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RESOURCE: A look into the Incel movement: resource for  schools, and universities 

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RESOURCE: A look into the Incel movement: resource for  schools, and universities 

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This document provides information on the Incel movement: what it is, key terms, how the movement started, and why we should be concerned. The resource includes advice on how schools and universities can prevent and tackle Incel indoctrination through comprehensive relationships and sex education.

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Example Script for dealing with homophobic, transphobic and biphobic bullying & language - Queer Education Consultancy

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Resources Example Script for dealing with homophobic, transphobic and biphobic bullying & language

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What Parents and Communities of Faith are saying about RSE

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What Parents and Communities of Faith are saying about RSE

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What Parents and Communities of Faith are saying about RSE

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Made in Gods Image  - Catholic Resource on homophobic bullying

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Made in Gods Image  - Catholic Resource on homophobic bullying

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Challenging

homophobic and

biphobic bullying in

Catholic schools

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The Chief Education Officer, the Revd Nigel Genders, writes about the Church of England’s guidance for schools on combatting anti-LGBT+ bullying.

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Valuing All God’s Children - response to recent claims | The Church of England

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The Chief Education Officer, the Revd Nigel Genders, writes about the Church of England’s guidance for schools on combatting anti-LGBT+ bullying.

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Resource: Educate Against Hate (Israel and Palestine)

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Resource: Educate Against Hate (Israel and Palestine)

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These resources focus on Israel and Palestine and are split into seven weeks of content that cover the history of the conflict. They challenge students and learners to examine a range of sources such as images, maps and documentation in order to debate and discuss different view points in a polite and respectful way, and in the controlled environment of a classroom, before reaching their own views on the topic.

Accessing these resources will require you to create an account with Parallel Histories

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Skip to content

Subject area:

Debate and discussion

Age group:

KS 3, KS 4, KS 5

Resources:

Lesson plan

Format:

Pdf, Presentation slides

These resources focus on Israel and Palestine and are split into seven weeks of content that cover the history of the conflict. They challenge students and learners to examine a range of sources such as images, maps and documentation in order to debate and discuss different view points in a polite and respectful way, and in the controlled environment of a classroom, before reaching their own views on the topic.
Accessing these resources will require you to create an account with Parallel Histories

© 2024 educate.against.hate

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Parallel Histories: Conflict in Israel and Palestine - Educate Against Hate

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These resources focus on Israel and Palestine and are split into seven weeks of content that cover the history of the conflict. They challenge students and learners to examine a range of sources such as images, maps and documentation in order to debate and discuss different view points in a polite and respectful way, and [...]

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Website and Resource: Breast Feeding / PSHE for Schools

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Website and Resource: Breast Feeding / PSHE for Schools

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The Royal College of Paediatrics and Child Health, among others, have called for breastfeeding to be taught in schools as one way to fill this knowledge gap and contribute to the ‘renormalisation’ of breastfeeding in the UK.

These materials were developed by a primary school teacher, ABM breastfeeding counsellor and lactation consultant alongside a volunteer from the Breastfeeding Network and are free for use in schools.

They contain lesson plans and resources for use in settings from Early Years Foundation Stage through to Key Stage 3. There is also a range of slides for use in Key Stage 2 as discussion and writing prompts if there isn’t the time for a full lesson.

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The Royal College of Paediatrics and Child Health, among others, have called for breastfeeding to be taught in schools as one way to fill this knowledge gap and contribute to the 'renormalisation' of breastfeeding in the UK.

These materials were developed by a primary school teacher, ABM breastfeeding counsellor and lactation consultant alongside a volunteer from the Breastfeeding Network and are free for use in schools.

They contain lesson plans and resources for use in settings from Early Years Foundation Stage through to Key Stage 3. There is also a range of slides for use in Key Stage 2 as discussion and writing prompts if there isn't the time for a full lesson.

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Resources for shcools (EYFS to KS3) to contribute to normalising breastfeeding. Materials were developed by a teacher, counsellor and lactation consultant.

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British Red Cross: Resource: How to talk to children about conflict. 

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British Red Cross: Resource: How to talk to children about conflict. 

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Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

Use this guidance for support before delivering our conflict and its consequences resources.

The Afghanistan crisis in 2021 and Ukraine crisis in 2022 are two such events that have been played out in real time in news coverage that children and young people may want to talk about or need support for their own wellbeing.

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Our guide will give you confidence to discuss conflict with school aged children, using an impartial and neutral humanitarian approach

Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

Use this guidance for support before delivering our conflict and its consequences resources. The Afghanistan crisis in 2021 and Ukraine crisis in 2022 are two such events that have been played out in real time in news coverage that children and young people may want to talk about or need support for their own wellbeing.

How to talk to children and young people about conflict

It can be difficult to know how to approach these topics in an appropriate way for school aged children. This resource helps teachers and educators to explore impartial and neutral ways to teach their learners about global conflicts in a classroom or group setting. Using this guidance, you can create a safe space for children and young people to ask questions and discuss conflict, with a focus on protecting their wellbeing and offering a balanced view on complex situations.

Through our resources we aim to help learners become more aware of conflict and its human impacts as well as the vital work humanitarian organisations like the Red Cross do to help people in conflict. It provides information to help educators prepare for a conversation and introduce the topic to learners as well as ways to tackle difficult questions and possible bias. It also includes activities you can use to help children and young people explore International Humanitarian Law, the concept of neutrality and impartiality and tackling anxiety that may be caused by conflict. Use the factsheet provided to explore what International Humanitarian Law is and the rules people must follow in conflicts.

This resource is suitable for primary and secondary school aged students, 5 to 19.

Learning objectives
You will:

Reflect on your own biases and learn ways to manage them

Explore how to start establishing reliable information about conflict

Consider ways to acknowledging learner's feelings and how conflict impacts and is impacted by emotions and values

Consider humanitarian responses to conflict

Consider ways to create inclusive, impartial, and neutral spaces for discussion

Explore some suggested activities to run with learners to explore conflict and cope with its emotional impacts

Resource overview

This provides an overview of what to expect from the resource.

1. What does it mean to be impartial and neutral?

Explore the Red Cross Movement's understanding of these terms, why it's vital for our work and how it's relevant to learner led education.

2. How to prepare yourself: evaluating bias and reliable sources

Advice for teachers and parents on how to prepare for and approach the subject. Understand ways you can reflect on your own biases and emotions in relation to conflict, how to ensure your sharing the best information with learners so that you can more confidently teach this topic.

3. How to prepare what to say to learners: A humanitarian approach

Use these key steps to evaluating how to approach this topic with learners and consider how they are feeling emotionally about conflict that may be ongoing.

4. How to answer questions and comments from learners

Tips and advice on how to navigate difficult questions, possible biases and misconceptions, debate and disagreement that may arise and maintain a non-judgemental atmosphere for discussion.

5. Discussion activity: Principles and values

Encourage learners to explore three core Red Cross principles: neutrality, impartiality and humanity and how and why these are important in conflict situations.

6. Video activity: Breathing with colour

Use this video activity for primary school learners who may be feeling overwhelmed and anxious about an ongoing conflict.

7. Video activity: Circles of control

Use this video activity for secondary school learners who may be feeling overwhelmed and anxious about an ongoing conflict to focus on what they can do to help themselves and others.

8. How can your learners help?

Explore ways your learners could help people in conflict.

This resource was created in March 2022 by the British Red Cross.

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How to talk to children about conflict | British Red Cross

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How to talk to children and young people about conflict using an impartial and neutral humanitarian approach. Suitable for school-aged children, ages 5 to 19.

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Organisation and Resources: STOP it Now ; Tackling Sexualised Behaviours in Schools

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Organisation and Resources: STOP it Now ; Tackling Sexualised Behaviours in Schools

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Stop it Now, support schools and education staff to prevent and respond to harmful sexual behaviour.

This includes behaviour that can harm either the young person themselves or another person. It can range from inappropriate through to problematic, abusive and violent. Research suggests that under-18s are responsible for around one third of sexual offences against children and young people in the UK.

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We support schools and education staff to prevent and respond to harmful sexual behaviour.

This includes behaviour that can harm either the young person themselves or another person. It can range from inappropriate through to problematic, abusive and violent. Research suggests that under-18s are responsible for around one third of sexual offences against children and young people in the UK.

Our confidential helpline can give:

advice, support and information, whether you are a teacher who has spotted inappropriate sexual behaviour in the classroom or designated safeguarding lead managing a particularly difficult case

free one-hour call backs with specialist schools practitioners who can help you to manage incidents of harmful sexual behaviour and also offer expert advice on working with children and young people with special educational needs

up to three hours free consultancy for schools who need extra support to respond to harmful sexual behaviour, which might involve more detailed safety planning work for individual students, twilight staff training sessions, or parent/student workshops

information about ourand assessments, interventions and consultancy

Our Everyone's Safer project

In January 2022, supported by the KPMG Foundation, we launched a three-year action research project to develop effective leadership responses to harmful sexual behaviour in schools. Based in the West Midlands and surrounding counties we work with up to 10 secondary schools per year, collaborating with school leaders to identify changes and activities that would help prevent future harmful sexual behaviours in their school communities. Dr Emily Setty at the University of Surrey is working with us to evaluate the project and analyse common themes that emerge.

What we learn from the project will help increase the knowledge, resources, and tools available to schools, promoting a preventative approach to stop abuse before it happens.

Read our year one report here.

We will share the findings and resources developed with local and national school networks, providing practical support to schools beyond those directly involved in the project. The project will effectively influence both local and national policy, with the learning being shared with key stakeholders in the field of education, helping to shape key guidance documents and making schools safer places for children and young people.

Find out more about the project and get in touch if you'd like to work with us.

Understanding sexual behaviour in children

We've made a series of guides to help you:

Working with education staff and child protection charities, we've made a range of safety plan templates to help professionals to manage incidents of harmful sexual behaviour in schools. We adapted these plans from a version originally created by NSPCC practitioners in Stoke.
Education Safety plan: a holistic assessment and plan for professionals. Education safety plan - update: a review document that can be downloaded and printed separately as required. My School Safety Plan: a child-friendly version of the safety plan to be shared with the young person. My School Safety Plan - update: a child-friendly review document that can be downloaded and printed separately as required. My School Safety Plan (easy-read): an easy-read child-friendly version of the safety plan for young people with special educational needs. My School Safety Plan - update (easy-read): an easy-read child-friendly review document that can be downloaded and printed separately as required.
These school safety plan templates have been adapted by The Lucy Faithfull Foundation from a version originally created by NSPCC practitioners in Stoke.

Before completing a safety plan, we recommend reading this guidance from the Centre of expertise on child sexual abuse, and their guides to communicating with children who may have been affected by sexually abused and to supporting parents affected by child sexual abuse.

Department for Education guidance

Keeping children safe in education:
www.gov.uk/government/publications/keeping-children-safe-in-education-2
Working together to safeguard children:
https://www.gov.uk/government/publications/working-together-to-safeguard-children-2
What to do if you are worried a child is being abused:
https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused-2 Safeguarding checklist
HSB basic safeguarding checklist:
https://documentcloud.adobe.com/spodintegration/index.html?locale=en-us
A whole-school approach to safer schools

CEOP Education - Respecting me, you, us: building healthy relationships and creating positive cultures:
https://www.thinkuknow.co.uk/professionals/resources/respecting-me-you-us/
Respectful school communities:
https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2
Protective Behaviours (personal safety and abuse prevention):
https://protectivebehavioursconsortium.co.uk/
Bystander education:
https://righttobe.org/ https://www.worcester.ac.uk/about/academic-schools/school-of-psychology/psychology-research/bystander-intervention-programme/

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We support schools and education staff to prevent and respond to harmful sexual behaviour. This includes behaviour that can harm either the young person themselves or another person. It can range from inappropriate through to problematic, abusive and violent. Research suggests that under-18s are res…

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PSHE: Terrorist attacks: discussing them with secondary pupils

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PSHE: Terrorist attacks: discussing them with secondary pupils

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PSHE Association

Although we normally advise that teaching and learning in PSHE education is built into a planned progressive programme, there are times when you may need to respond immediately to unforeseen events, such as terrorist attacks.

Terrorist attacks can create a variety of feelings, including curiosity, excitement, anxiety or fear. This discussion framework can be adapted to a range of situations, and provides a framework for young people to discuss such events and process what has happened in the safety of a classroom.

