# data[].attributes.headline
Free Teacher helpline giving advice on how to respond to questions or concerns from students, parents/carers

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Free Teacher helpline giving advice on how to respond to questions or concerns from students, parents/carers

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Helpline for Talk Relationships

Contact our dedicated Talk Relationships Helpline for advice on:

how to respond to questions or concerns from students, parents or carers

preparing a response to questions you think you may be asked

managing a safeguarding concern or disclosure

managing anxieties about delivering sex and relationships education.

We are committed to supporting people working in secondary education to overcome any challenges they may face when delivering sex and relationships education. If there are any other related topics you want to discuss, please contact the Helpline and we will do our best to support you.

How to contact us

Call 0800 389 5347 or email help@nspcc.org.uk with "Talk Relationships" in the subject line.

We are available from 8am-8pm Monday to Friday and 9am-6pm on Saturday and Sunday.

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Talk Relationships: resources to deliver sex and relationships education | NSPCC Learning

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Training, lesson plans, a whole-school approach framework and a dedicated helpline to support secondary teachers and leaders to embed sex and relationships education across their whole school.

# data[].attributes.headline
Free Teacher helpline giving advice on how to respond to questions or concerns from students, parents/carers

# data[].attributes.subject
Free Teacher helpline giving advice on how to respond to questions or concerns from students, parents/carers

# data[].attributes.body
Helpline for Talk Relationships

Contact our dedicated Talk Relationships Helpline for advice on:

how to respond to questions or concerns from students, parents or carers

preparing a response to questions you think you may be asked

managing a safeguarding concern or disclosure

managing anxieties about delivering sex and relationships education.

We are committed to supporting people working in secondary education to overcome any challenges they may face when delivering sex and relationships education. If there are any other related topics you want to discuss, please contact the Helpline and we will do our best to support you.

How to contact us

Call 0800 389 5347 or email help@nspcc.org.uk with "Talk Relationships" in the subject line.

We are available from 8am-8pm Monday to Friday and 9am-6pm on Saturday and Sunday.

# data[].attributes.attachment_link.title
Talk Relationships: resources to deliver sex and relationships education | NSPCC Learning

# data[].attributes.attachment_link.description
Training, lesson plans, a whole-school approach framework and a dedicated helpline to support secondary teachers and leaders to embed sex and relationships education across their whole school.

# data[].attributes.body
Adapting the city to a warmer climate

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Please share this newsletter with young people and families to help keep them safe

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Intead of asking, ‘What’s wrong with you?’ we ask, ‘What’s happened to you?’ At Body & Soul, we look beyond diagnoses to see the whole person, past, present, and future. Through relational, whole-person care, we address immediate needs while building connection, agency and belief in a life that can be fully lived.

End Suicide—Not just the immediate Crisis

Current systems of care often provide short-term interventions, leaving the root causes untouched. Our evidenced trauma-informed care goes deeper, saving lives, restoring hope and building a future that each person feels is worth living.

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Body & Soul Charity – Transforming Trauma With Love

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Trauma Needs Love - New Body & Soul Website coming soon…

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Inclusive Sportswear tackles the pervasive and deeply rooted issue of exclusion in sports, particularly among women, girls, religious minorities, and diverse groups.

At the heart of this exclusion lies a critical yet often overlooked barrier: discriminatory and outdated sports kit policies that fail to accommodate the diverse needs, preferences, and identities of these underrepresented communities.

Far too often, traditional sports kit policies have been designed with a narrow, homogeneous population in mind, disregarding the rich diversity of bodies, beliefs, and experiences that make up our sporting communities, leading to alarming dropout rates, especially for teenage girls.

A lack of diversity acts as a barrier to the opportunity to progress in sport both recreationally and professionally as well as a profound sense of disconnection from the joys and benefits of physical activity.

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The Inclusive Sportswear Charter is the first and only inclusion-based kit standard. It is built to empower schools, clubs, National Governing Bodies, and brands to design and implement inclusive sports kit policies

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Resources, policy and news on how play supports being well

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A review of recent research into children’s play, social policy and practice, with a focus on Wales.

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Men B vaccination for meningitis and septicaemia

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Men B vaccination for meningitis and septicaemia

# data[].attributes.body
Meningitis and septicaemia are very serious and require urgent attention. If you think you’ve got either, get medical help immediately and make sure your fellow students know to look out for you and each other.

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Funding to support students through grief and bereavement

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Funding to support students through grief and bereavement

# data[].attributes.body
Our fully funded training programme equipping school and education staff with the skills and confidence to support students through anticipatory grief and bereavement.

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Responding In The Moment: Schools Programme - Ruth Strauss Foundation

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Sign up for a fully funded training equipping you with the skills and confidence to support students through anticipatory grief and bereavement.

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In honour of Dying Matters Awareness Week, which takes place each May, this month’s reading list is a collection of books that have accompanied readers through the most challenging of times.

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GoodWork creates fairer employment opportunities for young people from underserved communities.

We empower young people with the confidence, skills and networks needed to launch their careers, while working with employers to make the systems change needed for underrepresented young people to thrive.

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GoodWork - Inclusive Youth Employment Programme

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Home — GoodWork | Youth employment and social mobility charity

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GoodWork is a charity, creating fairer employment opportunities for 18-25 year-olds from lower socioeconomic backgrounds who face multiple barriers to employment.

# data[].attributes.body
GoodWork creates fairer employment opportunities for young people from underserved communities.

We empower young people with the confidence, skills and networks needed to launch their careers, while working with employers to make the systems change needed for underrepresented young people to thrive.

# data[].attributes.attachment_link.provider_name
GoodWork - Inclusive Youth Employment Programme

# data[].attributes.attachment_link.title
Home — GoodWork | Youth employment and social mobility charity

# data[].attributes.attachment_link.description
GoodWork is a charity, creating fairer employment opportunities for 18-25 year-olds from lower socioeconomic backgrounds who face multiple barriers to employment.

# data[].attributes.body
Feeling lonely is not something to be embarrassed about. We can all feel lonely, regardless of life experiences, age, or background.

Everyone will have a different experience of loneliness and different reasons for why they are feeling this way. There is no one way to effectively deal with loneliness but lots of different things that can and do help.

We do not provide direct services or have a helpline, but lots of support is available from charities. Visit our helpful links page for more information on the support available. Your are not alone.

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We believe that people of all ages need connections that matter. We build the evidence from research, policy and practice to end chronic loneliness.

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Big Brush Club is a supervised toothbrushing scheme funded by the NHS, being delivered to early years settings across the Southwest.

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toothPASTE : Support for Autistic children and sensory needs

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toothPASTE : Support for Autistic children and sensory needs

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Find out how to help your child through the stress of school exams and tests, including what you can do to help them cope with nerves and anxiety, plus advice about diet, sleep and exercise.

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UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

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UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

# data[].attributes.headline
UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

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UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

# data[].attributes.headline
UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

# data[].attributes.subject
UN Misogyny and Violent Extremism : Implications for Preventing Violent Extremism

# data[].attributes.headline
Masculinities and Preventing Violent Extremism

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Masculinities and Preventing Violent Extremism

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Masculinities & Preventing Violent Extremism

# data[].attributes.headline
Masculinities and Preventing Violent Extremism

# data[].attributes.subject
Masculinities and Preventing Violent Extremism

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Masculinities & Preventing Violent Extremism

# data[].attributes.headline
Masculinities and Preventing Violent Extremism

# data[].attributes.subject
Masculinities and Preventing Violent Extremism

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Masculinities & Preventing Violent Extremism

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A Guide on How to be a Bystander and Report Hate Crime

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A Guide on How to be a Bystander and Report Hate Crime

# data[].attributes.headline
A Guide on How to be a Bystander and Report Hate Crime

# data[].attributes.subject
A Guide on How to be a Bystander and Report Hate Crime

# data[].attributes.headline
A Guide on How to be a Bystander and Report Hate Crime 

# data[].attributes.subject
A Guide on How to be a Bystander and Report Hate Crime 

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How to Talk To Young People About Andrew Tate 

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How to Talk To Young People About Andrew Tate 

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Step 3 - ask the right questions

This brings us to the most important point - we need to change what questions we're asking about Andrew Tate - instead of asking "what can we do about him?" we need to ask "what is it about him?" And "what is it about this current climate that allows his version of masculinity to thrive?"

