Managing Friendship Disagreements

Overview

This 60-minute session is designed for Year 7 and 8 students in a special school setting. It focuses on developing restorative approaches to managing friendship disagreements, aligned with the National Curriculum for England’s PSHE education framework. All activities are practical, interactive, and tailored to engage students with diverse learning needs.

National Curriculum Context

PSHE Education (Personal, Social, Health and Economic Education)
Topic focus: “Relationships” (Key Stage 3)

Objective: Pupils should learn to develop healthy, respectful friendships and recognise the emotions and behaviours associated with friendship problems.
Statutory Guidance:

"Pupils should be taught strategies to resolve conflicts and manage peer relationships positively and respectfully."
Skills developed: empathy, communication, conflict resolution, emotional literacy, and restorative justice principles.

Learning Objectives (LO)

LO1: Identify common causes of friendship disagreements and recognise feelings involved.
LO2: Demonstrate restorative approaches and communication skills to manage and resolve friendship conflicts.
LO3: Reflect on how resolving disagreements can strengthen friendships and improve social wellbeing.

Resources

Soft ball or bean bag
Emotion cards (happy, sad, angry, confused, calm)
Scenario cards describing common friendship dilemmas
Whiteboard/flip chart with markers
Large paper and coloured pens
‘Peace Path’ mat or taped pathway on the floor
Timer or stopwatch

Session Breakdown

1. Introduction & Warm-Up (10 minutes)

Welcome and outline the session aim focused on managing friendship disagreements effectively and respectfully.
Icebreaker: “Emotion Ball Toss”
- Students sit in a circle. Toss the ball to a student who names an emotion they might feel during a disagreement.
- Show the corresponding emotion card and briefly discuss what might cause this feeling in a friendship.
Clarify how understanding emotions helps us manage conflicts.

2. Exploring Friendship Disagreements (10 minutes)

Divide students into small groups of 3. Each group receives a ‘friendship disagreement’ scenario card.
Groups discuss: What might have caused the problem? How might each person feel?
Each group shares their scenario and feelings with the class.
Teacher lists common reasons for conflict and emotions on the board.

3. Restorative Approaches Explained (10 minutes)

Brief teacher-led explanation of restorative approaches:
- Listening actively
- Speaking honestly but kindly
- Taking responsibility
- Finding solutions that help everyone feel respected
Introduce the ‘Peace Path’ mat on the floor as a metaphor for moving from conflict to resolution.

4. Practical Activity – Restorative Role Play Game (20 minutes)

“Peace Path Role Play”
- Students pair up. Each pair chooses or is given a disagreement scenario (age-appropriate and relevant).
- Using the ‘Peace Path’ mat, pairs physically step through stages of resolution:
  1. Acknowledging the problem (Step 1)
  2. Expressing feelings using “I” statements (Step 2)
  3. Listening to each other (Step 3)
  4. Brainstorming solutions (Step 4)
  5. Agreeing on a way forward (Final step)
- Pairs perform or narrate their resolutions to the group, highlighting how they used restorative language.

5. Reflection & Discussion (10 minutes)

Use the whiteboard or flip chart for group reflections on:
- How did it feel to use restorative language?
- What was challenging?
- How might these skills help in real life?
End with a calming breathing or mindfulness exercise to reinforce emotional regulation.

Assessment Opportunities

Ongoing formative assessment through observation of group discussions and role plays.
Use a simple feedback sheet with smiley face symbols for students to self-assess confidence in managing disagreements restoratively.
Teacher notes on each student’s ability to identify emotions, communicate respectfully, and propose solutions.

Differentiation Strategies

Simplify scenario cards for students with cognitive challenges, using pictures or simple language.
Use emotion cards to support students who struggle with verbal expression.
Pair less confident students with peers for support during role plays.
Adjust pace according to group needs with additional guided prompts as required.

Extension Ideas

Create a “Friendship Charter” mural collaboratively, depicting agreed restorative behaviours for resolving conflicts.
Invite a peer mentor or school counsellor to discuss conflict management strategies.
Link to creative arts by having students draw comics illustrating friendship disagreements and resolutions.

Final Note

This session not only aligns with the statutory framework for PSHE in Key Stage 3 but also embraces restorative justice principles proven to enhance school climate and social-emotional learning for young people with additional needs. It offers teachers practical, engaging tools to nurture respectful peer relationships, empowering students for life beyond the classroom.