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Terrorist attacks: discussing them with secondary pupils

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Although we normally advise that teaching and learning in PSHE education is built into a planned progressive programme, there are times when you may need to respond immediately to unforeseen events, such as terrorist attacks.

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What Parents and Communities of Faith are saying about RSE

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What Parents and Communities of Faith are saying about RSE

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What Parents and Communities of Faith are saying about RSE

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Give your child a safe space to explore their curiosity online.

Step by step parental controls guides help you to set up the right controls and privacy settings on the networks, gadgets, apps, and sites they use to give a safer online experience.

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Set up parental controls on devices and platforms | Internet Matters

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Set up parental controls on a range of devices and platforms to help children develop key online safety and digital literacy skills.

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WEBSITE: CEOP website and guide for parents and carers : Online Safety

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WEBSITE: CEOP website and guide for parents and carers : Online Safety

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This website helps children to develop the skills and knowledge they need to stay safer when spending time online.

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Featuring characters and messages from the CEOP Education Jessie & Friends resource, the new 4-7s website helps children to develop the skills and knowledge they need to stay safer when spending time online.

Designed for children to visit with their parents, carers or other supervising adults, users complete 'badges' where they help the characters, Jessie, Tia and Mo, to identify when to 'Tell a Grown Up' (TAG) in different situations online.

Each badge asks a series of questions, aimed at helping children to recognise worrying or frightening situations online. Answering each question correctly earns a star. When children have answered all the questions in a badge and collected three stars, they will get a certificate to download or print and colour in.
What does the website cover?
The four badges children can play are:

Watching Videos

Sharing Pictures (6-7 year olds only)

Online Gaming (6-7 year olds only)

Chatting Online (6-7 year olds only)

The four topics were selected based on feedback from professionals who indicated that education and information on these topics would be most valuable and relevant for the age range.

The content of the website is tailored to the user based on their initial age selection, ensuring that the badges and videos they encounter are all age appropriate, in line with the existing guidance for the Jessie & Friends episodes.

The Jessie & Friends animations are also embedded on the website and there is a 'Worried about something?' area containing advice for 4-7 year olds on what they can do if they are worried about something that has happened online.
How the website can be used
The website is designed for 4-7 year olds to use at home alongside their parent or carer.

Download the parents and carers guide for information to share with parents and carers about how to use the website with their children to start conversations about online safety at home.

The website can also be used as a learning tool in education settings alongside a teacher or other responsible member of staff.

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The 4-7s website offers interactive and engaging activities for 4-7 year olds to play alongside a responsible adult, providing the building blocks of knowledge and confidence to stay safer online. To support parents and carers using the website at home with their children, the parents and carers guide offers information about navigating the website and conversation starters.

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KS3 - KS5: Home Office: Something's Not Right: 

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KS3 - KS5: Home Office: Something's Not Right: 

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The campaign has been created by the Home Office in response to evidence that suggests young people faced a greater risk of sexual abuse, criminal exploitation and domestic abuse due to the impact of coronavirus. Something's Not Right is targeted at 13 – 18 year olds in England who have become victim to these harms.

Something's not right | Childline

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Free RSE Training for Teachers (sign up here)

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Free RSE Training for Teachers (sign up here)

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All young people have the right to high quality Relationships and Sex Education (RSE). Brook is here to help you prepare and deliver timely and evidence-based lessons.

Brook is the only national charity to offer both clinical sexual health services, education & wellbeing services for young people. This puts us in an unique place to listen to what young people want to learn about.

Our products are based on cutting edge research and our years of experience championing young people’s sexual health.

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Skip Slideshow Skip <span>OUR DIGITAL LEARNING COURSES AND RESOURCES</span>Skip <span>Full PSHE curriculum</span>Skip Custom HTML

Skip <span>Our featured courses</span>

Our featured courses

Our aim is to equip you with everything you need to provide exceptional relationships and sex education and wellbeing support to young people. Brook delivers RSE training to teachers, sessions with young people and supports schools to develop effective plans and policies.

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Skip Slideshow Skip OUR DIGITAL LEARNING COURSES AND RESOURCES Skip Full PSHE curriculum Skip Custom HTML Skip Our featured courses Our aim is to equip you with everything you need to provide exceptional relationships and sex education and wellbeing support to young people.

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Yubo, a location-based social networking app which used to be called Yellow, has been dubbed ‘Tinder for teens’ in the media due to its similarities with adult dating app Tinder in which users swipe to find matches. Yubo syncs with Snapchat and allows users to livestream themselves to anyone watching, and rate other users. Its official guidelines do not permit users under the age of 13 on the app, while those aged between 13 and 17 must have parental permission to create a profile

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Child Sexual Exploitation and Child Criminal Exploitation Safeguarding Procedures Manual

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Child Sexual Exploitation and Child Criminal Exploitation Safeguarding Procedures Manual

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The content of this website can be accessed, printed and downloaded in an unaltered form, on a temporary basis, for personal study or reference purposes. However any content printed or downloaded may not be sold, licensed, transferred, copied or reproduced in whole or in part in any manner or in or on any media to any person without the prior written consent of tri.x and Blackburn with Darwen Borough Council.

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Blackburn with Darwen Children's Service Procedures Manual

# data[].attributes.attachment_link.description
The content of this website can be accessed, printed and downloaded in an unaltered form, on a temporary basis, for personal study or reference purposes. However any content printed or downloaded may not be sold, licensed, transferred, copied or reproduced in whole or in part in any manner or in or on any media to any person without the prior written consent of tri.x and Blackburn with Darwen Borough Council.

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Teaching Consent : Staff Guidance KS1-KS 5

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Teaching Consent : Staff Guidance KS1-KS 5

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PSHE Network Guidance: Teaching consent guidance KS 1- 5

This guidance includes key information and steps to take before teaching the accompanying consent lessons safely and effectively.

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Working with External Visitors in Schools- Guidance for Schools

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Working with External Visitors in Schools- Guidance for Schools

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Departmental advice for school leaders, school staff, governing bodies and local authorities

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Sex Ed Forum: RSE for disabled pupils and pupils with special educational needs

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Sex Ed Forum: RSE for disabled pupils and pupils with special educational needs

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NSPCC: GUIDANCE Relationships Education, Relationships and Sex Education, and Health Education in England

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NSPCC: GUIDANCE Relationships Education, Relationships and Sex Education, and Health Education in England

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Summary of Department for Education (DfE) statutory guidance on what schools in England must and should deliver

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Website: Support YP and Professionals : Shorespace

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Website: Support YP and Professionals : Shorespace

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New excellent source of support and guidance for professionals, parents and children themselves concerned about a teenager’s sexual behaviour. – experts run the website which provides 100% anonymous advice and a live chat feature

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A safe space for teenagers worried about sexual behaviour. Shore has anonymous advice and support to help you or someone you know manage worrying thoughts and learn more about living safely both online and offline. All our services are anonymous, which means you don't have to say who you are.

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WEBSITE: Support YP and Professionals : Shorespace

# data[].attributes.subject
WEBSITE: Support YP and Professionals : Shorespace

# data[].attributes.body
New excellent source of support and guidance for professionals, parents and children themselves concerned about a teenager’s sexual behaviour. – experts run the website which provides 100% anonymous advice and a live chat feature

# data[].attributes.attachment_link.description
A safe space for teenagers worried about sexual behaviour. Shore has anonymous advice and support to help you or someone you know manage worrying thoughts and learn more about living safely both online and offline. All our services are anonymous, which means you don't have to say who you are.

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This multi-agency guide is for everyone who works with children, young people and their families in Blackburn with Darwen, Blackpool and Lancashire local authority areas. It is publicly available for anyone to access.

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GUIDANCE: What is comprehensive sexuality education?

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GUIDANCE: What is comprehensive sexuality education?

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This section provides a repository area of CSAP files, documentation and publications. Content can be filtered according to business area category, keyword topics or geographic locality.

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Policy & Practice - Children's Safeguarding Assurance Partnership

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This section provides a repository area of CSAP files, documentation and publications. Content can be filtered according to business area category, keyword topics or geographic locality.

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Talking to your child about online sexual harassment: A guide for parents

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Talking to your child about online sexual harassment: A guide for parents

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Foreword by Dame Rachel de Souza DBE

Since March 2020, thousands of young women have been sharing their experiences of sexual harassment through the 'Everyone's Invited' project. This is an online platform where girls ‑ who are still mostly in school - have described growing up in a world where harassment, including sexualised comments, slut‑shaming and the sharing of nude pictures, is part of their everyday lives. This harmful behaviour happens online and offline. I've seen this first‑hand during my time as a headteacher and I know how stressful and damaging it can be for children, especially girls.

Of course, boys can experience sexualised bullying too, and when they do it's often in the form of homophobic abuse, or through pressure to be more 'masculine'.

When I became Children's Commissioner for England I undertook the largest ever survey of children - The Big Ask - to understand children's lives. The findings of this survey gave me a lot of hope for this next generation, not least because of their incredible resilience. But children, especially girls, talked about their experiences of sexualised bullying and peer‑on‑peer abuse and were calling firmly for more support. Most children want that support to come from their parents or carers.

Talking to our children about this issue can be hard. Parents tell me they sometimes feel uncomfortable, not just because of the sexualised nature of the topic, but also because their children know more about technology than they do. For mums, dads and carers who grew up without smart phones, this whole world can feel bewildering.

But children want to talk to their parents and carers about this. We know this because they've told us. And that's what is at the heart of this guidance.

We brought together a group of 16-21 year‑olds and asked them to tell us what they think parents should know, and what they should say to their children when talking about sexualised bullying and the pressures of growing up online. We asked them to think back to when they were a bit younger and tell us what their parents and carers did and said that was helpful...and what wasn't.

This guidance is based on the voices of young people giving adults their tips on how to tackle this subject.

I also convened a steering group of the leading organisations working in this area and listened to their expertise. We'll signpost to their excellent work for those who want more information, but this guide serves as a starter kit - an entry point for parents and carers who want to talk to their children but need a bit of support to understand the issues and to start a conversation.

The overriding message you'll see from our focus group is talk early, talk often. You might be surprised how early our young people felt parents need to start the conversation. But children want an age‑appropriate conversation that evolves over time in line with their growing maturity.

My advice to parents and carers is to create the culture before the crisis. Children have told us they want their mums and dads to create a safe, judgment‑free space for them to talk about these issues. It's better to do that before you hit a problem rather than trying to create that mood while you're dealing with one.

It takes a lot of bravery for a child to share their experiences of abuse or harassment. Parents and carers are telling me they want to match that bravery in getting to grips with these issues. Things that might feel uncomfortable to begin with, will feel less so over time. Parents and carers need to grasp the nettle as they support their children navigating this complex part of growing up. Our children have told us it's what they want. This guide will help you get there.

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Talking to your child about online sexual harassment: A guide for parents | Children's Commissioner for England

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Since March 2020, thousands of young women have been sharing their experiences of sexual harassment through the 'Everyone's Invited' project. This is an online platform where girls ‑ who are still mostly in school - have described growing up in a world where harassment, including sexualised comments, slut‑shaming and the sharing of nude pictures, is part of their everyday lives.

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WEBSITE: CEOP website and guide for parents and carers : Online Safety

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WEBSITE: CEOP website and guide for parents and carers : Online Safety

# data[].attributes.body
This website helps children to develop the skills and knowledge they need to stay safer when spending time online.

# data[].attributes.attachment_link.readable_text
Featuring characters and messages from the CEOP Education Jessie & Friends resource, the new 4-7s website helps children to develop the skills and knowledge they need to stay safer when spending time online.

Designed for children to visit with their parents, carers or other supervising adults, users complete 'badges' where they help the characters, Jessie, Tia and Mo, to identify when to 'Tell a Grown Up' (TAG) in different situations online.

Each badge asks a series of questions, aimed at helping children to recognise worrying or frightening situations online. Answering each question correctly earns a star. When children have answered all the questions in a badge and collected three stars, they will get a certificate to download or print and colour in.
What does the website cover?
The four badges children can play are:

Watching Videos

Sharing Pictures (6-7 year olds only)

Online Gaming (6-7 year olds only)

Chatting Online (6-7 year olds only)

The four topics were selected based on feedback from professionals who indicated that education and information on these topics would be most valuable and relevant for the age range.

The content of the website is tailored to the user based on their initial age selection, ensuring that the badges and videos they encounter are all age appropriate, in line with the existing guidance for the Jessie & Friends episodes.

