assessment for Learning

• Informal observation during discussions.
• Justifications in Snap Starter and Case Study Analysis show comprehension.
• End-of-lesson reflection checks understanding of support options.

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Differentiation & Support

• Scaffolding: Prompt cards for students needing additional discussion starters.
• Challenge: Students create their own boundary-setting scenarios.
• Accessibility: Print materials in dyslexia-friendly fonts if needed.

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Resources Needed

✅ Printed relationship behaviour cards
✅ Case study sheets
✅ Scenario role-play prompts
✅ Paper & pens for reflection task

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Teacher’s Closing Note

Encourage students to reflect on their own relationships over the next week. They will revisit this in Lesson 4: Building Respectful Relationships in Different Contexts.