His brand of masculinity is what draws people towards him: words like traditional, realist, role model for how to be a man. To most adults he looks like a cartoon of all the most ridiculous tropes of toxic masculinity; the cars, the money, the ideas about mental health. The alleged trafficking of women, the misogyny. So when we've looked at why he's so popular the next question needs to be, what is the context and climate that means he is appealing?

When having these conversations I like to zoom right in, then all the way out. Instead of arguing his actual points with evidence or debating his intentions, I ask questions about what he represents, then look at the bigger picture, and ask why is that appealing right now?

The context in which boys are gravitating towards Andrew Tate is one in which they feel victimised and powerless. As an educator in the gender-based violence sector this can feel frustrating. But ignoring it and saying, "suck it up", men have had power since the beginning of time, is not helping anyone.

Conversations around violence against women have completely transformed since I was at school less than 10 years ago. In a way that we can see paralleled with the movement for racial justice, conversations around gender-based violence have been radically shifted by events of the past decade: The #MeToo movement, Everyone's Invited, Ofsted investigations, Sarah Everard's death and many more. It's confusing for young people.

Girls, trans and non-binary pupils have more awareness and knowledge than ever (thank you TikTok) about the ways in which they are victimised within a culture of gender-based violence. And they still suffer many different forms of this. But boys feel under siege too. They feel more under threat of being falsely accused than ever. Andrew Tate offers them a different narrative from the one in which they feel they've been cast as the baddies. There are no alternative models of masculinity on offer. We go into schools and tell young people that what Andrew Tate puts forward is an unrealistic stereotype of masculinity that ultimately harms everyone. Sometimes they see that, but when we exist in a system that punishes those who don't fit a stereotype, we construct a reality where it is preferable to be an Andrew Tate rather than a man who can express his emotions and show weakness and vulnerability.

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How to talk to young people about Andrew Tate - Bold Voices

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Three tips for approaching conversations about Andrew Tate with young people in schools.

# data[].attributes.headline
How to Talk to Young People About Andrew Tate

# data[].attributes.subject
How to Talk to Young People About Andrew Tate

# data[].attributes.attachment_link.readable_text
Step 3 - ask the right questions

This brings us to the most important point - we need to change what questions we're asking about Andrew Tate - instead of asking "what can we do about him?" we need to ask "what is it about him?" And "what is it about this current climate that allows his version of masculinity to thrive?"

His brand of masculinity is what draws people towards him: words like traditional, realist, role model for how to be a man. To most adults he looks like a cartoon of all the most ridiculous tropes of toxic masculinity; the cars, the money, the ideas about mental health. The alleged trafficking of women, the misogyny. So when we've looked at why he's so popular the next question needs to be, what is the context and climate that means he is appealing?

When having these conversations I like to zoom right in, then all the way out. Instead of arguing his actual points with evidence or debating his intentions, I ask questions about what he represents, then look at the bigger picture, and ask why is that appealing right now?

The context in which boys are gravitating towards Andrew Tate is one in which they feel victimised and powerless. As an educator in the gender-based violence sector this can feel frustrating. But ignoring it and saying, "suck it up", men have had power since the beginning of time, is not helping anyone.

Conversations around violence against women have completely transformed since I was at school less than 10 years ago. In a way that we can see paralleled with the movement for racial justice, conversations around gender-based violence have been radically shifted by events of the past decade: The #MeToo movement, Everyone's Invited, Ofsted investigations, Sarah Everard's death and many more. It's confusing for young people.

Girls, trans and non-binary pupils have more awareness and knowledge than ever (thank you TikTok) about the ways in which they are victimised within a culture of gender-based violence. And they still suffer many different forms of this. But boys feel under siege too. They feel more under threat of being falsely accused than ever. Andrew Tate offers them a different narrative from the one in which they feel they've been cast as the baddies. There are no alternative models of masculinity on offer. We go into schools and tell young people that what Andrew Tate puts forward is an unrealistic stereotype of masculinity that ultimately harms everyone. Sometimes they see that, but when we exist in a system that punishes those who don't fit a stereotype, we construct a reality where it is preferable to be an Andrew Tate rather than a man who can express his emotions and show weakness and vulnerability.

# data[].attributes.attachment_link.title
How to talk to young people about Andrew Tate - Bold Voices

# data[].attributes.attachment_link.description
Three tips for approaching conversations about Andrew Tate with young people in schools.

# data[].attributes.headline
How to talk to young people about Andrew Tate

# data[].attributes.subject
How to talk to young people about Andrew Tate

# data[].attributes.attachment_link.readable_text
Step 3 - ask the right questions

This brings us to the most important point - we need to change what questions we're asking about Andrew Tate - instead of asking "what can we do about him?" we need to ask "what is it about him?" And "what is it about this current climate that allows his version of masculinity to thrive?"

His brand of masculinity is what draws people towards him: words like traditional, realist, role model for how to be a man. To most adults he looks like a cartoon of all the most ridiculous tropes of toxic masculinity; the cars, the money, the ideas about mental health. The alleged trafficking of women, the misogyny. So when we've looked at why he's so popular the next question needs to be, what is the context and climate that means he is appealing?

When having these conversations I like to zoom right in, then all the way out. Instead of arguing his actual points with evidence or debating his intentions, I ask questions about what he represents, then look at the bigger picture, and ask why is that appealing right now?

The context in which boys are gravitating towards Andrew Tate is one in which they feel victimised and powerless. As an educator in the gender-based violence sector this can feel frustrating. But ignoring it and saying, "suck it up", men have had power since the beginning of time, is not helping anyone.

Conversations around violence against women have completely transformed since I was at school less than 10 years ago. In a way that we can see paralleled with the movement for racial justice, conversations around gender-based violence have been radically shifted by events of the past decade: The #MeToo movement, Everyone's Invited, Ofsted investigations, Sarah Everard's death and many more. It's confusing for young people.

Girls, trans and non-binary pupils have more awareness and knowledge than ever (thank you TikTok) about the ways in which they are victimised within a culture of gender-based violence. And they still suffer many different forms of this. But boys feel under siege too. They feel more under threat of being falsely accused than ever. Andrew Tate offers them a different narrative from the one in which they feel they've been cast as the baddies. There are no alternative models of masculinity on offer. We go into schools and tell young people that what Andrew Tate puts forward is an unrealistic stereotype of masculinity that ultimately harms everyone. Sometimes they see that, but when we exist in a system that punishes those who don't fit a stereotype, we construct a reality where it is preferable to be an Andrew Tate rather than a man who can express his emotions and show weakness and vulnerability.

# data[].attributes.attachment_link.title
How to talk to young people about Andrew Tate - Bold Voices

# data[].attributes.attachment_link.description
Three tips for approaching conversations about Andrew Tate with young people in schools.

# data[].attributes.attachment_link.readable_text
1. they know more than you

As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of. So when broaching this subject, be aware that even if you research up to your eyeballs, you're probably not going to be the expert in the room.