The Jessie & Friends animations are also embedded on the website and there is a 'Worried about something?' area containing advice for 4-7 year olds on what they can do if they are worried about something that has happened online.
How the website can be used
The website is designed for 4-7 year olds to use at home alongside their parent or carer.

Download the parents and carers guide for information to share with parents and carers about how to use the website with their children to start conversations about online safety at home.

The website can also be used as a learning tool in education settings alongside a teacher or other responsible member of staff.

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The 4-7s website offers interactive and engaging activities for 4-7 year olds to play alongside a responsible adult, providing the building blocks of knowledge and confidence to stay safer online. To support parents and carers using the website at home with their children, the parents and carers guide offers information about navigating the website and conversation starters.

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SASH (Support Around Sexual Harm) is a process to help young people in personal and intimate relationships. To offer an understanding of legalities around consent and to remain safe and within the Law.

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PAID: Online Safety Education for the Whole School Community

Helping schools meet their statutory safeguarding and curriculum requirements through the most comprehensive online safety programme for educators, parents and children.

Online Safety Education for the Whole School Community

Helping schools meet their statutory safeguarding and curriculum requirements through the most comprehensive online safety programme for educators, parents and children.

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Georgina W. Teacher - Davenant Foundation School

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Online Safety Training For Schools | National Online Safety

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Our online safety training courses, webinars and resources enable schools to keep children safe online and meet statutory online safety requirements.

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Website: Sexual Health: Older Young People

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Website: Sexual Health: Older Young People

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Curious about sex, relationships, identity and more? Sex education for the digital age. Award-winning, registered youth charity in the UK.

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Free resources to support relationships and sex education (RSE) teaching and learning. Copyright notice.

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Free resources, including printable handouts, to support safe and effective RSE.

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MENCAP: SEND: You Being You Presentation and Animation

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MENCAP: SEND: You Being You Presentation and Animation

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LGBT Animation Discussion

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You Being You- LGBT Animation discussion (1)

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Mencap have created this animated video and some resources about gender identity, gender expression, sexuality and celebrating you being you:  Relationships and sex resources | Mencap

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Relationships and sex resources

From 1 September 2020 relationships and sex education (RSE) is compulsory. This means that it must be taught in schools.

We have worked with the Sex Education Forum and Image in Action on a guide for teachers about how to teach RSE accessibly.

This is to make sure pupils with special educational needs and disabilities (SEND) are not left behind.

See PDF resource

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From 1 September 2020 relationships and sex education (RSE) is compulsory. This means that it must be taught in schools. We have worked with the Sex Education Forum and Image in Action on a guide for teachers about how to teach RSE accessibly.

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Brook: Booklet: A guide for healthcare professionals  providing healthcare for young people who are survivors of sexual violence and abuse                           

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Brook: Booklet: A guide for healthcare professionals  providing healthcare for young people who are survivors of sexual violence and abuse                           

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Brook: Booklet : Tips for young people.                                                       A guide for survivors of sexual abuse, assault and trauma

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Brook: Booklet : Tips for young people.                                                       A guide for survivors of sexual abuse, assault and trauma

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The Survivors Trust and Brook are collaborating as part of the #CheckWithMeFirst project to help raise awareness of the challenges that young people who are survivors of sexual abuse, assault and trauma may face when accessing healthcare appointments and screening services.

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Autism Website: Sex Education and Parents

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Autism Website: Sex Education and Parents

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Sex education - a guide for parents

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It can be difficult to talk to your child about sex and sexuality, particularly if they are autistic. It may take your child a little longer to process or pick up on certain concepts. They may struggle with understanding 'appropriate' behaviour when it comes to sex and relationships.
To help you with this, we've put together some ideas for talking to your child about puberty, sex, sexuality and relationships, as well as links to some useful resources.

When to talk to your child about puberty, sex, sexuality and relationships

School classes address puberty, sex, sexuality and relationships at an age-appropriate level. Find out what your child's school will be teaching, and when. By working with the school, you will help to ensure consistency between school and home explanations.

You might decide that these lessons are paced inappropriately for your child. Perhaps they progress too fast and assume too much prior knowledge, or don't start at an early enough age. Autistic children often need a longer period of time to adjust to and understand any changes in their lives.

Your child may do things that will be considered inappropriate as an adolescent or adult, eg removing their clothes at unexpected moments. It may be easier to address these behaviours before puberty begins.

Talking about puberty

How to talk to your child about puberty

Answer honestly any questions your child has about puberty and their body. This will help your child to learn that puberty is not something to be embarrassed about and that they can trust you to give them the right information. If you are unsure of the right answer, it is better to say that you are unsure. Your child may be confused if your answer is not clear.

Your child might ask a question at an inappropriate moment. You could develop a standard response, which everyone in the family can use, such as 'That's a good question. Let's talk about it once we get home'. Remember to deal with the question when you get home or your child may be reluctant to ask you questions again.

Your GP or practice nurse may be able to help, especially if your child will only be satisfied with an accurate, full and scientific answer. Involving the GP or practice nurse may help your child to feel comfortable talking to them about their bodies in the future, eg about sexual health or contraception.

Language

Be careful how you use language. Saying that your son's voice is "breaking" may be very worrying for an autistic child, who may take it literally. Instead you could say that your voice is changing and likely to become deeper. You could then refer to their father's/uncle's/older brother's voices and explain that men's voices are usually deeper than women's.

You may want to explain that there are different names for private body parts, and that the words you are using might be different to words your child might hear in the playground. You could explain that they should not feel they need to join in with playground conversations about private body parts if they don't want to.

Private/public

While you are talking to your children about puberty and sex, you may also need to provide some guidelines about the difference between public and private.

These may include:

who they can talk to about any concerns they have, eg mum, dad, the GP and school nurse

which rooms are private and which are public

that they should only undress or masturbate in a private room (eg their bedroom)

that people should always knock on a bedroom door before entering (you will need to make sure that everyone who visits your home is aware of this rule).

Explaining physical development

You could use visual supports to explain the basics of development, such as:

photos - you could show your child photos of themselves as a baby and toddler, and of yourself or other family members at different ages, to help your child to understand about when puberty happens in a person's life

a body outline, labelling all of the body parts, and highlighting how each part will change, and talking about what fluids come from each part - sweat, tears, urine, semen, menstrual blood, vaginal discharge.

Encourage your children to feel positive about these changes by talking about some of the advantages of being an adolescent and adult, eg you can make your own decisions about how to have your hair cut, you can vote - whatever will appeal to your child.

Menstruation (periods)

You daughter may need reassurance that menstruation is a normal biological process, and that she will not bleed to death. Tell your daughter who to go to at school if she gets her period while there. Your daughter could carry a small notebook around with her with information or reassurance for those moments when you will not be there. This will also encourage independence and could be used in various ways throughout her life.

Show your daughter how to use sanitary products, pointing out any particular features which might help her to remember how to use them correctly. Put sanitary products in a particular drawer in your daughter's bedroom, or in the bathroom, so she can be reassured that they will always be there when she needs them.

You could use a calendar to help your daughter to understand when her period is due. This may help her to feel less anxious. Alternatively, a period tracking app for her tablet or smartphone may be more subtle and could promote independence.

Masturbation

Be prepared to talk about masturbation with your child so that they do not develop any anxieties about what they are doing. Reassure them that masturbation is a normal activity.

It is important that your child knows know how to clean themselves, if necessary, after masturbation. You could perhaps supply tissues/wet wipes or an appropriate towel. You may want your child to tell you if bedclothes need changing. If your child would find this difficult, you could introduce a symbol or hand signal that they could use to let you know. You could also choose a specific day each week for bedclothes and sheets washing.

Body image

You may need to be careful that your child does not develop an unrealistic view of what their body or other people's bodies should look like. Some children and teenagers may look at the images in the media and social media and believe that their body will look like those, or they may think that their body will look just like the bodies in the visual materials you have used. Stress that all bodies are a bit different and that's ok.

Personal hygiene

Address personal hygiene issues as your child approaches puberty. Prepare your child for the need to wash more often, for shaving and for using deodorants. You will need to explain how to do these things, as well as the social rules determining why we do them. A social storyTM might be useful here.

If your child already has an established routine or tick list for their morning schedule, washing themselves, changing their clothes or their bed sheets, you could perhaps adjust it to include the use of deodorants, showering every day, shaving every other day and so on.

Relationships and sex

Relationships

Your child might need help to understand social interaction in order to sustain a relationship. You may need to discuss why some people get married or choose to live permanently with one person. You could explain these things by discussing your relationship with your partner or those of other family members.

This could be supported visually by drawing stick figures, or using photographs, of each significant person in this individual's life, including themselves, their family members, support workers, teachers and doctors, if appropriate. You may want to use a different piece of paper for each person. The pictures should be placed in the middle of the paper and connections should be made to a variety of drawings, words or photographs that surround this person. These other pictures or words should symbolise this person's role for the individual concerned and perhaps other members of the family.

You could change the person in the centre from the autistic person to mum, dad or a sibling, as this may help your child to understand how other people view the relationships in the family. You may want to discuss another family that is different from your own - perhaps one headed by a single parent or vice versa, a family with two same sex partners or vice versa etc.

Sensory differences

Because of your child's sensory differences, they may be worried about the idea of hugging or kissing in future relationships. Reinforce that when it comes to relationships, they should only do what they are comfortable with.

Sexual health

You will need to discuss smear tests, contraception, and sexually transmitted infections. You may want to use a social storyTM to explain visits to the doctor or nurse.

Staying safe and appropriate behaviour

Staying safe

You could use a social storyTM to describe a situation where another person may act inappropriately towards the autistic person, and where they can tell someone about it, eg a parent or teacher.

Your child needs to know how to stay safe online. The NSPCC provides advice and tools about this, which you can read in our 'More information' section below.

'Inappropriate' behaviour

It is often non-autistic individuals who have decided this behaviour is inappropriate. Autism may affect a person's ability to understand what is considered to be socially appropriate behaviour and to imagine what other people might feel or be about to do. A behaviour might have a very significant and specific meaning for them which isn't 'just being rude' or sexually motivated.

For example, if an autistic person touches or brushes against a particular woman's breasts every time they meet, this could be because:

this is a routine action they have developed to work out what mood that person is in today, finding it difficult to glean this from a person's facial expressions and body language

they like the reaction they get - the shock on the person's face, or the verbal response which follows

they got sensory stimulation the first time they brushed against the woman's body, and want to repeat this

they may be curious about what that part of a person's body feels like and are acting on an impulse.

If an autistic person kisses someone unexpectedly, this could be because:

they have seen two people kissing on the television and think the other person will react the way the person they saw being kissed did

they think the other person wants to kiss, because they themselves want to kiss.

It can be hard to break the cycle of inappropriate behaviour. Here are some strategies you could try.

Behaviour diaries

Completing a behaviour diary, which records what is occurring before, during and after the behaviour, could help you to understand the purpose of the behaviour. A diary may be completed over a couple of weeks or longer if needed. This may be difficult to do if the behaviour is particularly unpleasant for the individual or those around them but it is an important stage in understanding and trying to solve the behaviour. Please note that while it is understandable that the immediate reaction to a person's behaviours could be negative and comprise feelings of shock or alarm, a calm reaction and level tone should be maintained if at all possible.

Social storiesTM and comic strip conversations

Using a social storyTM or comic strip conversation could help you to discover how the person viewed the situation and to describe what they should have done in that situation, eg "we greet people by shaking their hand".

"It's alright"

Draw a table with a list of people and activities such as holding hands and kissing on the mouth. Ask whether the different activities are alright or not with different sets of people for example family members, strangers, teachers and pupils. A tick/cross or yes/no can be placed in each box depending on what the person thinks, or what you tell them.

More information

Your next steps

Find out more about what help and support is available.

Contact the NSPCC 24-hour helpline if you are concerned about a child's safety.
Phone: 0808 800 5000
Email: help@nspcc.org.uk

Visit the Respond  website, which provides advice on issues of sexual abuse, sexual offending and learning disabilities.

The words 'Social Story' and 'Social Stories' are trademarks originated and owned by  Carol Gray. All rights reserved.

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A guide for parents and carers on talking to their autistic child about sex and sexuality.

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Website: Let's Talk About Sex (young people)

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Website: Let's Talk About Sex (young people)

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We're here to give you honest advice about contraception, pregnancy, STIs and pleasure.

