The ability to recognize unhealthy relationships may seem like an easy thing for students to do until they find themselves the victim. Being a victim of manipulation causes someone to put up blinders and make excuses for behaviors. They may even feel guilty and at fault for causing the aggressor's behavior. Having students create goals and expectations for relationships is a good preventative measure to becoming a victim.
In this activity, students will create a healthy and unhealthy relationship scenario for three different experiences. The example above shows different couples on a date, going through a crisis, and experiencing something that happens to teens daily. Students are encouraged to develop their own scenarios, but you can modify the activity by providing a few scenarios for students to select from.
Asking students to use different characters for each relationship will help foster new ideas without making one person the victim in every situation. Additionally, it allows students to understand that anyone can be a victim or aggressor. It is important for students to not create themselves or their peers as a victim or an aggressor in any of the situations.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard depicting three examples of healthy and unhealthy relationship scenarios.
Begin each lesson with a brief talk about what boundaries look and sound like in friendships and relationships. Invite students to share examples or questions in a safe, supportive space.
Divide students into pairs and assign scenarios where one person sets a healthy boundary while the other tests it. Guide students to use respectful language and encourage reflection after each role-play.
Work together as a class to list signs of healthy and unhealthy relationships on large posters. Display these charts as visual reminders for students throughout your unit.
Ask students to write a short entry about how they would feel and respond in each scenario. Use prompts like "What would I do if I saw this happen to a friend?" to deepen understanding.
Guide each student to identify one or two goals for healthy relationships, such as "Communicate honestly" or "Respect others' boundaries." Revisit these goals at the end of the unit to discuss growth.
Start by discussing the differences between healthy and unhealthy relationships, using real-life scenarios. Encourage students to create storyboards showing both types, highlighting respect, trust, and communication in healthy examples, and control, manipulation, or disrespect in unhealthy ones.
Examples include couples handling disagreements respectfully (healthy) versus using blame or guilt (unhealthy), supporting each other's goals (healthy) versus discouraging or controlling behaviors (unhealthy), and positive communication (healthy) versus silent treatment or threats (unhealthy).
Setting relationship goals and expectations helps students recognize positive behaviors and avoid manipulation. It empowers them to establish boundaries, make informed choices, and prevent becoming victims of unhealthy dynamics.
Use interactive activities like storyboards where students compare healthy and unhealthy scenarios. Ensure variety by having different characters for each, and avoid using real students in the examples to create a safe learning environment.
Encourage students to use fictional characters in their scenarios and emphasize that anyone can experience unhealthy relationships. This approach fosters empathy while maintaining a respectful and nonjudgmental classroom space.