So my advice is to be open and encouraging of what your students have to say. Let them lead. Be ready to hear things that may shock you while remembering that, in many cases, it is better that they are said in the safe confines of your classroom rather than spouted online. Our job is to moderate and steer. To lead our students to the right conclusion rather than telling them what to believe. Be open to what they have to say while encouraging respect and tolerance.

2. being a teenage boy is hard

The teenage years are a confusing time. You are more self-conscious, sexually frustrated, and feeling more isolated than you ever felt as a confident, carefree child. TV and other members of your cohort can have you believing that everyone is having sex, and if you're not, you're falling behind. So, keep this in mind when talking with your class. Many of these young people are struggling with their identity, their bodies, their insecurities, and they are looking for an outlet to express this - and often not finding one. So when someone like Andrew Tate comes along and says that boys are powerful and that the feminist movement is the reason they are feeling like this, you can see how easy it can be for teenage boys to fall into the trap of believing it.

3. It's easy to (accidentally) fan the flames

It was when Andrew Tate was banned from social media platforms that we received a flurry of requests from schools to cover him. He got banned, his media attention grew and so did his number of supporters. Be aware of this when covering these issues in your lesson - extra attention isn't always a good thing.

Teachers have shared online how they have tried to tackle these issues with full force only to be met with resistance and resentment. Sometimes even feeling that their pupils have been pushed in the wrong direction as a result of their efforts. So, before you go into the classroom, think about the paths you are highlighting to them. Think about the language and insults you might be arming them with. Know that if you teach them terms like "chads" and "staceys", they will start calling each other "chads" and "staceys".

Most importantly, try not to over-sensationalise or cast assertions on the members of these groups. Keep your language as neutral as you can and focus on the facts. Empathy is the key here. If you try to fight fire with fire, these at-risk boys will see this as an attack, proof that Tate and his followers were right. Your aim may be to reveal a devil, but they might just see a rebel and a martyr.

4. These groups are communities

For the lost and disenfranchised, these groups often offer a sense of community and belonging. They provide a home for these frustrated boys - someone to say, "Yes, you're right. It is hard. I understand, and it's not your fault." Like so many extreme groups, they offer easy answers to complex questions and support to those who feel isolated from their existing communities.

You have to remember that the issues that these boys are dealing with are real and that these groups are providing a sense of solace and understanding. Purely demonising them will not help.

To remove them from a community, we need to welcome them into another one. Show them that hate and anger aren't long-term plans. So, think about the options in your area. Look up where they can go and who they can speak to. You can find some examples of this in the help sheets as part of our VotePack.

# data[].attributes.attachment_link.description
As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of.

# data[].attributes.attachment_link.readable_text
1. they know more than you

As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of. So when broaching this subject, be aware that even if you research up to your eyeballs, you're probably not going to be the expert in the room.

So my advice is to be open and encouraging of what your students have to say. Let them lead. Be ready to hear things that may shock you while remembering that, in many cases, it is better that they are said in the safe confines of your classroom rather than spouted online. Our job is to moderate and steer. To lead our students to the right conclusion rather than telling them what to believe. Be open to what they have to say while encouraging respect and tolerance.

2. being a teenage boy is hard

The teenage years are a confusing time. You are more self-conscious, sexually frustrated, and feeling more isolated than you ever felt as a confident, carefree child. TV and other members of your cohort can have you believing that everyone is having sex, and if you're not, you're falling behind. So, keep this in mind when talking with your class. Many of these young people are struggling with their identity, their bodies, their insecurities, and they are looking for an outlet to express this - and often not finding one. So when someone like Andrew Tate comes along and says that boys are powerful and that the feminist movement is the reason they are feeling like this, you can see how easy it can be for teenage boys to fall into the trap of believing it.

3. It's easy to (accidentally) fan the flames

It was when Andrew Tate was banned from social media platforms that we received a flurry of requests from schools to cover him. He got banned, his media attention grew and so did his number of supporters. Be aware of this when covering these issues in your lesson - extra attention isn't always a good thing.

Teachers have shared online how they have tried to tackle these issues with full force only to be met with resistance and resentment. Sometimes even feeling that their pupils have been pushed in the wrong direction as a result of their efforts. So, before you go into the classroom, think about the paths you are highlighting to them. Think about the language and insults you might be arming them with. Know that if you teach them terms like "chads" and "staceys", they will start calling each other "chads" and "staceys".

Most importantly, try not to over-sensationalise or cast assertions on the members of these groups. Keep your language as neutral as you can and focus on the facts. Empathy is the key here. If you try to fight fire with fire, these at-risk boys will see this as an attack, proof that Tate and his followers were right. Your aim may be to reveal a devil, but they might just see a rebel and a martyr.

4. These groups are communities

For the lost and disenfranchised, these groups often offer a sense of community and belonging. They provide a home for these frustrated boys - someone to say, "Yes, you're right. It is hard. I understand, and it's not your fault." Like so many extreme groups, they offer easy answers to complex questions and support to those who feel isolated from their existing communities.

You have to remember that the issues that these boys are dealing with are real and that these groups are providing a sense of solace and understanding. Purely demonising them will not help.

To remove them from a community, we need to welcome them into another one. Show them that hate and anger aren't long-term plans. So, think about the options in your area. Look up where they can go and who they can speak to. You can find some examples of this in the help sheets as part of our VotePack.

# data[].attributes.attachment_link.description
As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of.

# data[].attributes.attachment_link.readable_text
1. they know more than you

As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of. So when broaching this subject, be aware that even if you research up to your eyeballs, you're probably not going to be the expert in the room.

So my advice is to be open and encouraging of what your students have to say. Let them lead. Be ready to hear things that may shock you while remembering that, in many cases, it is better that they are said in the safe confines of your classroom rather than spouted online. Our job is to moderate and steer. To lead our students to the right conclusion rather than telling them what to believe. Be open to what they have to say while encouraging respect and tolerance.

2. being a teenage boy is hard

The teenage years are a confusing time. You are more self-conscious, sexually frustrated, and feeling more isolated than you ever felt as a confident, carefree child. TV and other members of your cohort can have you believing that everyone is having sex, and if you're not, you're falling behind. So, keep this in mind when talking with your class. Many of these young people are struggling with their identity, their bodies, their insecurities, and they are looking for an outlet to express this - and often not finding one. So when someone like Andrew Tate comes along and says that boys are powerful and that the feminist movement is the reason they are feeling like this, you can see how easy it can be for teenage boys to fall into the trap of believing it.

3. It's easy to (accidentally) fan the flames

It was when Andrew Tate was banned from social media platforms that we received a flurry of requests from schools to cover him. He got banned, his media attention grew and so did his number of supporters. Be aware of this when covering these issues in your lesson - extra attention isn't always a good thing.

Teachers have shared online how they have tried to tackle these issues with full force only to be met with resistance and resentment. Sometimes even feeling that their pupils have been pushed in the wrong direction as a result of their efforts. So, before you go into the classroom, think about the paths you are highlighting to them. Think about the language and insults you might be arming them with. Know that if you teach them terms like "chads" and "staceys", they will start calling each other "chads" and "staceys".

Most importantly, try not to over-sensationalise or cast assertions on the members of these groups. Keep your language as neutral as you can and focus on the facts. Empathy is the key here. If you try to fight fire with fire, these at-risk boys will see this as an attack, proof that Tate and his followers were right. Your aim may be to reveal a devil, but they might just see a rebel and a martyr.

4. These groups are communities

For the lost and disenfranchised, these groups often offer a sense of community and belonging. They provide a home for these frustrated boys - someone to say, "Yes, you're right. It is hard. I understand, and it's not your fault." Like so many extreme groups, they offer easy answers to complex questions and support to those who feel isolated from their existing communities.

You have to remember that the issues that these boys are dealing with are real and that these groups are providing a sense of solace and understanding. Purely demonising them will not help.

