Getting Help in Relationships S3
Getting Help in Relationships
Lesson duration is: 30 minItems in this lesson
Getting Help in Relationships
This lesson stays within English/life-language work: understanding and using simple language for support, advice, and trusted people when a relationship problem happens.
Our learning goal
I can say who I can go to for help or advice if I have a problem in a relationship.
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Key words
relationship - a connection with another person
problem - something that is wrong or difficult
help - support with a problem
advice - ideas about what to do
trusted person - someone safe to talk to
safe - protected from harm
worried - feeling anxious or unhappy about something
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Key words
upset - feeling unhappy or distressed
comfortable - feeling okay and at ease
support worker - a person whose job is to help you
carer - a person who looks after or supports you
teacher - a person at school or college who helps you learn
helpline - a phone or message service for advice and support
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Who can help if you have a relationship problem?
Use this to gather prior ideas such as mum, teacher, friend, carer, doctor or helpline. Accept simple one-word answers.
What is a relationship?
A relationship is a connection with another person
This can be a friend, family member, partner, carer or teacher
Some relationships feel safe and kind
Sometimes relationships can have problems
Keep the meaning broad and practical. Students may think only of romantic relationships, so include friendships, family and other close connections.
Problems can happen
You may feel upset, worried or confused
Someone may not listen
There may be arguing, mean words or pressure
A problem does not have to be faced alone
Avoid overwhelming detail. Focus on recognising that relationship problems can affect feelings and that support is available.
When help is needed
Get help if you feel unsafe
Get help if someone is controlling or frightening you
Get help if the problem will not stop
Get help if you do not know what to do next
Emphasise that asking for help is a strong and sensible choice, not a failure.
Help or advice
Help means support with the problem. Advice means ideas about what to do. Sometimes one person can give both help and advice.
This distinction supports language development in English: learners hear and use both words accurately.
Trusted people
A trusted person is someone safe to talk to
They listen calmly
They want to help, not make things worse
They respect your feelings
If useful, contrast a trusted person with someone who laughs, ignores the problem or shares private information without care.
What is a trusted person like?
Safe to talk to
Likes to argue
Makes fun
Shares secrets
Checks understanding from slides 2 to 6: a trusted person listens calmly, helps and respects feelings.
Complete the sentences
A relationship is a connection with another person. Sometimes relationships have problems. If you feel unsafe, get help.
This anchors key words from the first teaching block.
People at home
Parent or carer
Older brother or sister
Another family member you trust
Someone at home may know you well
Acknowledge that not every learner will want to go to family. 'Someone at home' is one option, not the only option.
People at school or college
Teacher
Teaching assistant
Tutor
Pastoral staff or safeguarding lead
Use the setting that fits the learners. Briefly explain unfamiliar terms such as pastoral staff or safeguarding lead.
Other people who can help
Social worker
Support worker
Key worker
Doctor or nurse
Helpline worker
Present these as extra safe options, especially when the problem feels serious or private.
Choose a safe person
Pick someone who listens
Pick someone who takes the problem seriously
Pick someone who helps you stay safe
Keep telling a trusted person until you get help
Important safeguarding point: if the first person does not help, tell another trusted person.
If one person does not help, what should you do?
Keep it secret
Wait a week
Tell another person
Stop asking
Based on slides 7 to 10. Reinforces the safeguarding message: keep telling a trusted person until you get help.
Who would you choose first for help?
Family
Teacher
Support worker
Doctor or nurse
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Starting the conversation
You do not need perfect words. A simple start is enough: I need help, I am worried, or I need to talk about a problem.
Model these phrases aloud. Learners at this level benefit from direct, repeatable sentence frames.
Useful words to say
I do not feel comfortable
This is upsetting me
I need advice
I do not feel safe
Use clear tone and simple repetition. These phrases are functional English learners can reuse in real life.
What to explain
Who the problem is with
What happened
How you feel
What help you need, if you know
Keep the structure concrete. Learners may need support to organise events in order.
If talking is hard
You can write it down
You can send a message
You can ask someone you trust to stay with you
You can ask for more time
This is especially important for autistic learners who may find face-to-face speaking difficult under stress.
Complete the message
You can start with simple words. You can say, I need help. You can explain what happened and say how you feel. If talking is hard, you can write it down.
Echoes the sentence frames and structure from slides 11 to 14.
Getting help quickly
Unsafe situation → tell a trusted adult straight away
No one listens → tell another trusted person
Emergency → call emergency services
Clarify local emergency number if appropriate for the setting. Keep the message simple: safety first, then support.
What should you do in an unsafe situation?
Tell a trusted adult
Say nothing
Ask a classmate
Leave it for later
Checks the key safety action taught on slide 15.
What could you say first to ask for help?
Expected elements: a short phrase from the lesson such as 'I need help', 'I am worried', 'I need advice' or 'I do not feel safe'. Discuss that simple words are enough.
What is one thing you learned today?
Reflection only. Invite simple answers such as a person to ask, words to say, or what a trusted person is.
How did this lesson feel for you?
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What helped you understand this best?
Reflection only. Students may answer with examples such as sentence starters, key words, or the list of trusted people.
