Lesson 2: Respectful relationships

Children learn that respect is two-way and that how we treat others is how we can expect to be treated

Before the lesson


  • Activity: Being respected (see Classroom resources) – for pupils needing support with the main activity

Download classroom resources

Activity: Being respected (for pupils needing support with the main activity)
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Learning objective

  • To understand that respect is two-way and how we treat others is how we can expect to be treated

Statutory guidance

Respectful relationships

  •  Pupils should know practical steps they can take in a range of different contexts to improve or support respectful relationships

Success criteria

  • I understand respect is an important part of relationships
  • I can explain how I would want to be respected
  • I understand that I should treat others how I expect to be treated myself

Cross-curricular links

  • PSHE Association’s Programme of Study for PSHE Education

Attention grabber

Recap on the previous lesson on respect including:

  • What do we mean by respect?  For example, admiring something about someone else and having regard for other people’s feelings and rights
  • Who should we respect?  For example, parents, friends, teachers, celebrities, people with certain jobs. Although we should treat everyone with respect. 
  • How can respect be lost?  For example, changes in behaviour, finding something out about a person that you don’t like or agree with, being let down by a person.


 Key question

  • What do we remember learning about respect?

Main event

Explain that respect is a key part of any relationship and it is important that we treat other people as we would want to be treated ourselves. Tell the children that you are going to ask them to think about how they would like other people to respect them.  


Give the headings:

  • Online
  • My friends
  • My peers
  • Adults I know well
  • Other adults

The children can decide how they want to present the information but they need to include each heading and the key ways they would want to be respected by that group or in that situation.  You may find it helpful to provide some or all of the class with a copy of Activity: Being respected (see Classroom resources).


Some examples are given below:

  • Online (giving positive feedback/comments, not sharing information) 
  • My friends (understanding how I am feeling, giving positive feedback, listening to my opinion, not sharing information about me with others)
  • My peers (listening to me, respecting my opinion)
  • Adults I know well (understanding how I feel, talking to me about things which affect me, valuing my opinion)
  • Other adults (talking to me in an appropriate way, listening to my opinion)

When they have considered this, they can discuss their answers with their partner/table. Then take some feedback from them. Discuss whether there are some which apply to all the groups, and what the differences are. 


Key question

  • How do I want others to show their respect for me?


Pupils needing extra support: Can use the Activity: Being respected for the main activity as it provides a structure.

Pupils working at greater depth: Add to the main activity by also including how they can show respect to these groups of people/in this situation.

Wrapping up

Ask the children to look again at their expectations and then remind them that we should treat others how we want to be treated ourselves. 

Are there any expectations the children feel they need to work on and perhaps don’t show the respect to others that they would expect themselves.  Ask them to share this with someone in the class they trust.  

Over the next week the children can remind each other about respect and make a note of when they see respectful behaviour.  

At the end of each day you could ask children to share any examples of respect they have seen.  Or you could ask them to write down any examples of respect and put them into a respect box or onto a respect display.


Key questions

  • How do I respect others?
  • How do others show respect?

Assessing pupils' progress and understanding

Pupils with secure understanding indicated by: Understanding what respect is and how I should be respected.

Pupils working at greater depth indicated by: Understanding the link between receiving and giving respect.


  • Respect

  • Demonstrate

  • Peers

  • Online

  • Disrespect

Created by:
Sarah Huggins,  
RSE & PSHE specialist
Sarah has over 20 years’ experience in education. Starting as a Primary teacher, Sarah then moved into an advisory roleA particular job you do as part of a larger task that covered both PSHE education and Citizenship. She delivers courses…
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