To remove them from a community, we need to welcome them into another one. Show them that hate and anger aren't long-term plans. So, think about the options in your area. Look up where they can go and who they can speak to. You can find some examples of this in the help sheets as part of our VotePack.

# data[].attributes.attachment_link.description
As adults, we love to believe that we know more about the world than our teenage counterparts. In many cases, this is true - but not when it comes to the internet. These days, a teenager's world moves fast. They access parts of the internet that we're not even aware of.

# data[].attributes.headline
Advice for teachers on how to discuss Andrew Tate

# data[].attributes.subject
Advice for teachers on how to discuss Andrew Tate

# data[].attributes.headline
Advice for teachers on how to teach about Andrew Tate

# data[].attributes.subject
Advice for teachers on how to teach about Andrew Tate

# data[].attributes.headline
Advice for teachers on how to teach about Andrew Tate

# data[].attributes.subject
Advice for teachers on how to teach about Andrew Tate

# data[].attributes.body
A guide for Professionals

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City and Hackney adapted Novel nicotine and tobacco products guide booklet

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This guidance has been updated to include:

information on prepacked for direct sale (PPDS) foods

additional resources and links

The standards for school food in England allow schools and colleges to substitute items from their usual menus if certain items are in short supply.

If you're making changes to your menus, or substituting food products due to supply changes or for religious and cultural reasons, you must make sure you can continue to meet any special dietary needs. This includes pupils who cannot eat certain ingredients due to an allergy or other medical condition. If you need to adapt your menus at short notice, you must make sure that the needs of these pupils are still met.

This guide lists practical advice and resources to help schools manage allergy risks.

Legal requirements for schools and caterers

Under section 100 of the Children and Families Act 2014, schools have a duty to support pupils at their school with medical conditions.

Our statutory guidance explains your responsibilities in supporting pupils at school with medical conditions. You should make sure that you support pupils with any medical conditions in school. This could include ensuring that a child with an allergy is able to eat a school lunch.

The Food Information Regulations 2014 requires all food businesses including school caterers to show the allergen ingredients' information for the food they serve. This makes it easier for schools to identify the food that pupils with allergies can and cannot eat.

From October 2021, the Food Information Regulations will include new requirements for the labelling of allergens on PPDS foods. These are foods which are packaged on the premises before the consumer orders them. Read the Food Standards Agency advice for schools, colleges and nurseries.

Practical measures and advice

If you're making changes to your menus or substituting food products, you must continue to meet any special dietary needs.

To make sure you continue to meet these pupil's needs, you should:

check any product changes with your food suppliers

ask your caterers to read labels and product information before using them

use the dishes and their allergen content menu chart to list the ingredients in all your meals

ensure allergen ingredients remain identifiable

The Food Standards Agency has produced guidance for food businesses to help with this. It includes information on:

the 14 most common allergens

food labelling requirements

handling allergen ingredients and

further training

Read the allergen guidance for institutional caterers. It includes information for school caterers on:

processes to help identify pupils with allergies

methods to help cross-reference allergies against particular food types or ingredients

Dealing with a severe reaction

The NHS has advice on food allergies. It contains information on symptoms and treatment. They also have more detailed advice on the treatment of anaphylactic reactions.

Read the Anaphylaxis Campaign advice on what to do in an emergency.

All primary and secondary schools can buy adrenaline auto-injectors from a pharmacy, without a prescription, for use in emergencies. Read the Department of Health and Social Care's guidance on using emergency adrenaline auto-injectors in schools.

Most allergic reactions are less severe, check the NHS advice on symptoms.

Other resources

Allergy UK has fact sheets and resources for schools covering a wide range of allergies.

The Anaphylaxis Campaign has advice to help schools manage severe allergic conditions.

LACA, the lead body for catering in education has produced a good practice and risk assessment guide (PDF, 413KB) for caterers to help manage allergens safely.

You can find a model to help develop individual health care plans in annex A of the supporting pupils at school with medical conditions guidance.

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This guidance has been updated to include: information on prepacked for direct sale (PPDS) foods additional resources and links The standards for school food in England allow schools and colleges to substitute items from their usual menus if certain items are in short supply.

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Allergy School offers free, practical resources to help teachers create inclusive and safe environments for children with food allergies.

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Welcome to Allergy School — The Natasha Allergy Research Foundation

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Allergy School offers FREE, practical resources to help teachers, club leaders, and anyone who cares for children aged 3-11 learn about food allergies. Sign up free of charge to access our films, lesson plans, assembly packs, self-assessment checklist and first aid advice.

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Give your school the confidence to manage serious allergies – and potentially save a life.

AllergyWise® is the UK’s most comprehensive allergy training for schools – trusted by educators and written by leading experts in medicine and education. Our CPD-certified courses are fully updated to reflect current guidance from the Department for Education and Department of Health, and are clinically endorsed to ensure accuracy, safety, and compliance.

What you’ll learn:

How to recognise and respond to allergic reactions and anaphylaxis

When and how to use adrenaline auto-injectors

Practical, everyday strategies to keep pupils with allergies safe

Key responsibilities under current legislation

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AllergyWise® School Training | CPD Accredited

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Empower your school to become allergy-aware with our CPD-accredited AllergyWise® training. Enrol up to 10 staff for just £105 (incl. VAT).

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As educators and caretakers, it’s crucial to prioritise the well-being and safety of all pupils, including those with known allergies. The information and resources on this page aims to help equip schools with practical advice and strategies to effectively manage and support pupils with allergies.

Schools must provide a safe environment for all their pupils, with policies to support children with medical conditions and with the number of schools-aged children with allergic conditions on the rise, it is estimated that, on average, most school classes in the UK will have one or two children with food allergy.

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For Schools and Childcare Settings | Allergy UK | National Charity

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Information and advice for schools helping to safeguard pupils living with allergy.

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Statutory guidance on relationships education, relationships and sex education (RSE) and health education.

Applies to England

Documents

Details

This is statutory guidance from the Department for Education (DfE) issued under section 80A of the Education Act 2002 and section 403 of the Education Act 1996.

Schools must have regard to the guidance and, where they depart from those parts of the guidance which state that they should, or should not, do something, they will need to have good reasons for doing so.

This statutory guidance applies to all schools, and is for:

governing bodies of maintained schools (including schools with a sixth-form) and non-maintained special schools

trustees or directors of academies and free schools

proprietors of independent schools (including academies and free schools)

management committees of pupil referral units (PRUs)

teachers, other school staff and school nurses

headteachers, principals and senior leadership teams

diocese and other faith representatives

relevant local authority staff for reference

To help school leaders follow this statutory guidance, we have published:

Thank you for your feedback

Report a problem with this page

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Relationships and sex education (RSE) and health education

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Statutory guidance on relationships education, relationships and sex education (RSE) and health education.

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Samaritans Guidance on Suicide messaging in schools 

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Samaritans Guidance on Suicide messaging in schools 

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Consider Use of Language - Guide on Page 12 as well as helpful guide from the Samaritans

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Our approach to children’s and young people's mental health is to intervene early to prevent life-long mental health issues. We do this by:

providing support early, spotting mental health problems before they develop and helping children and young people cope with challenges throughout their lives

using an effective therapeutic approach backed by research that combines several ways of working

offering a range of mental health support services, including advice and support for families and school staff, to build resilience and raise awareness of mental health across the whole school community.

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Our approach to child mental health – Place2Be

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We are committed to helping children and young people with their mental health and wellbeing. Our approach to children’s and young people’s mental health uses tried and tested methods to support primary, secondary and high school pupils.

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Childline is here to help anyone under 19 in the UK with any issue they’re going through.

You can talk about anything. Whether it’s something big or small, our trained counsellors are here to support you.

