Preventing Digital and Sexual Violence

Georgia Latief portrait

Written by Georgia Latief

Georgia is a Content & Marketing freelancer who supports Life Lessons with their content and marketing including social media, blogs, website upkeep, manages our webinar and drop-in sessions and partner school testimonials. She helps multiple business across the UK supporting them with their marketing and content needs with her business Latief Content & Marketing. Before joining Life Lessons, Georgia worked for an education recruitment company and a safeguarding company both based in Wales. She is originally from New Zealand and has a background in theatre and media studies.

Digital and sexual violence is a massive global issue. Teachers need support in order to gain the confidence in addressing these issues and lead discussions on these topics to prevent future violence. Life Lessons has worked in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence. 

In November 2024 Life Lessons hosted a webinar on Empowering Educators to Eliminate Digital and Sexual Violence. Our speakers discussed the current issue of digital and sexual violence in our society and how best to support educators to have these conversations with their students. 

We also launched our brand new Violence Prevention course, developed with UCL and Anglia Ruskin University. This course includes a set of evidenced based materials for schools that empower educators to counter digital and sexual violence.

What is Digital and Sexual Violence?

Digital violence is a very broad term which encompasses any form of violence perpetrated using digital technologies, including: 

  • Cyber bullying
  • Trolling 
  • Cyber stalking
  • Non-consensual sharing of private images

Sexual violence is any sexual act or attempt to obtain a sexual act by violence, coercion, threat or intimidation, or taking advantage of the inability of the victim to give free consent. 

When violence is perpetrated or facilitated through digital technologies, it’s known as Digital Sexual Violence and includes: 

  • Online sexual harassment
  • Sextortion
  • Cyber bullying with a sexual nature

Statistics Around Digital and Sexual Violence

When we talk about digital and sexual violence is it vital to understand the state of the nation when it comes to this violence in our society and around the world.

Digital and sexual violence has become normalised, with Ofsted’s 2021 report finding that 80% of pupils have seen unwanted comments of a sexual nature. We also see that women and girls experience higher levels of digital and sexual violence than their male counterparts. 

Ofcom’s Online Safety Report 2023 found that 53% of girls and young women aged 11-21 reported encountering sexist comments or jokes online and 57% of young women aged 17-21 know a girl their age who has experienced sexual harassment online.

Not only has digital and sexual violence become normalised, but it is also a massive societal problem. NSPCC reports that violence against women and girls accounted for 20% of all reported crime in England/Wales from 2022-23. Women and girls across the world are experiencing digital and sexual violence with 1 girl being raped every 6 minutes in Brazil

Clearly something needs to be done to prevent future violence occurring.

How Education can Help Prevent Digital and Sexual Violence 

Educators are uniquely placed to empower both students and staff to report instances of sexual violence and harassment, and to continuously work toward fostering a healthy school environment where such behaviours are challenged and not normalised. 

On the topic on digital and sexual violence, Stephen Morgan, the minister for early education said: 

“…There’s probably more we can do around misogyny in schools, and I’m keen to talk to school leaders about what that might look like.”

“The escalatory nature of misogyny means that education plays a crucial role in challenging these attitudes early on. Through relationships, sex, and health education (RSHE), we are equipping young people with the knowledge and skills to recognise and reject harmful content, build empathy, and promote respect for all.”

The 2024 Ofsted Handbook also states that “Inspectors will expect schools to have effective behaviour policies in place regarding harmful sexual behaviour. The policies should include details of appropriate sanctions that should be applied consistently and that reflect and are consistent with the messages that are taught across the curriculum.” 

However; we frequently hear from educators that they lack confidence in addressing these issues and leading discussions on these topics. This is what inspired us to create our Violence Prevention Course.

Life Lessons Violence Prevention Course and Resources

This course has been developed in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence.

These materials are based on the latest research into digital harms and image-based sexual violence and aims to support educators to tackle this type of inappropriate behaviour.

The course includes:

  • CPD for educators and include a certification

5 units which cover:

  • Introduction to sexual violence prevention
  • Understanding sexual violence
  • Educating about gender and sexual violence
  • Tech facilitated gender based violence
  • Dealing with disclosures and instances of sexual violence

We have also included a free lesson and videos for secondary educators:

  • A 1 hour lesson for use with year 10 secondary students. Copy and edit to suit the needs of your classroom.
  • A collection of short Life Lessons videos addressing the topics of sexual and digital violence. These videos feature boys discussing the issue, demonstrating openness, and modeling how to engage in meaningful conversations to be part of the solution.