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We're here to give you honest advice about contraception, pregnancy, STIs and pleasure.

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Children's Safeguarding Assurance Partnership: Missing from Home Protocol & Trigger Plan

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Children's Safeguarding Assurance Partnership: Missing from Home Protocol & Trigger Plan

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Missing from Home Protocol & Trigger Plan - Children's Safeguarding Assurance Partnership

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The Missing from Home Protocol and Trigger Plan is now available for use across agencies. A 7 minute briefing with key information for the Protocol and Trigger Plan. 7MB_MFH_Protocol_2023 JP for children who go missing FINALLAUNCH Trigger planFINAL Learning Impact Record_MfH&TriggerPlan

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TOOL / RESOURCE: NSPCC: Supporting young people to take down nudes shared online:                         

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TOOL / RESOURCE: NSPCC: Supporting young people to take down nudes shared online:                         

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Using the Report Remove tool

When a young person loses control of a nude image of themselves, it can be very distressing. It's important that young people don't feel judged when this happens and you should reassure them that they haven’t done anything wrong. You should also follow your organisation’s child protection procedures.

You can also help a young person aged under 18 to use the Report Remove tool to see if the image or video can be taken down, and Childline can provide further support

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How it works

Report Remove can help to take down nude or sexual images that include at least one of the following:

nude or semi-nude sexual posing

someone nude or semi-nude touching themselves in a sexual way

any sexual activity involving a child

someone hurting someone else sexually

sexual activity that includes animals.

Remember, you should never view the image.
Even if you're not sure whether an image or video will be removed, it's important to support the young person use the tool. The list above is only an indication of the type of images and videos that might be removed. The Internet Watch Foundation (IWF) will assess the image and try to remove it if they can. Young people can also choose to access emotional support from Childline during the process.

Using the tool

Children and young people can access Report Remove on the Childline website. They then follow three steps:

1. Follow the instructions to confirm their age
They may be asked if they want to prove their age using ID.

2. Log in or create a Childline account
Childline will let the young person know the outcome of their report and provide further support where needed.

3. Submit the image or video
A specialist analyst at IWF will review it and work to have it removed if it breaks the law.

> See full information about Report Remove on the NSPCC website > View support for children and young people on the Childline website, including explanatory video

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Supporting young people to report nudes images: Report Remove | NSPCC Learning

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Report Remove can help to take down nude or sexual images that include at least one of the following: nude or semi-nude sexual posing someone nude or semi-nude touching themselves in a sexual way any sexual activity involving a child someone hurting someone else sexually sexual activity that includes animals.

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Parents: PSHE Association : Relationships and Sex Education: supporting parental engagement

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Parents: PSHE Association : Relationships and Sex Education: supporting parental engagement

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Home Office: Criminal Exploitation of children and vulnerable adults: County Lines guidance

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Home Office: Criminal Exploitation of children and vulnerable adults: County Lines guidance

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This guidance is primarily aimed at frontline staff who work with children, young people and potentially vulnerable adults. This includes professionals working in education, health, housing, benefts, law enforcement (police) and related partner organisations

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The Children's Society: County lines and criminal exploitation toolkit (A TOOLKIT FOR PROFESSIONALS)

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The Children's Society: County lines and criminal exploitation toolkit (A TOOLKIT FOR PROFESSIONALS)

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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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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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Home Office: Child Exploitation Disruption Toolkit

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Home Office: Child Exploitation Disruption Toolkit

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This toolkit has been developed to support frontline practitioners to safeguard children and young people under the age of 18 from sexual and criminal exploitation. This includes social workers, police officers, housing officers, education staff, healthcare staff, charity staff, and others

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NSPCC: A parents’ guide to being: Share Aware

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NSPCC: A parents’ guide to being: Share Aware

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We know some parents feel confused by the internet. It’s constantly changing, and it can be hard to keep up with the latest apps and trends. It can be particularly tricky for parents of children aged 8-12. That’s the age when children start doing more online, becoming more independent and using different devices. So, we’ve put together this guide. To reassure you, and give you the information and advice you’ll need to keep your child safe online. The internet’s an amazing place, so we want to help your child to get the most out of it, and to do that safely. The guidance is actually really simple - it’s all about talking to your child, getting the family involved, and finding out what you can do. 4 Talk to your child One of the easiest – and mos

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Social Workers Toolbox: Family Mobile Phone Agreement

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Social Workers Toolbox: Family Mobile Phone Agreement

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This document is designed to help parents and carers establish guidelines for their children on how to use their mobile phones responsibly and safely. As a child takes on the exciting new responsibility of owning a mobile phone, it is crucial that they understand the importance of using it with respect and being mindful of their online presence. Parents and carers should go through the agreement point by point with their child, discussing each guideline to ensure a mutual understanding. By signing this agreement, children are committing to being responsible phone users who understand the potential consequences of their actions   Family Mobile Phone Agreement - Free Social Work Tools and Resources: SocialWorkersToolbox.com

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TALK: A Resource Pack for 14 to 16 year olds

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TALK: A Resource Pack for 14 to 16 year olds

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This pack is designed as an educational tool kit for use as a resource to help prevent Domestic Violence and Abuse and encourage discussion and debate around healthy relationships and self esteem. It creates a shared language and activity pack for both facilitators and young person

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Parents: DFE: Understanding Relationships, Sex and Health Education at your child’s secondary school: a guide for parents

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Parents: DFE: Understanding Relationships, Sex and Health Education at your child’s secondary school: a guide for parents

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Its purpose is to enable a greater understanding of youth work practice, provide an educational framework and act as a reference tool to be used by decision makers, policy makers, commissioners, youth workers and young people

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Teaching Consent : Staff Guidance KS1-KS 5

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Teaching Consent : Staff Guidance KS1-KS 5

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PSHE Network Guidance: Teaching consent guidance KS 1- 5

This guidance includes key information and steps to take before teaching the accompanying consent lessons safely and effectively.

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LGA: Tackling child sexual exploitation: A resource pack for councils

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LGA: Tackling child sexual exploitation: A resource pack for councils

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This resource aims to help councils implement effective responses to child sexual exploitation within their own organisation, with their local partners and their communities.

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It is not limited to any particular geography, ethnic or social background, and all councils should assume that CSE is happening in their area and take proactive action to prevent it.

Recent events have shown that all areas need to be prepared to respond to this challenge robustly, and there are many good examples of effective work to be found around the country. The case studies in the report and online showcase some of the work that is already underway to improve local practice. These cover initiatives such as community engagement, regional work across local authority boundaries, building effective multi-agency partnerships and commissioning independent audits of local work.

Alongside these case studies, our 2015 resource pack contains a range of materials that councils may find useful when planning work locally. This includes an overview of key learning from recent reports and inquiries, a myth busting guide to common stereotypes around CSE, and advice for councillors on how to assess the effectiveness of local practice. Further resources, including training tools and advice on working with the media are available online, and will be updated regularly.

Tackling child sexual exploitation must be a priority for all of us, and the resources available in our 2015 report and this online resource highlight the very real difference that councils and their partners can make in preventing this awful crime - and the crucial role of councillors within this.
Councillor David Simmonds, Chair of the LGA Children and Young People Board

About this resource

This resource aims to help councils implement effective responses to child sexual exploitation within their own organisation, with their local partners and their communities.

Recognising that councils will have different approaches and circumstances, it does not set out a 'one-size-fits-all' resource that all councils should follow. Instead, it brings together and shares a set of resources, both new and existing, in order to provide councils with ideas and materials that can be adapted to suit local needs. It includes briefings, communications support, training materials and case studies.

What is child sexual exploitation?

Sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive 'something' (eg food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities. Child sexual exploitation can occur through the use of technology without the child's immediate recognition, for example being persuaded to post sexual images on the internet or mobile phones without immediate payment or gain. In all cases, those exploiting the child or young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person's limited availability of choice resulting from their social, economic and/or emotional vulnerability.

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It is not limited to any particular geography, ethnic or social background, and all councils should assume that CSE is happening in their area and take proactive action to prevent it. Recent events have shown that all areas need to be prepared to respond to this challenge robustly, and there are many good examples of effective work to be found around the country.

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Barnardo's : Girls Talk and Boys 2 workbooks 

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Barnardo's : Girls Talk and Boys 2 workbooks 

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We have been developing tools and resources in Wales to help identify and engage young people at risk of Child Sexual Exploitation (CSE) and Child Sexual Abuse (CSA).

Our work

Better Futures Cymru is a service that provides assessment and longer term therapeutic intervention services for children and young people with sexualised histories across Wales.

We know that building trust and establishing a positive relationship is crucial to any successful intervention. Research has shown that young people who are abused, exploited, or who engage in risky sexual behaviours often feel guilt and shame. They may feel defined by this behaviour - which affects their level of openness and willingness to engage.

We want to develop a trusting and non-judgemental relationship with the young person. From the start, we focus on problem free discussions and activities in order to establish a meaningful connection in which both participants feel valued and have worth in the relationship.

A high percentage of the children we work with have experienced significant trauma. That might be sexual abuse, physical abuse, emotional abuse, domestic abuse or neglect. Our work takes these factors into consideration, and includes therapeutic approaches and techniques to address the issues that may occur as a result of these experiences.

In supporting young people to process their past trauma, we are able to allow them to develop healthy romantic and sexual relationships in their future.

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Resources to help identify and engage young people at risk of sexual abuse and exploitation

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We have been developing tools and resources in Wales to help identify and engage young people at risk of Child Sexual Exploitation (CSE) and Child Sexual Abuse (CSA). Better Futures Cymru is a service that provides assessment and longer term therapeutic intervention services for children and young people with sexualised histories across Wales.

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NSPCC: Free Staff Training on RSE KS3 & KS4

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NSPCC: Free Staff Training on RSE KS3 & KS4

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NSPCC offer a free CPD-certified elearning course features a mix of reflective tasks and video-based content that share insight from teachers, young people, and safeguarding experts to help develop your confidence in delivering sex and relationships education.

This training, along with a series of lessons plans and a dedicated helpline, is part of our Talk Relationships service that supports people working in secondary education to overcome any challenges they may face when delivering sex and relationships education.

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Talk Relationships supports secondary schools to confidently deliver inclusive sex and relationships education.

We want all young people 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 trusted adult if they need it.

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

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Talk Relationships supports secondary schools to confidently deliver inclusive sex and relationships education. We want all young people 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 trusted adult if they need it.

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The Children’s Society:                         A TOOLKIT FOR PROFESSIONALS (Supporting parents of young people affected CSE) 

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The Children’s Society:                         A TOOLKIT FOR PROFESSIONALS (Supporting parents of young people affected CSE) 

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Supporting and working alongside parents and carers is key to the safeguarding process. Parents and carers are usually the people who spend most time with their children, know them best, love them and are invested in their well-being. It is important to consider how, as professionals, we ensure that they feel appropriately supported in order to achieve the best outcomes for children and young people. This document assumes that the reader has an understanding of child sexual exploitation (CSE) which is a type of child sexual abuse (CSA). For further information on child sexual exploitation please refer to The Children’s Society website: https://www.childrenssociety.org.uk/ what-is-child-sexual-exploitation

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Sex Education Forum : Young People's RSE Poll 2022

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Sex Education Forum : Young People's RSE Poll 2022

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We are incredibly proud of our School & Colleges Champions programme.

At Stonewall, we imagine a world where all lesbian, gay, bi, trans, queer, questioning, and ace (LGBTQ+) people are free to be themselves and can live their lives to the full. Inclusive schools, colleges and children and young people's services have a huge part to play in making this world a reality. But inclusion is not a given.

Our education work was set up in 2004 to give practical support to teachers following the end of the Section 28. We now work with primary schools, secondary schools, special schools, colleges, multi academy trusts and local authority children and young people's services.

Our programmes give advice, support and resources to organisations in England, Scotland and Wales on supporting LGBTQ+ children and young people on inclusive education, tackling bullying, meeting their safeguarding responsibilities and their responsibilities under the Equality Act 2010. We also provide support and tools for organisations to improve their practice beyond the legal minimum, to ensure that they are creating a culture where all of their LGBTQ+ children and young people can thrive.

Over the last few months there has been some incorrect information in the press about our work with schools, colleges and children and young people's services and so we wanted to answer any questions that might have been raised.