Childline is free, confidential and available any time, day or night. You can talk to us:

by calling 0800 1111

by email

through 1-2-1 counsellor chat

Whatever feels best for you.

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Home / About Childline pages / About Childline

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GamCare - Founder of the National Gambling Helpline

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The National Gambling Helpline provides free support for anyone affected by gambling harms in Great Britain.

# data[].attributes.headline
Support if you have issues on gaming or gambling

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Support if you have issues on gaming or gambling

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Ygam | Preventing Gaming & Gambling Harms Among Young People

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Join the UK’s leading charity preventing gaming and gambling harms in young people. Empowering change through education. Learn more today.

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Advice on how to manage period pain and when to seek medical help. Please share!

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Learn what we're doing to tackle gender-based violence in Hackney.

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Domestic abuse support | Hackney Council

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Get help if you’ve experienced domestic abuse, including support with housing.

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Bite Back/ £500 grants for Secondary schools

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Bite Back/ £500 grants for Secondary schools

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A fully resourced, funded and flexible social action programme that empowers students to improve their school food environment.

It's a win-win!

Students develop essential skills for life and work, from leadership to public speaking, while your school benefits from a stronger student voice and meaningful improvements that make the dining hall fairer, healthier, and inclusive for everyone.

Students have successfully:

Influenced menu changes and increased healthier options

Improved canteen layout and reduced queues

Engaged catering teams and decision-makers in meaningful dialogue

Run student-led campaigns with measurable impact

If you're a school in England, apply now to begin your Bite Back in Schools journey in Autumn 2026.

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Join Bite Back in Schools: fully-funded, student-led canteen transformation programme

# data[].attributes.attachment_link.description
Empower students to transform their school food, creating a healthier, more inclusive canteen culture.

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Appropriate Language Guide : Child exploitation  

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Appropriate Language Guide : Child exploitation  

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Why language matters: how using terms like ‘recruited’ and ‘working’ minimise children’s experiences of criminal exploitation | NSPCC Learning

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By using clear language when talking about child criminal exploitation, professionals working with a child can build an accurate picture of their experience and identify support that meets their needs.

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Anaphylaxis Kits, Adrenaline pens and CPD for schools

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Anaphylaxis Kits, Adrenaline pens and CPD for schools

# data[].attributes.body
https://kittmedical.com/

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"It's just like a defibrillator, but for allergies"

Our Anaphylaxis Kitt service (as seen on Dragons' Den), includes a subscription of adrenaline pens, unlimited online staff CPD training, and our award-winning, secure wall-mounted emergency 'Kitts'.
Enquire today to find out why we're trusted by 1,000+ UK schools & qualifying businesses.

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Anaphylaxis Kits (Dragons Den): Adrenaline Pens + CPD Training For Schools & Businesses

# data[].attributes.attachment_link.description
Just like a defibrillator, but for allergies (Seen on BBC's Dragons' Den!) Our Anaphylaxis Kitt service provides an annual supply of adrenaline pens, stored in wall-mounted kits for emergency use, and online CPD-accredited training for staff, all-in-one subscription service. Trusted by hundreds of s

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Five harm reduction booklets focused on common club drugs

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Five harm reduction booklets focused on common club drugs

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Below you’ll find our first five harm reduction booklets focused on common club drugs (with more on the way!).

Each booklet contains practical, evidence-informed guidance to help you stay safer when using drugs, whether you’re partying, connecting, exploring, or supporting a friend.

Sex, Drugs & Care 4 All (SDC4ALL) is a collaborative programme between The Love Tank and Antidote. It brings together everything we do to support safer, more informed, and more compassionate approaches to chems use within queer and trans communities.

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Money plays a huge role in everyday life, yet many children grow up without fully understanding how to manage it. With money habits being formed by age 7, it’s important to start with early experiences.

That’s why we’ve partnered with GoHenry. Through their app and debit card, kids aged 6-18 learn to save, invest, earn and spend – building skills and confidence for life.

On their mission to make every kid smart with money, they’ve been campaigning for 5 years to make financial education part of the curriculum from primary school age. In 2025, they reached their goal. But their hard work doesn’t stop there!

Money lessons won’t reach schools until 2028. That’s years of missed learning for kids. So GoHenry made their award-winning Money Missions completely free on YouTube – over 80 short lessons to help children build real money skills now. Simple, practical learning that fits into busy family life. Try them today.

Raise money-smart kids and money for your school

And big news! GoHenry is now supporting schools too. Every time a parent joins GoHenry through the school's PTA, they will donate £25. Just imagine all the trips, tech and clubs that could fund!

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Money Missions: build brilliant money skills

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Welcome to Money Missions, GoHenry’s full library of financial literacy videos for kids and teens. This master playlist brings every episode together, so kid…

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In this directory you can find a description of each of the services that are part of the Alliance, what they do and who is eligible to access them, as well as how to refer a young person who might need their services.

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Information, advice and support for everyone affected by a parent’s drinking.

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Keep in touch

To find out more about our events and activities, subscribe to our mailing list

We use Mailchimp as our marketing platform. By subscribing, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp's privacy practices.

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To find out more about our events and activities, subscribe to our mailing list We use Mailchimp as our marketing platform. By subscribing, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp's privacy practices.

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Building a positive relationship with food and your body

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Building a positive relationship with food and your body

# data[].attributes.body
Support for young people, caregivers and professionals

Improve eating behaviours and relationship with food

Build positive body image

Identify concerns around body image and disordered eating

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A journey towards positive body image and being comfortable

Support for young people, parents, carers and professionals

Improve eating behaviours and relationship with food

Build positive body image

Identify concerns around body image and disordered eating

...more content coming soon!

Explore our educational modules

Intuitive and balanced eating

Feeling comfortable in your body

Breaking free from diet culture

Managing anxiety around food

Understanding hunger

Support a young person with ARFID as well as very picky or fussy eaters

Understanding disordered eating

Recognising the signs and signals

Supporting emotional regulation

What is Disordered Eating?

Disordered Eating is a phrase used to describe a range of irregular eating behaviours that may or may not warrant a diagnosis of a specific eating disorder.

People who experience disordered eating, whether diagnosed with an Eating Disorder or not, often have poor emotional awareness and have limited access to emotion regulation strategies.

Tell me more about this

What is Body Image?

We can't always see the extent of somebody's body image struggles. Body image is the way you:

Evaluate your appearance

Think and feel about the way your body looks and functions

Behave, treat and relate to your body

Tell me more about this

What is AFRID?

People with ARFID eat a very limited variety or amount of food and it causes problems in their lives. These problems may be health related, like loosing too much weight, or not getting enough nutrients.

These problems may also be social, like not being able to eat meals with others.

Tell me more about this

What is Normal Eating?

Normal eating is flexible. It varies in response to your emotions, schedule, hunger and proximity to food.

Examples of 'normal' eating include being able to eat when you're hungry and continue eating until you are satisfied, overeating and undereating at times and giving yourself permission to eat all foods.

Tell me more about this

Search Resources

Search our library of resources curated by our clinical and specialism
professionals.

How to support family, friends
or patients

Uncover the path to a more positive relationship with food and your body with Be Body Positive. Your new go-to destination for information and resources on disordered eating and body image.

✓ Evidence-based coping strategies

✓ Stories and experiences

✓ Quizzes and games

✓ And so much more!

The content is designed by a team of experts specifically for young people and tested by young people. We provide the support and guidance you need to overcome challenges around eating, body image and self-care.

With resources for parents/carers as well as youth workers, teachers and health professionals, there is something new to learn for everyone.

Find out more

Stories

Hear from people in similar situations

Binge-Eating Disorder Recovery

Young Person from Bedfordshire

I remember being around eight to nine years old and beginning to develop binge eating disorder symptoms. It was at a challenging point in my life when my parents split up and then when I went to secondary school, things got worse as I had more control over what I was eating...