This course is free for educators. Access it here: Violence Prevention – Life Lessons

References:


Addressing the impact of global conflicts

Claire Shooter and Monia Zahid portrait

Written by Claire Shooter and Monia Zahid

Claire is Deputy Head Pastoral and DSL with a keen interest in EDI. She changed career and went into teaching 16 years ago after her children were born and has never regretted it. Over this time, she has enjoyed a range of roles including Head of Spanish and Head of Year.

Monia is Head of Equity, Diversity and Inclusion and teacher of Economics at Haberdashers’ Boys’ School. She oversees EDI provision at the school and is passionate in driving change for the whole school community.

If you are to take just one message from this blog, then let it be that schools must always be safe spaces for students, especially in times of global unrest. Over the past year, our school has learned invaluable lessons about how global conflicts can ripple into a school community, affecting students in profound ways.

Our school, located just outside North West London, has a vibrant and diverse community, with active faith and cultural societies, a multi-faith prayer room, and celebrations of key festivals from many religious traditions, including Eid and Chanukah. We would say that our diversity is our ‘superpower’ and our students have ample opportunities to learn about each other’s faiths. 

So the immediate weeks following October 7th 2023 threw an unprecedented and emotional challenge.

At our initial assembly following the horrific events of that day, we took a moment to reflect on the events unfolding in Israel and Gaza, honoured the casualties, and reminded students not to engage in divisive political discourse that could lead to conflict or tension within the school.

However, many of our Jewish students felt frustrated and unsupported, feeling that we were minimising their pain by not acknowledging the attack for what it was—a terrorist act. They felt that if such violence had occurred in any other part of the world, it would have been called out more forcefully. Many of our Muslim students expressed their fears about being targeted due to their Muslim identity. They voiced frustration that the suffering of innocent Palestinians was not being acknowledged, while stereotypes and misinformation about Muslims went unchallenged.  

Both Muslim and Jewish students were living in fear, be it Zain who worried about his hijab-wearing sister, or Max who worried about wearing his Star of David chain. Both felt nervous to show their identities in public.

This marked the start of a week of difficult conversations as our student body articulately and respectfully voiced their concerns. We quickly found ways to offer support. One of the first initiatives was the student-led prayer service, a daily gathering attended by many students who wanted to reflect, pray, or simply share a sense of community. 

At the end of that week our Headmaster addressed the entire school in a special assembly. He acknowledged the emotional toll on our community, quoted students who had bravely shared their perspectives, and provided historical context for the conflict. He reframed our message of unity and respect, encouraging everyone to treat each other with kindness and grace. The assembly ended with a moving moment of reflection led by our Faith Assembly Committees.

Social media was another challenge to address. Algorithms often amplify one-sided views, and young people increasingly rely on platforms like Instagram and TikTok for their news, rather than traditional sources. These platforms often mix fact with fiction, viral conspiracy theories, and disturbing images. We provided clear guidelines on how to navigate social media responsibly, reminding students to think critically before liking or sharing content and to be mindful of the digital footprint they leave behind. When inappropriate posts appeared, we used a combination of education and sanction to address issues.

We also realised that staff members needed support, unsure of how to engage in conversations for fear of being seen as political. Many felt isolated, and simply taking the time to approach another colleague and acknowledge the difficulty of the situation went a long way toward breaking down those feelings. By fostering an environment where everyone, regardless of their political views, could talk openly and with empathy, we began to rebuild a sense of community. It’s not about politics, it’s about humanity.

While we acknowledge that there is still much work and education to be done, we are committed to trying to guide our students through the complexities of the world around them. Our students have voiced appreciation for the fact that tensions are left outside the school gates, and it’s a safe place for all. Whilst we don’t have all the answers, we’re committed to ensuring that:

– Anti-racism efforts also incorporate discussions on both antisemitism and Islamophobia, so that all students, regardless of their background, can become allies in challenging hate.

– We ask the difficult questions and acknowledge the emotional weight of these issues—not to take a political stance, but to show empathy and understanding. 

– We create opportunities for students to learn from diverse views, helping them understand that dialogue is not about winning arguments but about hearing other perspectives and learning to ‘disagree agreeably’.