A note on acronyms: our work is so that all LGBTQ+ people are free to be themselves, however some links or statutory regulations we refer to below may use LGBT, and in which case we will mirror that language.

Do all schools and colleges need to work on LGBTQ+ inclusion?

Getting LGBTQ+ inclusion right is really important. This includes schools' legal and statutory requirements, including under the Equality Act 2010, the Public Sector Equality Duty (where applicable) and the statutory guidance on RSHE.

The Equality Act 2010 outlines nine protected characteristics:

Age

Disability

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity

Race

Religion or belief

Sex

Sexual orientation

The Act protects people from unlawful discrimination, harassment or victimisation on the basis of any protected characteristic.

The Public Sector Equality Duty requires all state-funded schools, colleges and settings in England, Scotland and Wales to:

eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act - including because of the protected characteristics of sexual orientation and gender reassignment

advance equality of opportunity

foster good relations between persons who share a relevant protected characteristic and persons who do not share it - e.g. between LGBT pupils and those who are not LGBT

To help meet these duties, schools, colleges and settings should tackle all forms of homophobic, biphobic and transphobic (HBT) bullying and take proactive steps to promote respect and understanding of LGBTQ+ people and the issues that affect them. They should also set specific, measurable and age-appropriate equality objectives, such as reducing levels of HBT language and bullying.

In England, Ofsted will inspect the extent to which a school 'complies with the relevant legal duties as set out in the Equality Act 2010, including, where relevant, the Public Sector Equality Duty and the Human Rights Act 1998'. Ofsted's School Inspection Handbook states that 'records and analysis of bullying, discriminatory and prejudiced behaviour, either directly or indirectly, including racist, sexist, disability and homophobic/biphobic/transphobic bullying, use of derogatory language and racist incidents' should be made.

In Wales, ESTYN are responsible for ensuring that schools adhere to their statutory requirement to "promote equality eliminate discrimination and foster good relations on the basis of 'protected characteristics". Last year ESTYN produced a thematic report on good practice for supporting LGBT learners, which highlighted that schools must record all instances of homophobic, biphobic and transphobic bullying and that instances should be recorded and trends identified and acted upon.

The Department for Education's Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance states that:
"In teaching Relationships Education and RSE, schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure that they comply with the relevant provisions of the Equality Act 2010, (please see The Equality Act 2010 and schools: Departmental advice), under which sexual orientation and gender reassignment are amongst the protected characteristics. Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.'"
For English schools who want to know more about best practice consult our LGBT-inclusive RSHE: Putting it into practice guide.

The Scottish Government agreed in 2018 to implement a series of recommendations from the LGBTI Inclusive Education Working Group in full, with Scotland set to become the first country in the world to have LGBT inclusive education embedded throughout the curriculum. The LGBT Inclusive Education Implementation Group has been facilitating the implementation of the recommendations, which includes reforms to practice and guidance, inspections, the recording of bullying incidents, and the development and delivery of professional learning and teaching resources. The recommendations to be taken forward also include publishing new LGBT inclusive Statutory Guidance on the Conduct of Relationships, Sexual Health and Parenthood (RSHP) education, and developing specific LGBT Experiences and Outcomes at the next review of Curriculum for Excellence.

The Welsh Government are currently in the process of designing and implementing the first Curriculum for Wales. A key, and now mandatory component of the new curriculum, is an overhaul of RSE provision. Proposed RSE provision in Wales will be far more comprehensive and embedded with a whole school approach, the teaching of LGBTQ+ relationships and identities will, as it stands, be a mandatory part of the new RSE curriculum. The proposed RSE Statutory Code and Guidance are currently out for public consultation.

Is Stonewall's advice on the Equality Act robust and correct?

Yes it is. Our advice is based on the Equality and Human Rights Commission's Equality Act Code of Practice, which was recently reaffirmed in the High Court, and the Department for Education's advice for schools on the Equality Act.

There have been several reports that suggest we are misinterpreting the Equality Act's protected characteristic of gender reassignment in our guidance and advice to organisations.

In most contexts, gender identity is an appropriate, inclusive, and well-understood term, so - in line with the UK Government and with international standards - we talk about gender identity in our everyday communications. Similarly, when we describe the Equality Act's protected characteristic of 'gender reassignment', we refer to 'gender identity' to explain who is covered by the law and how they are protected, as the EHRC does in their Code of Practice.

Is Stonewall's support for trans inclusion in line with guidance?

Stonewall proudly provides expertise to schools, colleges and children and young people's services to support their work with LGBTQ+ children and young people.

Our advice for schools in England is based on the Department for Education's advice for schools on the Equality Act. This states that the definition of 'gender reassignment' includes trans children and young people, who 'will not necessarily have to be undertaking a medical procedure to change their sex but must be taking steps to live in the opposite gender, or proposing to do so' in order to be protected under the Equality Act. That means that children and young people who are 'socially transitioning' will likely fall under the protection of the Act. The Department for Education's statutory guidance states:
"This broad, non-medical definition is particularly important for gender variant children: although some children do reassign their gender while at school, there are others who are too young to make such a decision. Nevertheless they may have begun a personal process of changing their gender identity and be moving away from their birth sex. Manifestations of that personal process, such as mode of dress, indicate that a process is in place and they will be protected by the Act."
Our resources and training are focused on equipping schools, colleges, teachers and other professionals with our expertise and good practice we've seen from in children and young people's settings across the country. This is informed by key pieces of guidance that support schools. In our Introduction to Supporting LGBT children and young people: A guide for schools we share good practice and key considerations for schools to make as they seek to ensure trans children and young people are safe and supported at school.

This includes sharing our expertise and good practice on supporting trans children and young people to use facilities that match their gender, including toilets, residentials and sport facilities. Our support is focused on equipping practitioners with key information about LGBTQ+ children and young people, along with a wide range of legal and good practice considerations, to help practitioners confidently support inclusion.

The Scottish Government committed in their 2019-20 Programme for Government to "produce updated guidance for schools to help them to support transgender pupils, within the current legal framework." In March 2021, the then Cabinet Secretary for Education and Skills responded to a parliamentary question in relation to the guidance on supporting trans young people in schools:
"Guidance will be published when all pupils have returned to school, or at the earliest opportunity in the new Parliamentary term. Education Authorities and schools should continue to use resources and guidance that they have determined responds positively to the needs of all pupils."

Are schools allowed to work with Stonewall, in keeping with DfE guidance?

In England, the Department for Education lists Stonewall's inclusive education guidance as a key resource in Annex B of the Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers (page 46). There is no guidance advising against working with Stonewall.

Founded in London in 1989, Stonewall is a national charity working in each nation of the UK and with established partnerships across the globe. We help create transformative change in the lives of LGBTQ+ people through our campaigns, research and change and empowerment programmes. We continue to fight for a world where LGBTQ+ people everywhere can live our lives to the full. As a charity, we work in a non-partisan way to bring about rights and protection for LGBTQ+ people. Since 2001 we've been working with employers and schools to support them to bring about LGBTQ+ inclusion in their communities. We are proud of the inclusive change we've all created together.

Some activists have been sending template letters to schools suggesting that they should not work with Stonewall. They allege that work supporting schools to provide a safe and supportive learning environment for trans children and young people goes against this non-statutory guidance issued by the Department for Education in September 2020, which states:
"We are aware that topics involving gender and biological sex can be complex and sensitive matters to navigate. You should not reinforce harmful stereotypes, for instance by suggesting that children might be a different gender based on their personality and interests or the clothes they prefer to wear. Resources used in teaching about this topic must always be age-appropriate and evidence based. Materials which suggest that non-conformity to gender stereotypes should be seen as synonymous with having a different gender identity should not be used and you should not work with external agencies or organisations that produce such material. While teachers should not suggest to a child that their non-compliance with gender stereotypes means that either their personality or their body is wrong and in need of changing, teachers should always seek to treat individual students with sympathy and support."
Stonewall's work does not fall in scope of these concerns.

Our resources focus on providing teachers with knowledge and confidence to ensure all pupils learn about different gender identities and a diverse range of trans role models is part and parcel of learning about equality, diversity and respect. Challenging gender stereotypes is at the heart of our approach, and we agree with the view that nobody should assume a child or young person who doesn't conform to gender stereotypes is LGBTQ+.

Our work with schools includes support for pupils who are or who might be lesbian, gay, bi or trans, as well as pupils who are questioning their gender identity or sexual/romantic orientation. It also includes pupils with LGBTQ+ family members and loved ones.

Does Stonewall advise not to use the term 'boy' or 'girl'?

No. Being LGBTQ+ inclusive means recognising that there are boys and girls and some people who are non-binary. We do encourage staff to think about the language that is used in school or college and how far it plays into gendered stereotypes e.g. not using phrases such as 'man up' or 'don't be such a girl'. We also advise to take care to be inclusive of non-binary people; avoiding addressing groups of students using gendered language such as 'boys and girls'.

Does Stonewall advise against using the pronouns 'he' and 'she'?

No. Being LGBTQ+ inclusive means not assuming people's pronouns, sharing your own when you introduce yourself if you feel comfortable, and recognising that some people use 'they' (for more information please see page 45 of our Introduction to supporting LGBT children and young people).

What guidance should I not be using?

It's important to feel sure you're choosing and using quality LGBTQ+ inclusive resources, especially if you're using resources made by someone else. A good place to start looking for RSHE resources is Annex B to the statutory guidance on RSHE, which lists suggested resources, including resources by Stonewall and others. When you're looking at guidance, we advise that you check:

it covers the basics

that it is from a reputable source

it is inclusive - both in terms of LGBTQ+ inclusion and with regards to other protected characteristics too

hat any claims and assertions are backed up with evidence from reliable sources

There's a more detailed checklist in LGBT-inclusive RSHE: Putting it into practice. Be sure to take a look.

Learn how you can help LGBTQ+ people Sign up for news

What's in my area?

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Frequently Asked Questions about Stonewall's work in schools and colleges

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We are incredibly proud of our School & Colleges Champions programme. At Stonewall, we imagine a world where all lesbian, gay, bi, trans, queer, questioning, and ace (LGBTQ+) people are free to be themselves and can live their lives to the full. Inclusive schools, colleges and...

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RESOURCE:  CEOP (parents and yp) #AskTheAwkward

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RESOURCE:  CEOP (parents and yp) #AskTheAwkward

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#AskTheAwkward has been created to help young people to explore online relationships with your secondary aged children, making these conversations part of everyday life.

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Being online is an important part of how young people 'do' relationships. Young people are using online spaces for their social and romantic lives. They told us that they would like their parents and carers to talk with them more about this. We know that these topics aren't always easy to talk about, so #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life.

A parent and carers introduction to Asking The Awkward

Unsure where to start? Our introduction to Asking The Awkward helps you to prepare for regular conversations with your child about online relationships and related topics. It also offers advice on how to keep conversations positive and what to do if your child tells you something that worries you.
Download A parent and carers introduction to Asking The Awkward here.
#AskTheAwkward help sheets

The #AskTheAwkward films explore lots of topics. To help you get talking, we've picked out the key topics from each film and created help sheets with what you need to know, suggested conversation starters and links to further information.
Download the #AskTheAwkward help sheets here.

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

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#AskTheAwkward - help to talk with your children about online relationships

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Talking regularly with your child about relationships and sex can help develop shared understanding, trust and support between you. #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life. Available in subtitled and BSL versions. Talk little.

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REPORT: Children‘s Commissioner Report: A lot of it is actually just abuse’- Young people and pornography

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REPORT: Children‘s Commissioner Report: A lot of it is actually just abuse’- Young people and pornography

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This paper, the first in a series of research reports, makes clear the urgent need to protect children from the harms of online pornography.

This report does not make for easy reading, but nor should it. I truly believe that we will look back in 20 years and be shocked by the content to which children were exposed.

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This paper, the first in a series of research reports, makes clear the urgent need to protect children from the harms of online pornography. It is my duty as Children's Commissioner to champion young people's views and voices, and to ensure that all children enjoy the freedom to grow up safely and happily, both online and in the real world.

This report does not make for easy reading, but nor should it. I truly believe that we will look back in 20 years and be shocked by the content to which children were exposed.

Throughout my career as school-leader I have witnessed the harmful impact of pornography on young people. I will never forget the girl who told me about her first kiss with her boyfriend, aged 12, who strangled her. He had seen it in pornography and thought it normal.