Follow This Story

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Designed as an early intervention, Be Body Positive promotes building a positive relationship with food and your body.

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A movement for equity, wellbeing, and water justice.

Bold Waters is a social impact movement using nature and open water to build confidence, connection, and long-term change.

We exist to challenge the deep inequities around access to swimming, safety, and nature, particularly for communities historically excluded from aquatic and outdoor spaces. Drowning is a global issue that disproportionately affects these communities, and for too long, many have felt excluded from aquatic and outdoor spaces.

Bold Waters is changing that.

Our work is multi-layered and cross generational, combining swim safety and water confidence with wellness, employability, and leadership. We create practical pathways that remove barriers and empower people not just to participate but to lead.

At the heart of Bold Waters is a belief:

Nature is for everyone. Water is for everyone. Leadership is for everyone.

Through four core programmes, we support individuals at every stage:

Fear to Flow (All ages 14+): we run under and over 18 sessions a supportive entry point for those facing fear or uncertainty around water, designed to build comfort, awareness, and open water confidence

WaveMakers (14–21): an introduction to water safety, nature, and wellbeing

Ripple Effect Retreats (Adults): immersive experiences for rest, reconnection, and water confidence

Global Flow (16-25): an international leadership and employability programme with real world qualifications and global teaching placements.

Whether it’s your first time in open water or the start of a new career, Bold Waters opens the door to possibility, purpose, and global impact.

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Suicide Prevention Guidance Discussion PSHE Association

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Suicide Prevention Guidance Discussion PSHE Association

# data[].attributes.body
The Department for Education published new statutory relationships, sex and health education (RSHE) guidance this year, for implementation from September 2026. Whilst the guidance does not require schools to teach about suicide, it includes references to suicide prevention, which has prompted questions from schools about the best way to respond.

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The Department for Education published new statutory relationships, sex and health education (RSHE) guidance this year, for implementation from September 2026. Whilst the guidance does not require schools to teach about suicide, it includes references to suicide prevention, which has prompted questions from schools about the best way to respond.

Firstly, it's important to note that schools are expected to reflect the new RSHE guidance in their curriculum from September 2026. The Association will have everything you need to get ready in plenty of time - from a new Programme of Study and planning tools to lesson plans (keep an eye on our RSHE roadmap for updates) - and in the meantime schools are expected to follow the current, 2019 RSHE guidance.

When schools do address suicide directly then they should proceed with caution, and - as the guidance advises - only do so after consulting with mental health professionals with specialist expertise in this field. They should also take into account pupils' age, maturity and personal experiences, parents' views, and the skills and confidence of teaching staff while at all times avoiding anything that could be specific enough to be instructional, or that could be particularly distressing for pupils. It is especially important not to teach lessons about suicide in reaction to a suicide in the school or school community.

There is a strong evidence base for how to teach wider mental health education safely, and proven value in teaching about and fostering mental health as well as how to seek help. This in turn is how PSHE education is best placed to help prevent mental health issues escalating to the point where someone is considering taking their own life.

Much of the new guidance about suicide prevention describes content that is already expertly delivered in many schools, e.g. recognising and talking about emotions; looking after our wellbeing; what to do when concerned about own or others' wellbeing; worries about friendship/bullying; how to know when to ask for support and where to go to get support; what to do when things go wrong in life and how to get help from a trusted adult.

In other words, good mental health education that teaches pupils strategies to promote their own mental health and wellbeing; to recognise the signs that they or someone else has a mental health difficulty; and to know when, where, and how to seek help, is education suicide prevention education, even if suicide is not specifically mentioned.

The new statutory guidance (pp. 25-26) reinforces this, making clear that many aspects of suicide prevention are already covered through broader mental wellbeing teaching. Topics such as recognising and talking about emotions, managing friendships and loneliness, coping with challenges and setbacks, and knowing how to seek help are all part of a safe preventative approach.

So, schools do not have to address suicide directly, but if they choose to, they should do so with caution and are advised to consult with mental health professionals beforehand. They should also take into account pupils' age, maturity and personal experiences, parents' views, and the skills and confidence of teaching staff.

The guidance suggests that schools should consult mental health professionals before addressing suicide directly with secondary aged pupils. We know that schools have different access to mental health professionals - for example through Mental Health Support Teams, in-house or commissioned professionals such as a school counsellor, an educational psychologist, or via local authority or public health-led programmes.

If you decide not to address suicide directly in lessons, pupils may still raise the subject or ask questions about it during lessons on mental health challenges. As the statutory guidance makes clear, it is important not to discuss specific methods of suicide. And an answer that focuses on ways of getting help for oneself or others, then an individual follow up via safeguarding or pastoral processes, is the safest and most effective approach - rather than exploring it in a whole-class setting.

We are continuing to develop resources and training to help schools prepare to implement the updated statutory guidance next September (2026) and will be sharing much more across the coming year.

In the meantime, the following is already available to help you deliver safe and effective PSHE:

You may also want to explore our training opportunities to support both you and your colleagues:

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Is suicide prevention now on the curriculum?

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Clarity on the best way for schools to respond to ancillary content around suicide prevention in the updated 2025/26 statutory RSHE guidance.

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Talk Relationships supports all UK secondary education settings to confidently deliver inclusive sex and relationships education.

We want all young people across the UK to understand healthy behaviours in relationships and recognise their right to be safe, heard and respected. And we want them to know how to get help from a safe adult if they need it.

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Talk Relationships: resources to deliver sex and relationships education | NSPCC Learning

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Training, lesson plans, a whole-school approach framework and a dedicated helpline to support secondary teachers and leaders to embed sex and relationships education across their whole school.

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If period pain or heavy bleeding is negatively impacting your life, our symptom checker can help. Answer a few short questions about your experiences and find out if you should see a healthcare professional.

# data[].attributes.attachment_link.title
Period Symptom Checker - Wellbeing of Women

# data[].attributes.attachment_link.description
If you’re having periods that are negatively impacting your life, our symptom checker can help. Answer a few short questions about your experiences an

# data[].attributes.body
If period pain or heavy bleeding is negatively impacting your life, our symptom checker can help. Answer a few short questions about your experiences and find out if you should see a healthcare professional.

# data[].attributes.attachment_link.title
Period Symptom Checker - Wellbeing of Women

# data[].attributes.attachment_link.description
If you’re having periods that are negatively impacting your life, our symptom checker can help. Answer a few short questions about your experiences an

# data[].attributes.body
ProVeg UK’s School Plates  programme helps schools to increase children’s intake of plant-rich foods and reduce greenhouse gas emissions from meals,¹ all while making significant cost savings. ² ³

Our programme has already supported over 100 catering partners to boost plants on plates. This year, School Plates won the prestigious All Party Parliamentary Group Excellence in School Food Award 2025/2026 in the group category.

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What if you could protect our planet, improve the health of school children, and save money – all through the…

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Support for teachers and education staff : Wellbeing and Mental Health

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Support for teachers and education staff : Wellbeing and Mental Health

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UK charity dedicated to supporting the mental health and wellbeing of teachers and education staff in schools, colleges and universities.

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The only UK charity dedicated to supporting the mental health and wellbeing of teachers and education staff.

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The direct and indirect effects of cold weather

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The direct and indirect effects of cold weather

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The direct and indirect effects of cold weather

# data[].attributes.headline
The direct and indirect effects of cold weather

# data[].attributes.subject
The direct and indirect effects of cold weather

# data[].attributes.body
https://www.gov.uk/government/collections/cold-weather

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Flooding presents a number of risks to health. This guidance helps professionals and the public address those risks and clean up safely.