– We recognise that this work is ongoing, and schools need to create spaces for continued dialogue, assemblies, and reflection.

– Above all, we strive to create a safe and supportive space for *all* students, where diversity is celebrated, and the narratives students encounter promote unity, respect, and mutual understanding.


Reflections on the Tragic Loss of Life and the Urgency of School-Based Mental Health Services

Bianca Chappell portrait

Written by Bianca Chappell

Bianca Chappell is a Mental Health Strategic Lead, Cognitive Behavioural Coach and Mental Health First Aider.

Recently, I’ve been deeply saddened by the tragic loss of young life, caused by someone struggling with acute mental illness. It is a stark reminder of how critical it is to address mental health early and effectively. For children and young people, the importance of timely intervention cannot be overstated. Schools, as the daily environment for so many children, are uniquely positioned to play a pivotal role in this.

In the wake of the COVID-19 pandemic, the mental health crisis among young people has intensified dramatically. According to recent data, one in six children aged 5 to 16 now require mental health support, a significant increase from previous years. This rise highlights the urgent need for schools to implement comprehensive mental health services.

Early Intervention and Support: A Crucial Step in Education

Early intervention is key to preventing mental health issues from escalating. Schools can provide a safe space where children can access the support they need before problems become more severe. By having designated mental health professionals on-site, schools can offer advice and support, helping students balance their emotions and manage their mental well-being.

Moreover, these professionals are essential for assessing and identifying risk profiles. By understanding the unique challenges each student faces, schools can tailor interventions to meet individual needs. This personalised approach is crucial in addressing mental health effectively and ensuring that no child falls through the cracks.

The Power of Community and Joined-Up Services

For these efforts to be truly effective, schools must work closely with community services. A joined-up approach ensures that recommendations, resources, and reviews of care are coordinated and comprehensive. Risk assessments should be an integral part of this process, ensuring that all aspects of a child’s well-being are considered.

Community involvement also allows for a broader network of support, including parents, healthcare providers, and local organisations. Together, they can create a robust support system that extends beyond the school walls, ensuring continuity of care and support for children and young people.

Why This Matters: Implementing Change in Education

The implementation of designated mental health services in schools is not just a beneficial addition; it is a necessity. With mental health challenges on the rise, our education system must adapt to meet the evolving needs of students. By doing so, we can foster a generation of young people who are not only academically successful but also emotionally resilient.

In conclusion, the importance of mental health services in schools cannot be overstated. By intervening early, assessing risks, and working collaboratively with community services, we can ensure that every child has the support they need to thrive. It is time to prioritize mental health in our educational system, for the well-being of our children and the future of our society.


Talking Race and Racism with Children - when do we start?

Omena Osivwemu portrait

Written by Omena Osivwemu

Former Primary Teacher, Humanities Lead, Researcher. Author of 'Decolonising the Curriculum: A Comparative Case-Study of Black Learner and Educator Perspectives and Experience in London and Johannesburg' in The BERA Guide to Decolonising the Curriculum.

This question has played on my mind for a while; at a conference of educators reckoning with race, a Black senior leader who is also a parent asked “when is the right time to talk to my children about race?” This stuck with me and the academic on the panel looked to me, as an experienced Primary School teacher to respond.  

Given my lived experience growing up Black in Northern England, training and teaching across the North and the Midlands, the answer seemed obvious to me. 

In short- right away! As soon as children are absorbing language, learning values and copying behaviours. 

As soon as we teach toddlers what is a boy and what is a girl, that is the social construction of gender- even if you opt for a more gender-neutral or fluid approach- that is still teaching them difference. When we teach children to share; be kind; tell the truth etc., all values we deem to be ‘right’, we should also be teaching them that sometimes not everyone will be kind, share or tell the truth. At times this can be due to our differences. But difference is a wonderful, necessary part of life! 

Of course, discussions should be age-appropriate in language children understand and use. ‘Sulwe’ by Lupito Nyong’o is a beautiful book, aimed at young children and explores themes of ‘race’ and colourism. Now, there is a wonderful array of diverse books available for all ages! As children get older, we can then build on their racial literacy, empowering them to make some sense of the social construction that is ‘race’. For adults, I would recommend ‘How to raise an anti-racist’ by Ibram X. Kendi as a great place to start. 