Let me be absolutely clear: online pornography is not equivalent to a 'top-shelf' magazine. The adult content which parents may have accessed in their youth could be considered 'quaint' in comparison to today's world of online pornography. Depictions of degradation, sexual coercion, aggression and exploitation are commonplace, and disproportionately targeted against teenage girls.

I am deeply concerned about the normalisation of sexual violence in online pornography, and the role that this plays in shaping children's understanding of sex and relationships.

Between 2021-22 I led a Government-commissioned review into online sexual harassment and abuse, which involved speaking to children and young people about peer-perpetrated sexual violence. Young people told me, in unequivocal terms, that harmful behaviour is directly influenced by violent pornography.

This report draws together research from focus groups with teenagers aged 13-19 and a survey of 1,000 young people aged 16-21. Of the 64% who said that they had ever seen online pornography:

We find that pornography exposure is widespread and normalised - to the extent that children cannot 'opt-out'. The average age at which children first see pornography is 13. By age nine, 10% had seen pornography, 27% had seen it by age 11 and half of children who had seen pornography had seen it by age 13.

We also find that young people are frequently exposed to violent pornography, depicting coercive, degrading or pain-inducing sex acts; 79% had encountered violent pornography before the age of 18. Young people expressed concern about the implications of violent pornography on their understanding of the difference between sexual pleasure and harm. Indeed, this report finds that frequent users of pornography are more likely to engage in physically aggressive sex acts.

Pornography is not confined to dedicated adult sites. We found that Twitter was the online platform where young people were most likely to have seen pornography. Fellow mainstream social networking platforms Instagram and Snapchat rank closely after dedicated pornography sites.

At the time of publication, the UK's landmark Online Safety Bill is making its way through Parliament. It holds the promise of, finally, regulating pornography sites and ensuring that they implement robust age verification to protect children. Now is a vital moment to ensure that we understand the impact of pornography on children's lives, and to legislate for a commensurate response.
My thanks
I would like to thank the young people who participated in this research for their time, honesty and bravery in talking about this difficult subject. I very much hope that your voices will inform the development of legislation and regulation and will make the online world a safer place.

I urge every adult reader in responsible position - whether politician or policymaker, parent or teacher - to listen and take seriously the views of young people contained within this report. It is crucial that we do not miss the opportunity to make the internet safe for all children, today and in the future.

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'A lot of it is actually just abuse'- Young people and pornography | Children's Commissioner for England

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This paper, the first in a series of research reports, makes clear the urgent need to protect children from the harms of online pornography. It is my duty

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Guidance: Addressing misogyny, toxic masculinity and social media influence through PSHE education

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Guidance: Addressing misogyny, toxic masculinity and social media influence through PSHE education

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Understanding the issues and risks

Schools are increasingly concerned about the impact of online influencers that promote misogynistic rhetoric. This content can be permissive of: discriminatory behaviours and attitudes (including racist, antisemitic, homophobic, transphobic, and misogynistic attitudes); sexual harassment and abuse; abuse in relationships; and victim-blaming narratives.

The entry point for young people's first engagement with such content can often seem quite superficial, but social media algorithms can then lead them to increasingly problematic and extreme content.

This all comes at an age when young people may be particularly insecure and vulnerable to persuasive narratives. For example, much of this content taps into insecurities about body image and agency. The focus on money, success and power also plays on financial and status insecurities that may lead to risky and even illegal behaviours.

Women and girls in particular are put at risk by narratives that normalise sexual harassment and abuse, promote unhealthy relationship behaviours and victim blaming. Similarly, the sharing of homophobic and transphobic content by some influencers can inform behaviour and attitudes towards LGBT+ young people in schools. Toxic masculinity is also harmful and restrictive to boys and men. Promoted stereotypes contribute to existing narratives that restrict and undermine help-seeking - especially in relation to mental health and emotional wellbeing. Some online spaces even direct young people towards other harmful content, including content that promotes self-harm and suicide.

In some extreme circumstances, boys can also become radicalised via involvement in forums and communities that promote and celebrate violent behaviours, including rape, child abuse and terrorist acts.

PSHE education should primarily be used as preventative education, providing a foundational understanding from an early age about healthy relationships, respect, self-esteem, digital literacy, economic wellbeing, critical thinking, and recognising and challenging negative influences. And, importantly, it should explore the links between these areas. This is crucial for safeguarding and building resistance to problematic narratives (as well as the influencers and algorithms that deliver them so effectively).

Of course, education is only one part of the solution, but it is a key part. There are essential efforts - for example through the Online Safety Bill - to make aspects of the digital landscape safer for children, but technical solutions must be complemented by human solutions that emphasise respect, equality and diversity.

Read on for advice on how to cover these issues through PSHE education, including recommended teaching resources.

Teaching about these topics safely:

Avoid focusing the lesson on specific influencers, websites or groups that promote harmful attitudes. This is important, as you cannot assume even the most popular influencers are known by all pupils. Speaking about a specific influencer or influencers might prompt suggestions from students of additional less well known influencers, and encourage those previously unaware to check them out - thereby providing a potentially inspiring role model and affecting how advertising and algorithms influence their future viewing. Speaking in general terms also helps pupils to understand that this advice applies to any problematic influencers in future, not just those currently causing concern.

This should be delivered by appropriately trained, prepared teachers using safe, effective materials: Anyone teaching this complex content should be given the training and pedagogical understanding to teach it safely and well.

Establish a safe learning environment: establishing a safe learning environment with pupils before teaching takes places is crucial.

Relevant guidance and training:

Addressing these issues through KS1 and KS2 PSHE education

Tips for laying the foundations at key stages 1 and 2:

With younger pupils, the aim is to develop respectful attitudes by focusing on learning that supports inclusion and belonging rather than covering specific types of discrimination, such as misogyny.

At key stage 1 this might include exploring how everyone is equal and deserves to be treated with respect. Also, recognising and celebrating people's similarities and differences.

This may extend to learning about stereotypes in early key stage 2, including gender stereotypes and how these can be unfair.

Then at upper key stage 2, pupils could explore how these stereotypes can have negative effects on a person's behaviour, aspirations, and feelings about themselves.

Teaching should also reflect younger children's early experiences online and begin to develop digital literacy skills to identify trusted sources, false information, and negative influences.

This will all help to prepare pupils for more specific learning about discrimination (including discrimination based on gender) in the later primary years and in secondary school, as they access digital platforms with increasing independence.

Statutory guidance at primary phase:

These topics are included in the DfE statutory Relationships and Health Education guidance for KS1 and KS2 as follows:

Relationships education
Respectful relationships

the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

what a stereotype is, and how stereotypes can be unfair, negative or destructive.

Online relationships

that people sometimes behave differently online, including by pretending to be someone they are not.

that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.

how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.

how to report concerns or abuse, and the vocabulary and confidence needed to do so.

Health education
Internet safety and harms

why social media, some computer games and online gaming, for example, are age restricted.

that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.

how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.

where and how to report concerns and get support with issues online

Developing this learning through PSHE education at key stages 3, 4 and 5/post-16:

Statutory RSHE can help schools to address this as part of their wider PSHE education curriculum as it addresses a range of topics, including treating each other respectfully; online and media influences; identifying discrimination; and seeking support, including in relation to radicalisation.

While the statutory guidance does not extend to post-16 settings, schools and colleges are encouraged to support students by offering these subjects. The PSHE education Programme of Study outlines what can be covered at key stage 5/post-16.

The statutory RSHE guidance gives schools an outline of what they need to cover, and the important knowledge that pupils should acquire, but PSHE education must also equip pupils with the skills and attributes to apply this understanding in the real world.

The PSHE education Programme of Study (KS1-5) and Programme Builders exemplify how to integrate the statutory content into a comprehensive PSHE education programme.

Statutory guidance at secondary phase:

These topics are included in the DfE statutory Relationships, Sex and Health Education guidance for KS3 and 4 as follows:

Relationships & Sex education
Respectful relationships, including friendships

how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people's beliefs

the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal

Online and media

their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online

about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online

what to do and where to get support to report material or manage issues online

the impact of viewing harmful content

The statutory guidance also requires that young people are made aware of 'relevant legal provisions when relevant topics are being taught', including:

violence against women and girls

extremism/radicalisation

hate crime

Health education
Mental wellbeing
how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health
Internet safety and harms

the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning consumer of information online.

how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Keeping Children Safe in Education (KCSIE) 2022 statutory guidance

The statutory KCSIE guidance stresses that 'schools and colleges play a crucial role in preventative education' and that this is most effective in the context of a whole school approach that 'creates a culture of zero tolerance for sexism, misogyny/misandry, homophobia, biphobic and sexual violence/harassment'.

Regarding the curriculum, KCSIE outlines the importance of 'a planned programme of evidence-based RSHE delivered in regularly timetabled lessons and reinforced throughout the whole curriculum' and that 'such a programme should be fully inclusive and developed to be age and stage of development appropriate'.

KCSIE lists the areas of statutory RSHE of key importance to safeguarding. These are also particularly relevant to addressing toxic masculinity and misogyny in the classroom:

healthy and respectful relationships

boundaries and consent

stereotyping, prejudice and equality

body confidence and self-esteem

how to recognise an abusive relationship, including coercive and controlling behavior

the concepts of - and laws relating to - sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so called 'honour'-based violence such as forced marriage and Female Genital Mutilation (FGM), and how to access support, and

what constitutes sexual harassment and sexual violence and why these are always unacceptable

The KCSIE guidance also reminds us that all schools are subject to the Prevent duty, meaning they must have: 'due regard to the need to prevent people from being drawn into terrorism' and that 'The Prevent duty should be seen as part of schools' and colleges' wider safeguarding obligations'. KSSIE advises that 'designated safeguarding leads (and deputies) and other senior leaders in schools should familiarise themselves with the revised Prevent duty guidance : for England and Wales, especially paragraphs 57-76, which are specifically concerned with schools (and also covers childcare)'.

Teaching resources and related learning

Teaching about consent and healthy relationship behaviours counters messages that normalise unhealthy relationship behaviours. See:

This teaching should be linked to learning about mental health and emotional wellbeing in both primary and secondary phase, as influencers prey upon young people, with challenges relating to their self-esteem and mental health. See:

Some influencers combine discriminatory content with messaging about the importance of acquiring wealth and material possessions. This messaging is often aimed at those experiencing or concerned about unemployment or financial difficulties. It is therefore important to ensure that the economic wellbeing aspects of your PSHE education curriculum help young people to recognise pathways to careers, identify strategies to support their financial wellbeing in the future and to challenge economic misinformation presented by influencers.

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Addressing misogyny, toxic masculinity and social media influence in PSHE education

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Understanding the issues and risks Schools are increasingly concerned about the impact of online influencers that promote misogynistic rhetoric. This content can be permissive of: discriminatory behaviours and attitudes (including racist, antisemitic, homophobic, transphobic, and misogynistic attitudes); sexual harassment and abuse; abuse in relationships; and victim-blaming narratives.

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PSHE, RHE and RSHE for Upper KS2, KS3 and KS4 students.                                  

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PSHE, RHE and RSHE for Upper KS2, KS3 and KS4 students.                                  

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Ready to use content
Helping you teach PSHE, RHE and RSHE to Upper KS2, KS3 and KS4 students, with flexible, ready-to-use content co-created with teachers, and young people.

While you support students, Every Mind Matters is here to support you by providing simple, practical advice for a healthier mind.

Topic Include:
Positive friendships, Bullying and cyberbullying, Self-care, Physical and mental wellbeing, Unhelpful thoughts, Building connections, Worry, Social media, Sleep, Dealing with change, Transition to secondary school, Puberty, Online stress and FOMO, Alcohol, Exam stress, Body image in a digital world, One-to-one relationships

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Exploring sensitive topics

Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website. This content is aimed at parents and young people, and offers the option of exploring sensitive subjects on their own, or with parents or carers.

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Mental wellbeing | Overview | PHE School Zone

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Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website.

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Public Health England: Every Mind Matters (Upper KS2, KS3 and KS4)

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Public Health England: Every Mind Matters (Upper KS2, KS3 and KS4)

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Helping you teach PSHE, RHE and RSHE to Upper KS2, KS3 and KS4 students, with flexible, ready-to-use content co-created with teachers, and young people.