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Flooding presents a number of risks to health. This guidance helps professionals and the public address those risks and clean up safely.

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Flooding presents a number of risks to health. This guidance helps professionals and the public address those risks and clean up safely.

# data[].attributes.body
Cold weather presents a number of risks to health. Information and guidance has been produced to help professionals and the public understand the risks and take action to protect health.

# data[].attributes.attachment_link.description
Cold weather presents a number of risks to health. Information and guidance has been produced to help professionals and the public understand the risks and take action to protect health.

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UK Health Security Agency : How to deal with Heat

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UK Health Security Agency : How to deal with Heat

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Heat presents a number of risks to health. Information and guidance to help understand the risks of heat and consider actions to protect health.

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Heat presents a number of risks to health. Information and guidance to help understand the risks of heat and consider actions to protect health.

# data[].attributes.body
Children are particularly at risk from air pollution, as their immune systems, lungs and brains are still developing. Air pollution can affect children’s physical health, their ability to learn, and even lead to death. Yet millions of children are still exposed to dangerously high levels of air pollution, as almost all UK schools are in areas above WHO air pollution limits.

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Children are particularly at risk from air pollution, as their immune systems, lungs and brains are still developing. Air pollution can affect children's physical health, their ability to learn, and even lead to death. Yet millions of children are still exposed to dangerously high levels of air pollution, as almost all UK schools are in areas above WHO air pollution limits.

We need to safeguard children from air pollution now, to help them achieve their best life chances, and to ensure this generation, and the environment they live in, is healthy.

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Children are particularly at risk from air pollution, as their immune systems, lungs and brains are still developing. Air pollution can affect children's physical health, their ability to learn, and even lead to death. Yet millions of children are still exposed to dangerously high levels of air pollution, as almost all UK schools are in areas above WHO air pollution limits.

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TfL Travel for Life is an accreditation programme supporting the next generation of Londoners to travel towards a brighter, safer and more sustainable future.

Join over 1,500 schools in London today and be part of the solution.

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TfL Travel for Life is an accreditation programme supporting the next generation of Londoners to travel towards a brighter, safer and more sustainable future.

# data[].attributes.body
What if you could protect our planet, improve the health of school children, and save money – all through the simplest of changes?

Well, great news – you can. All through our School Plates Programme.

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What if you could protect our planet, improve the health of school children, and save money – all through the…

# data[].attributes.headline
Compendium of adaptation and resilience measures for schools

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Compendium of adaptation and resilience measures for schools

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The Compendium sets out five

categories of physical climate change

adaptation and resilience measures

relevant to schools in London, which

can help to address the three main

climate change impacts and risks of

overheating, flooding and water

scarcity.

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The Heat-health Alert Service forewarns of periods of high temperatures, which may affect the health of the public.

It is aimed at health and social care professionals and any with a role in reducing the harm extended periods of hot weather can have on health. The service covers England only.

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The Heat-health Alert Service forewarns of periods of high temperatures, which may affect the health of the public.

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CAMHS : Support for Young People & Families in Hackney

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CAMHS : Support for Young People & Families in Hackney

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In a mental health crisis, phone our Crisisline on 111 (Option 2), or go to your nearest A&E if you need to. This is a live and dynamic document (not an official website) that we change all the time as we become aware of new offers. Please tell us if there is something you think needs to be added, removed or altered.

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From toilets being locked, to cubicle doors being removed, young people across the UK are being denied toilet access during school time. Being unable to access toilet facilities is a human rights issue that affects all those with periods, as well as bladder and bowel conditions.

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UK Schools Toilet Policy Toolkit | Irise International

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Irise brought together a diverse group of young people from across the UK, alongside their allies and educators to directly inform a ‘Toilet Policy Toolkit’, to equip schools with the tools they need to create a Toilet Policy that works for everyone.

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Welcome to MyPeriod - where there's everything you need to know about periods, period education, where to find free products and how to be period friendly business.

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Welcome to MyPeriod - where there’s everything you need to know about periods, period education, where to find free products and how to be period friendly business.

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What is Menstrual Justice?

Menstrual justice is a rights-based, intersectional approach that seeks to:​

Dismantle systemic barriers

Challenge discriminatory social constructs

Address structural inequities ​related to menstruation

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Irise International - Global Menstrual Justice

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Towards Global Menstrual Justice. Irise International is a global leader in menstrual justice programming, policy and research - imagining and building a world where nobody is held back by their period.

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County lines and criminal exploitation toolkit

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County lines and criminal exploitation toolkit

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This Children's Society toolkit hopes to address some gaps in knowledge and offer suggestions for supporting young people who are at risk of, or being trafficked for the purpose of criminal exploitation.

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There is currently no legal definition of 'county lines' or 'criminal exploitation', and very little guidance. Currently, the criminal exploitation of children and young people is often not fully understood by services working with them, which can impact on the response that a child or young person receives.

Trafficking and criminal exploitation are forms of abuse and therefore should be afforded a safeguarding response. Often the visible symptoms of this abuse are responded to, meaning that many children and young people receive a criminal justice response, while their safeguarding needs are overlooked.

According to the recent National Crime Agency briefing on County Lines Violence, Exploitation and Drug Supply, two in three police forces reported that the exploitation of children and young people was identified in relation to county lines activity. One in four police forces reported that children and young people involved in county lines were experiencing sexual abuse. However the latest report also acknowledged that, although the exploitation of children and young people continues to be reported, the true scale of abuse remains an intelligence gap in many parts of the country.

Criminal exploitation interlinks with a number of multiple vulnerabilities and offences, including the child or young person being exposed to, and/or being victim of, physical and emotional violence, neglect, sexual abuse and exploitation, modern day slavery and human trafficking, domestic abuse and missing episodes.

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County lines and criminal exploitation toolkit

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This toolkit hopes to address some gaps in knowledge and offer suggestions for supporting young people who are at risk of, or being trafficked for the purpose of criminal exploitation.

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Solution Focused World's Counter-Fraud Youth Education program is a pioneering, grassroots-led approach to protecting young people from financial exploitation, money muling, and serious youth fraud. Working across schools, communities, and professional sectors, it empowers youth with knowledge while equipping adults with the tools to intervene early. This education reduces long-term financial harm, supports safeguarding, and promotes financial inclusion. By addressing systemic gaps and fostering multi-agency collaboration, it diverts young people from criminal exploitation toward positive futures. Our mission is to build a generation resilient to fraud, where every young person has equitable access to opportunity, support, and long-term financial wellbeing.

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Counter Fraud Youth Education Our Counter-Fraud Youth Education program is a pioneering, grassroots-led approach to protecting young people from financial exploitation, money muling, and serious youth fraud. Working across schools, communities, and professional sectors, it empowers youth with knowledge while equipping adults with the tools to intervene early.

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Child Financial exploitation prevention education sessions

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Child Financial exploitation prevention education sessions

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Solution Focused World's Counter-Fraud Youth Education program is a pioneering, grassroots-led approach to protecting young people from financial exploitation, money muling, and serious youth fraud. Working across schools, communities, and professional sectors, it empowers youth with knowledge while equipping adults with the tools to intervene early. This education reduces long-term financial harm, supports safeguarding, and promotes financial inclusion. By addressing systemic gaps and fostering multi-agency collaboration, it diverts young people from criminal exploitation toward positive futures. Our mission is to build a generation resilient to fraud, where every young person has equitable access to opportunity, support, and long-term financial wellbeing.

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Counter Fraud Youth Education Our Counter-Fraud Youth Education program is a pioneering, grassroots-led approach to protecting young people from financial exploitation, money muling, and serious youth fraud. Working across schools, communities, and professional sectors, it empowers youth with knowledge while equipping adults with the tools to intervene early.