Content and sessions plans include:

One-to-one relationships

Positive friendships

Bullying and cyberbullying

Self-care

Physical and mental wellbeing

Unhelpful thoughts

Building connections

Worry

Social media

Sleep

Dealing with change

Transition to secondary school

Puberty

Online stress and FOMO

Alcohol

Exam stress

Body image in a digital world

While you support students, Every Mind Matters is here to support you by providing simple, practical advice for a healthier mind.

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Exploring sensitive topics

Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website. This content is aimed at parents and young people, and offers the option of exploring sensitive subjects on their own, or with parents or carers.

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Mental wellbeing | Overview | PHE School Zone

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Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website.

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Excellent resource from CEOP (parents and yp) #AskTheAwkward

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Excellent resource from CEOP (parents and yp) #AskTheAwkward

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#AskTheAwkward has been created to help young people to explore online relationships with your secondary aged children, making these conversations part of everyday life.

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Being online is an important part of how young people 'do' relationships. Young people are using online spaces for their social and romantic lives. They told us that they would like their parents and carers to talk with them more about this. We know that these topics aren't always easy to talk about, so #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life.

A parent and carers introduction to Asking The Awkward

Unsure where to start? Our introduction to Asking The Awkward helps you to prepare for regular conversations with your child about online relationships and related topics. It also offers advice on how to keep conversations positive and what to do if your child tells you something that worries you.
Download A parent and carers introduction to Asking The Awkward here.
#AskTheAwkward help sheets

The #AskTheAwkward films explore lots of topics. To help you get talking, we've picked out the key topics from each film and created help sheets with what you need to know, suggested conversation starters and links to further information.
Download the #AskTheAwkward help sheets here.

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

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#AskTheAwkward - help to talk with your children about online relationships

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Talking regularly with your child about relationships and sex can help develop shared understanding, trust and support between you. #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life. Available in subtitled and BSL versions. Talk little.

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TOOLKIT: Free Online Safety Toolkit                        (Click to watch the intro video)

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TOOLKIT: Free Online Safety Toolkit                        (Click to watch the intro video)

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Using ProjectEVOLVE

The toolkit is based on UKCIS framework “Education for a Connected World” (EFACW) that covers knowledge, skills, behaviours and attitudes across eight strands of our online lives from early years right through to eighteen. These outcomes or competencies are mapped to age and progressive. The statements guide educators as to the areas they should be discussing with children as they develop their use of online technology.

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KS1-KS4: CEOP                                                    (Centre for Exploitation and Online Protection) Lesson plans, resources, advice & guidance                       

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KS1-KS4: CEOP                                                    (Centre for Exploitation and Online Protection) Lesson plans, resources, advice & guidance                       

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The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

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The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

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The CEOP Education programme from the National Crime Agency’s CEOP Education Team aims to protect children and young people aged 4-18 from online child sexual abuse.

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KS 3& KS4: The Proud Trust: LGBT History Month 2023: Resource 

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KS 3& KS4: The Proud Trust: LGBT History Month 2023: Resource 

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LGBT+ History Month Resource and Education Pack for 2023. LGBT+ young people exist in every space where young people are, including classrooms. At The Proud Trust, we often talk about the quote “if you can see it you can be it…” The opportunity that positive education during LGBT+ History Month provides is therefore twofold:

1. To give young people the knowledge to understand and embrace the rich diversity of the world they live in, and for some, the words to describe their own experiences.

2. To make visible the LGBT+ people who have been successful in a myriad of different professions.

This year’s theme “Behind the Lens” gives us a wonderful opportunity to recognise and celebrate the lives and professional accomplishments of lesbian, gay, bisexual and trans people, many of who work outside of the limelight in the fields of photography, film making, TV, music and fashion.

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We are thrilled to bring you the LGBT+ History Month Resource and Education Pack for 2023. LGBT+ young people exist in every space where young people are, including classrooms. At The Proud Trust, we often talk about the quote "if you can see it you can be it..." The opportunity that positive education during LGBT+ History Month provides is therefore twofold:

1. To give young people the knowledge to understand and embrace the rich diversity of the world they live in, and for some, the words to describe their own experiences.

2. To make visible the LGBT+ people who have been successful in a myriad of different professions.

This year's theme "Behind the Lens" gives us a wonderful opportunity to recognise and celebrate the lives and professional accomplishments of lesbian, gay, bisexual and trans people, many of who work outside of the limelight in the fields of photography, film making, TV, music and fashion.

LGBT+ HISTORY MONTH 2022: The Arc is Long

We are thrilled to bring you the LGBT+ History Month Resource and Education Pack for 2022, in conjunction with Schools OUT UK.

This year's theme "The Arc is Long" is inspired by a Martin Luther King quote:

'The arc of the moral universe is long, but it bends towards justice.'
The quote is thought to mean that although it is taking a long time, we are curving/moving towards social justice and fairness.

This theme provides us with the opportunity to explore the idea of social justice and changing attitudes towards LGBT+ people. While we have come a long way in terms of inclusion and attitudes towards same gender relationships and equal marriage, there is still a great deal of work that can happen in terms of positive trans (including non-binary) representation and inclusion.

We extend a massive proud "shout out" to Finn, a Proud Trust young person who designed this year's LGBT+ History Month logo and badge, firmly taking their own place in LGBT+ history! Can a young person from your school or youth group design next year's logo? See session two in the pack!

LGBT+ HISTORY MONTH 2021: BODY, MIND, SPIRIT

We are thrilled to bring you the LGBT+ History Month Resource and Education Pack for 2021, as always, in conjunction with Schools OUT UK. The theme this year of Body, Mind and Spirit has provided us with much opportunity to explore the complexities of who we are and what we can aspire to be. There is even a chance for young people to design the LGBT+ History Month logo and badge for 2022, taking their own place in LGBT+ history!

This year also sees the launch of "The Classroom" on our sister Rainbow Flag Award website. Here you will find the 2021 LGBT+ History Month activity pack already prepared for classroom use, with PowerPoints and lesson plans. Explore The Rainbow Flag Award Classroom, with many other free LGBT+ inclusive lessons for you to download and deliver.

We recognise that this year, you might be delivering the LGBT+ History Month activities online. As such, the digital activity assets have been provided separately, for you to download and make use of, on your chosen online platform.

Please note, if you have an issue downloading these resources, it could be down to your schools firewall settings. If you download it outside of your workplace, you shouldn't experience any issues.

LGBT+ HISTORY MONTH 2020: POETRY PROSE AND PLAYS

We are thrilled to bring you the LGBT+ History Month Resource and Education Pack for 2020, in conjunction with Schools OUT UK. This year, the whole of LGBT+ History Month has been dedicated to Lyra McKee, the journalist and LGBT+ activist who was shot dead during rioting in Northern Ireland in 2019. With that in mind, we're grateful to Sara Canning, Lyra's partner at the time of her death, for writing the foreword to this years pack.

The theme this year of Poetry, Prose and Plays provides us with rich pickings in terms of activities for young people. We hope you will enjoy delivering the four sessions, one on terminology, then one of each of poetry, prose and plays. This pack will help you bring LGBT+ awareness into your youth groups or classrooms, and could be delivered as part of PSHE, English, drama or history!

LGBT HISTORY MONTH 2019: PEACE, RECONCILIATION AND ACTIVISM

The 2019 theme was of such great importance, enabling an exploration of LGBT+ activism in the year that marked 50 years since the Stonewall Riots, a pivotal moment in LGBT+ rights and history. It is crucial that the struggles and fights of others, to give us the lives we have today, are recognised. It is also so important that we understand the fights that are still continuing to happen, and still need to happen, to give folk liberation and peace.

Our thanks are extended to Phyll Opoku-Gyimah, founder of UK Black Pride, who has kindly written the thought provoking foreword to this years pack.

This four session pack will help you bring LGBT+ awareness into your youth groups or classrooms, and could be delivered as part of PSHE or history!

LGBT HISTORY MONTH 2018: GEOGRAPHY - MAPPING OUR WORLD

We're thrilled to bring you the LGBT History Month Resource and Education Pack for 2018, in conjunction with Schools OUT UK. We're also delighted that Stuart Milk, nephew of Harvey, co-founder of Harvey Milk Foundation and international LGBT rights campaigner, has also contributed, by writing the foreword.

This three session pack will help you bring LGBT awareness into your youth groups or classrooms, and could be delivered as part of PSHE, history or geography! This years pack has been quality assured by the PSHE Association.

LGBT HISTORY MONTH 2017: CITIZENSHIP, PSHE AND LAW

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Free LGBT+ History Month Resources- The Proud Trust

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We are thrilled to bring you the LGBT+ History Month Resource and Education Pack for 2023. LGBT+ young people exist in every space where young people are, including classrooms. At The Proud Trust, we often talk about the quote "if you can see it you can be it..."

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KS3 & KS4 : Public Health England: Rise Above Lesson Plans: Forming Positive Relationships

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KS3 & KS4 : Public Health England: Rise Above Lesson Plans: Forming Positive Relationships

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In this lesson, students explore the nature of friendships and identify some of the challenges that can arise in social relationships as well as thinking about how to provide effective peer support.

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Young Minds provides a range of information, advice as well as resources including things like wellbeing activities, toolkits and webinars to help you support the young people in your lives.

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Mental Health Resources For Children and Young People

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Free mental health resources, posters, lesson plans and activity sheets for primary and secondary school staff, and mental health professionals working with children and young people.

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Whatever you're going through, a Samaritan will face it with you. We're here 24 hours a day, 365 days a year.

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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KS3 & KS4: Youth & Policing Education Hub: A resource package aimed at encouraging children to recognise child sexual exploitation

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KS3 & KS4: Youth & Policing Education Hub: A resource package aimed at encouraging children to recognise child sexual exploitation

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NSPCC: Making Sense of Relationships: Gender Stereotypes

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NSPCC: Making Sense of Relationships: Gender Stereotypes

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Free resources to support relationships and sex education (RSE) teaching and learning.

Topics include:

-          Consent

-          STIs

-          Abortion

-          Porn

-          Contraception

-          Puberty

-          Condoms

-          Much more…

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Free resources, including printable handouts, to support safe and effective RSE.

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 KS2, KS3 & KS4: BBC: Mental Health and Wellbeing Teaching Resources 

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 KS2, KS3 & KS4: BBC: Mental Health and Wellbeing Teaching Resources 

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To support your class and promote the importance of mental wellbeing we've created this collection of resources for use with both primary and secondary students.

The themes explored in this collection include:

Mental health

Body image

Friendship

Bravery

Learning differences

Growth mindset

Mental Health and Wellbeing - Teaching Resources - BBC Teach

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Mentally Healthy Schools - A website bringing together quality-assured mental health resources, information and advice for schools and further education settings in England, Northern Ireland, Scotland and Wales.

What's Up With Everyone? - A campaign featuring a series of animated videos - co-produced with and for young people - aiming to increase mental health literacy.

Children in Need - Children in Need's 'Behind the Bandana' campaign for Mental Health Awareness Week sees Pudsey removing his bandana to show that mental health issues are often less visible. The website features a downloadable pack for schools in English and Welsh.

The BBC is not responsible for the content of external websites. By clicking the link to access the external website you will be redirected. Please note that the BBC is not the data controller of the personal data you enter into the external website and it is not responsible for the services provided by any external organisation. When using an external website, you are subject to their terms and conditions and privacy policy.

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Mental Health and Wellbeing - Teaching Resources

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To support your class and promote the importance of mental wellbeing we've created this collection of teaching resources for use with both primary and secondary students.

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Give your child a safe space to explore their curiosity online.

Step by step parental controls guides help you to set up the right controls and privacy settings on the networks, gadgets, apps, and sites they use to give a safer online experience.

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Set up parental controls on devices and platforms | Internet Matters

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Set up parental controls on a range of devices and platforms to help children develop key online safety and digital literacy skills.

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Kooth is an anonymous site which helps children and young people to feel safe and confident in exploring their concerns and seeking professional support.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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KS3: NSPCC: Think Before You Type :(Student Led Campaigning Pack)           

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KS3: NSPCC: Think Before You Type :(Student Led Campaigning Pack)           

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·       Think B4 You Type is a free toolkit to help you support secondary school-aged children and young people to design and lead their own campaign around online bullying.

·       It’s designed for use in schools but will be helpful for any adults working or volunteering with groups of children to prevent and respond to bullying. Templates, useful resources and case studies are also included in the toolkit.​

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Support young people to design and lead a campaign around online bullying

Think B4 You Type is a free toolkit to help you support secondary school-aged children and young people to design and lead their own campaign around online bullying.