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A video on Vaping and e-cigarette

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UK Health Security Agency : Health Protection In Children And Young People in Education Settings

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UK Health Security Agency : Health Protection In Children And Young People in Education Settings

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Resources, Guidance

and Signposting, Measles in Educational

Settings, MMR and Chickenpox

Immunisation Update, Scenarios: Hepatitis A, Vaccination & Scarlet Fever in Education

Settings, Safe Travel Health

Advice

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London CYP Webinar Presentation Slides (1)

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Seasonal Preparedness Information for London Education Settings

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Seasonal Preparedness Information for London Education Settings

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Key messages for education and childcare settings on seasonal preparedness

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Seasonal preparedness information for London CYP Settings 2025 (1)

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Seasonal Preparedness Information for London Education Settings

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Seasonal Preparedness Information for London Education Settings

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Key messages for education and childcare settings on seasonal preparedness

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Seasonal preparedness information for London CYP Settings 2025 (1)

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Background: cold weather risks to health

Proactive measures and response:

● Preventing and controlling infection

● Planning ahead of outbreaks

● Reporting cases and outbreaks

● Mild illness guide

● Actions to take before cold weather

● Actions to take during cold weather

Additional resources

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2025-10 Winter Planning Advice for Schools  (1)

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FRANK : Honest information about drugs

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Find out everything you need to know about drugs, their effects and the law. Talk to Frank for facts, support and advice on drugs and alcohol today. | FRANK

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THC Vapes : Factsheet on harms and Dangers

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OHID awareness factsheet Edu THCvapes.pdf

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FRANK : Honest information about drugs : ketamine

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FRANK : Honest information about drugs : ketamine

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Honest information about drugs : ketamine

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Medically, Ketamine is used for operations and its effects don’t last long. Misuse can cause serious bladder problems and more, learn more with FRANK. | FRANK

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Factsheet on the harms of ketamine

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Free school meals: guidance for schools and local authorities

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Free school meals: guidance for schools and local authorities

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Guidance for schools and local authorities about providing school meals including information on free school meal eligibility.

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Guidance about free school meals and transitional protection arrangements for them under Universal Credit.

Applies to England

Documents

Details

This document is for:

local authorities

local-authority-maintained schools

academies

free schools

It provides guidance on free school meal eligibility and the introduction of transitional protection arrangements under Universal Credit for those already receiving free school meals.

Thank you for your feedback

Report a problem with this page

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Free school meals: guidance for schools and local authorities

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Guidance on the standards for planning and providing food in schools.

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Tell us whether you accept cookies

We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services.

Guidance

Guidance on the standards for planning and providing food in schools.

Documents

Details

This is for governing boards of:

all local-authority-maintained schools

pupil referral units (these provide education for children who cannot go to a mainstream school)

academies and free schools

non-maintained special schools (a school for children with special educational needs that the Secretary of State for Education has approved under section 342 of the Education Act 1996)

It includes information on:

planning and provision of school food

the school food plan

the provision of milk

the free fruit and vegetables scheme

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Tell us whether you accept cookies We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. Guidance Guidance on the standards for planning and providing food in schools.

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flexible teaching resources for both primary and secondary schools. They cover a range of topics including oral health and nutrition.

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Welcome to the new home for School Zone

Our look has changed but you can still find our flexible teaching resources for both primary and secondary schools. They cover a range of topics including nutrition, physical activity and mental wellbeing.

You will need to register for an account and sign in to download School Zone resources. This is free and quick to do.

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Explore our flexible teaching resources for both primary and secondary schools. They cover a range of different topics including nutrition, physical activity and mental wellbeing.

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Improving oral health: supervised toothbrushing programme toolkit

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Improving oral health: supervised toothbrushing programme toolkit

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A toolkit to support commissioning of supervised toothbrushing programmes in early years settings and schools.

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Improving oral health: supervised tooth brushing programme toolkit

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A toolkit to support commissioning of supervised tooth brushing programmes in early years settings and schools.

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Creating a culture and ethos of healthy eating

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Creating a culture and ethos of healthy eating

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Ofsted’s new Common Inspection Framework includes a judgment on personal development, behaviour and welfare. As part of reaching this judgment, throughout their entire inspection, inspectors will look at the extent to which schools are successfully supporting pupils to:

gain knowledge of how to keep themselves healthy

make informed choices about healthy eating, and fitness

The following questions and examples of evidence can help school leaders and governing bodies adopt a whole school approach to food.

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Ofsted's new Common Inspection Framework includes a judgment on personal development, behaviour and welfare. As part of reaching this judgment, throughout their entire inspection, inspectors will look at the extent to which schools are successfully supporting pupils to:

gain knowledge of how to keep themselves healthy

make informed choices about healthy eating, and fitness

The following questions and examples of evidence can help school leaders and governing bodies adopt a whole school approach to food.

Leadership

Questions to consider:

What steps have you taken to ensure there is a whole school approach to healthy eating?

Who is responsible on the senior management team and governing body for healthy food provision and food education?

How do you monitor and evaluate school food provision and food education?

How do you involve the wider school community, including parents and governors, in promoting healthy eating?

Evidence of good leadership can include:

a current 'whole-school' food policy shared widely with stakeholders

strategy references to healthy eating in the school development plan and self-evaluation form

using premium spending to promote healthy eating and learning, including breakfast and after school clubs

school meal take-up data

senior leadership and governor engagement with what children are eating and drinking

awards and quality assured schemes such as Food for Life, Schools Award, Children's Food Trust, Healthy Schools

Further resource

Food provision

Questions to consider:

How do you know food is tasty and meets the food standards across the whole day?

What do children think about the food and drink provided? How are they involved in decision-making?

How do you ensure your meal provision best meets the needs of your school community?

What advice is provided for those who choose not to take a school lunch, for example, a healthy packed lunch policy?

Evidence of a good provision can include:

an attractive, happy and calm dining environment

staff and children eating together

catering staff, including midday supervisors who are happy and engaged with school staff and children

children and parents being actively consulted

a cashless payment system to reduce queues and stigmatisation of free school meal pupils

independent verification that school food standards and relevant Government Buying Standards are met across the school day

making water the drink of choice, freely and easily available

Further resources

Food education

Questions to consider:

How do you measure progress of children's knowledge and skills about healthy eating?

How do you make learning about healthy eating, including nutrition advice and practical cooking, possible for all students and across subjects?

Do you use a qualified subject specialist to teach food education?

Evidence of good food education can include:

consistent messaging across subjects

ensuring there is enough timetabling, space and practical resources (equipment, ingredients)

food education schemes of work with a focus on savoury cooking

using pupil premium or budgets to provide ingredients for pupils unable to bring from home

food growing and gardening activities

Further resources

Wider well-being

Questions to consider:

How does the school link healthy eating within the wider personal development, behaviour and welfare judgment?

What continuing professional development (CPD) and training is in place for all teachers and support staff to support their knowledge of health and wellbeing?

Evidence of good wider well-being include:

drawing on expertise from outside agencies

events, assemblies, displays and messaging themed around health and wellbeing

a culture of exercise and healthy eating

staff development plans and CPD records

Further resources

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Creating a culture and ethos of healthy eating

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Ofsted's new Common Inspection Framework includes a judgment on personal development, behaviour and welfare. As part of reaching this judgment, throughout their entire inspection, inspectors will look at the extent to which schools are successfully supporting pupils to: gain knowledge of how to keep themselves healthy make informed choices about healthy eating, and fitness The following questions and examples of evidence can help school leaders and governing bodies adopt a whole school approach to food.

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NHS Food Scanner app - Healthier Families

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See healthier swaps and bring food labels to life with the NHS Food Scanner from Better Health. Click for download links or to find out more.