It's designed for use in schools but will be helpful for any adults working or volunteering with groups of children to prevent and respond to bullying. Templates, useful resources and case studies are also included in the toolkit.​

How to use the toolkit

Think B4 You Type provides a step-by-step approach to creating a child-led anti-bullying campaign, including:

setting up a youth advisory group

gathering information about online bullying in the school through a survey or focus groups

planning and marketing the anti-bullying campaign and activity

evaluating the campaign and sharing the story.

The toolkit is based on a proven model of youth-led campaigning developed by NSPCC Scotland and respectme (Scotland's anti-bullying service) alongside young people in Angus.
Sign up to our newsletter
Subscribe to our newsletter, to keep up to date about our professional training, events, latest news, services and resources.

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Think B4 You Type: anti-bullying toolkit | NSPCC Learning

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Think B4 You Type is a free toolkit to help you support secondary school-aged children and young people to design and lead their own campaign around online bullying. It's designed for use in schools but will be helpful for any adults working or volunteering with groups of children to prevent and respond to bullying.

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Real Love Rocks is a ground-breaking education and awareness raising programme developed by Barnardo’s Safer Futures Trauma Services. Promoting children and young people’s rights to healthy, consensual and safe relationships with peers, partner, their family and across their community is at the heart of this.

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KS2, KS3 an KS4: Stonewall Rainbow Laces - Lesson packs for schools and colleges           

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KS2, KS3 an KS4: Stonewall Rainbow Laces - Lesson packs for schools and colleges           

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Today, there are more LGBTQ+ athletes than ever before competing openly as their true selves.

2022 saw the first openly gay player to come out in professional UK men’s football in over 30 years. The Lionesses became Euros Champions with 7 openly LGBTQ+ players on the squad. Over 40 openly LGBTQ+ athletes competed at this year’s Commonwealth Games. But for every success story, there are countless more untold stories of LGBTQ+ people who are forced to abandon their love of sports and fitness. Because in PE lessons, the gym and in the stands, people bully, belittle and exclude, making them feel out of place. Sport is for all, and everyone should be welcome.

We’ve designed these lesson packs for you to use in Rainbow Laces week and beyond, because LGBTQ+ inclusion has no off season. Choose the activities to best suit the needs of your class and to fit the amount of time you have available.

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Rainbow Laces 2022 - lesson packs for schools and colleges

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Today, there are more LGBTQ+ athletes than ever before competing openly as their true selves. 2022 saw the first openly gay player to come out in professional UK men’s football in over 30 years. The Lionesses became Euros Champions with 7 openly LGBTQ+ players on the squad. Over 40...

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KS3 &KS4 : NSPCC: Talk Relationships Lesson Plans and Free Teacher Training

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KS3 &KS4 : NSPCC: Talk Relationships Lesson Plans and Free Teacher Training

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The NSPCC have worked with the PSHE Association, and developed a series of age-appropriate lesson plans and accompanying guidance for teaching young people aged 11-16 about sex and relationships.

Each lesson builds knowledge, understanding and skills on how to negotiate relationships in healthy and safe ways.

There is one overarching teaching guidance document and 14 lesson plans, each of which includes:

-  teaching notes with learning objectives and outcomes

-  a plan with lesson timings, assessments and suggested extension activities

-  slides to display in the classroom

-  printable worksheets to hand out in the classroom.

You can download all of the lesson plans for each age group as one ZIP file, or download individual lessons.

·
NSPCC recommends taking the supporting Talk Relationships elearning course (see below) before delivering the lessons.

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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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Struggling with an eating disorder? Caring for someone who is? Beat is here to support you.

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Talking to your child about online sexual harassment: A guide for parents

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Talking to your child about online sexual harassment: A guide for parents

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Foreword by Dame Rachel de Souza DBE

Since March 2020, thousands of young women have been sharing their experiences of sexual harassment through the 'Everyone's Invited' project. This is an online platform where girls ‑ who are still mostly in school - have described growing up in a world where harassment, including sexualised comments, slut‑shaming and the sharing of nude pictures, is part of their everyday lives. This harmful behaviour happens online and offline. I've seen this first‑hand during my time as a headteacher and I know how stressful and damaging it can be for children, especially girls.

Of course, boys can experience sexualised bullying too, and when they do it's often in the form of homophobic abuse, or through pressure to be more 'masculine'.

When I became Children's Commissioner for England I undertook the largest ever survey of children - The Big Ask - to understand children's lives. The findings of this survey gave me a lot of hope for this next generation, not least because of their incredible resilience. But children, especially girls, talked about their experiences of sexualised bullying and peer‑on‑peer abuse and were calling firmly for more support. Most children want that support to come from their parents or carers.

Talking to our children about this issue can be hard. Parents tell me they sometimes feel uncomfortable, not just because of the sexualised nature of the topic, but also because their children know more about technology than they do. For mums, dads and carers who grew up without smart phones, this whole world can feel bewildering.

But children want to talk to their parents and carers about this. We know this because they've told us. And that's what is at the heart of this guidance.

We brought together a group of 16-21 year‑olds and asked them to tell us what they think parents should know, and what they should say to their children when talking about sexualised bullying and the pressures of growing up online. We asked them to think back to when they were a bit younger and tell us what their parents and carers did and said that was helpful...and what wasn't.

This guidance is based on the voices of young people giving adults their tips on how to tackle this subject.

I also convened a steering group of the leading organisations working in this area and listened to their expertise. We'll signpost to their excellent work for those who want more information, but this guide serves as a starter kit - an entry point for parents and carers who want to talk to their children but need a bit of support to understand the issues and to start a conversation.

The overriding message you'll see from our focus group is talk early, talk often. You might be surprised how early our young people felt parents need to start the conversation. But children want an age‑appropriate conversation that evolves over time in line with their growing maturity.

My advice to parents and carers is to create the culture before the crisis. Children have told us they want their mums and dads to create a safe, judgment‑free space for them to talk about these issues. It's better to do that before you hit a problem rather than trying to create that mood while you're dealing with one.

It takes a lot of bravery for a child to share their experiences of abuse or harassment. Parents and carers are telling me they want to match that bravery in getting to grips with these issues. Things that might feel uncomfortable to begin with, will feel less so over time. Parents and carers need to grasp the nettle as they support their children navigating this complex part of growing up. Our children have told us it's what they want. This guide will help you get there.

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Talking to your child about online sexual harassment: A guide for parents | Children's Commissioner for England

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Since March 2020, thousands of young women have been sharing their experiences of sexual harassment through the 'Everyone's Invited' project. This is an online platform where girls ‑ who are still mostly in school - have described growing up in a world where harassment, including sexualised comments, slut‑shaming and the sharing of nude pictures, is part of their everyday lives.

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When a child or young person calls 0800 1111 they will get through to a counsellor, who are they’re there to listen and support  with anything they’d like to talk about. Or they can have a 1-2-1 counsellor chat online.

Childline is open 24 hours a day, 7 days a week. So you can talk to us any time. But we might not be able to talk for as long when it’s after midnight.

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On Thursday 30 November from 2:30am - 7:30am, you won't be able to contact Childline whilst we do some important maintenance to our systems. This means that 1-2-1 chats, calling and messages to Childline will be unavailable. You'll still be able to use the Childline website for advice and information.

If you're in danger or it's an emergency, you should always call 999

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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NSPCC: KS3 & KS4 Cyberbullying Lesson Plans & Resources 

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NSPCC: KS3 & KS4 Cyberbullying Lesson Plans & Resources 

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Stop, speak, support was developed as part of our work with the Royal Foundation Taskforce on the Prevention of Cyberbullying. We worked with a panel of young people to develop a campaign that would help others know what to do if they see bullying online.

·       Stop, speak, support is aimed at 11-16 year-olds who are 'bystanders' of online bullying – it helps them think about how they respond to it and what they can do to stop it spreading.

·       This school pack contains suggested activities and resources that teachers of key stages 3-4 can use with their students. They can be adapted for use in a lesson, assembly or with a school council. The sessions aim to:

-          encourage pupils to be good digital citizens

-          equip pupils with the skills to know what they should do if they encounter bullying online

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Stop Speak Support school pack | NSPCC Learning

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Activities and resources for teachers of key stages 3-4 to help children and young people know what to do if they see bullying online.

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KS1, KS2 & SEND: NSPCC: Pants Rule- Keeping children safe from abuse                      

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KS1, KS2 & SEND: NSPCC: Pants Rule- Keeping children safe from abuse                      

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Ready to Use
PANTS resources, lesson plans, classroom activities and more to help you talk PANTS

You can download NSPCC’s free Talk PANTS resources, teaching children the Underwear Rule to help keep them safe from abuse.

NSPCC have developed: lesson plans, slide presentations, and classroom activities to help schools and teachers talk PANTS with your pupils, without ever using scary words or even mentioning sex. You will also find resources for early years settings, working with diverse groups and links to the relevant curriculum areas in each of the four nations.

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Download our free Talk PANTS resources, teaching children the Underwear Rule to help keep them safe from abuse.

We've developed:

lesson plans

slide presentations, and

classroom activities

with the PSHE Association to help schools and nurseries talk PANTS with children, without ever using scary words or even mentioning sex.

The Quality Mark is awarded exclusively to resources that meet the PSHE Association's best practice principles for safe and effective PSHE education.

You will also find resources for children with SEND, early years settings, working with diverse groups and links to the relevant curriculum areas in each of the four nations.

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PANTS resources for schools and teachers | NSPCC Learning

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Free classroom resources for PANTS (The Underwear Rule) including a lesson plan, slide presentation, curriculum links, classroom activities and more.

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LGBTQ+ inclusive books for children and young people

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Welcome to the Stonewall Book List for schools, colleges, parents, and carers. We’ve hand-selected a wide range of LGBTQ-inclusive books for children and young people to enjoy. Since we first released our book lists, there has been enormous growth in LGBTQ-inclusive children’s and young adult…

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SEND: NSPCC Love.Life Activities - (Emotion, relationships and identity)

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SEND: NSPCC Love.Life Activities - (Emotion, relationships and identity)

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Helping young people explore topics such as emotions, relationships and identity

The films and supporting resources are aimed at young people aged 11 to 25 to help them learn strategies for staying safe as they grow up and gain independence.

They enable adults to start conversations with young people about:

-          feelings

-          privacy and boundaries

-          friendship

-          different kinds of love

-          online safety.

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Article : Loneliness, Suicide and Young People

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Article : Loneliness, Suicide and Young People

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NSPCC: Love Life:              Resources for young people with learning disabilities                     

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NSPCC: Love Life:              Resources for young people with learning disabilities                     

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The films and supporting resources are aimed at young people aged 11 to 25 to help them learn strategies for staying safe as they grow up and gain independence.

They enable adults to start conversations with young people about:

feelings

privacy and boundaries

friendship

different kinds of love

online safety.

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Using Love Life resources

The films

There are three films featuring Ash, her friend Jim and her sister Steph.

You can watch the films independently or as a series, although it's most helpful to work through them in the order we've suggested.

Each film is designed to open up different ways of talking about different topics.

Delivering Love Life

The films and resources are designed to be used as part of your ongoing discussions about growing up, relationships and emotions.

The young people you work with may have a range of needs, so the films and activities are flexible and adaptable.

Watch the films in advance and decide how best to introduce them. Choose the activities you think are most suitable and adapt them as necessary. For example, some young people may need help writing or drawing.

We haven't included timings for the activities - these will vary depending on the size of group and needs of the young people you're working with. You could devote a full day to doing all the activities and include two viewings of the films, or carry out individual activities over a number of weeks with repeat viewings of the films.

Some of the activities require you to have specific materials available. These are listed on the activity plan.

It's also helpful to have books on related topics available, which young people can look at in their own time.
> Look at our reading list of resources that can help you deliver Love Life
Upsetting content

While we've taken care to present the issues in Love Life in a non-threatening way, there may be some topics that are upsetting for the children and young people you work with.

Make sure you know how to spot any signs that may indicate a child is at risk of or experiencing abuse and respond appropriately.
> Find out more about recognising and responding to abuse
If a child or young person needs to talk to anyone confidentially, they can contact Childline for free on 0800 1111 or online. You can also download or order Childline posters and wallet cards.

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Love Life: resources for young people with learning disabilities | NSPCC Learning

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Films and activities to help young people with special educational needs and learning disabilities learn about emotions, relationships and identity.