As soon as we read traditional tales to children, let them watch YouTube, TV or films, we are passing on messages about society, how people interact and what is deemed ‘right’ and ‘wrong’. When children can describe something as red, green, blue, black and white; they can and will use this language to describe differences between people. It may not be ‘accurate’ to the adult lens, for instance as a young child in a Black, mixed family, I would draw my father’s dark brown skin as purple and my mother’s very fair brown skin as pink. 

One of my earliest memories as a 4 year old (contextualised by my mother’s memory) at a mostly White Nursery, was feeling different. Too brown, with hair that was too dark and curly, and eyes that were too dark, compared to the teachers, other children and most importantly the blonde, blue-eyed dolls which I adored! Then, when the teachers with good intentions, changed the play to ‘Curlilocks’ so that I could play the character Goldilocks, I knew I wasn’t ‘right’- I didn’t fit. If Black and brown children aren’t too young to experience or witness racialisation or racism, nobody else is too young to learn about ‘race’ and racism.  

Later on during undergrad’, volunteering in local primary schools in Northern Lancashire, as soon as I walked into classrooms, children as young as 4 would stare wide-eyed and mutter under their breath “she’s Black!”. Throughout my teaching career across England and Spain, most times I was the only Black teacher children had seen. The responses have varied from positive, such as expressing their love for my curly hair, inquisitive questions and collaborative cultural exchange. To the negative, for example young children avoiding touching my skin when I gave them something, or 6 year olds ignoring me as though they didn’t understand my English, because as one boy put it, I was “from Africa”.  

I recognise that in Black and brown majority spaces like London, experiences such as mine may be less common. However, if parents, the media, film, books etc. are socialising children as young as 3 and 4 to understand brown skin, or Blackness, or religious dress, or simply human difference such as accents, as ‘bad’ or negative, then we too should be equipping our children with the understanding that such a belief system (white supremacy) exists and continues to prevail- albeit gently. We should be uplifting Global Majority children to feel proud of their cultural and ethnic backgrounds, histories and identities. We should help children to contextualise what they are seeing and embolden them to have high self-esteem and confidence when facing barriers/ discrimination.

In the same way that we acknowledge teaching children ‘stranger danger’, online safety, how to respond to bullying, physical and mental wellbeing, and healthy relationships in order to protect them from harm and prepare them to safeguard themselves; we should also be empowering all children with the language and understanding to know when discrimination and racism are happening (unfairness / unkindness in children’s terms). In the same way that far-right rioters and sympathisers have taught their children, as we saw this summer, to attack, abuse and harass Black, brown, migrant, Muslim peoples; we too should be teaching our children from early why it is happening and how they can respond. 


KCSIE 2024: Safeguarding LGBT students

Lilly Emma Thynne portrait

Written by Lilly Emma Thynne

Lilly Emma (she/her) is a postgraduate student at Lancaster University (2024-25). Previously, as a teacher in state and private secondary schools, she has held additional pastoral and pedagogical responsibilities as Deputy Designated Safeguarding Lead, Resident Tutor (boarding), and Lead for Technology in Teaching and Learning.

Keeping Children Safe in Education (KCSIE) has significantly changed the guidance for safeguarding LGBT+ students. These changes remain under review, pending the publication of guidance for supporting ‘gender questioning children’. To avoid confusion, these changes can be considered alongside other sections of KCSIE (statutory guidance), legislation, and non-statutory guidance.

When writing policies, clarity of language is important. KCSIE states, “All staff should be aware that terminology is a significant component in many safeguarding and wellbeing issues” [s22, p11]. For the purposes of this post:

  • Transgender children are children whose gender identity does not match that assigned at birth.
  • Gender-questioning children are children who are questioning whether their gender identity matches that assigned at birth. 
  • Trans+ refers to transgender and gender-questioning people.
  • Child/children refers to anyone 17 years or younger.
  • Young person refers to anyone 18 years or older. 

This post identifies four changes which can be better understood by considering pre-existing legislation and guidance: 

1.Removing reference to “trans” students

KCSIE removes reference to “trans” students, replacing it with “gender questioning”. 

The Equality Act 2010 and Schools (2014) guidance identifies that the protected characteristic of “Gender Reassignment” applies to students [page 5]. For example, “failing to protect a transgender pupil against bullying by classmates” may make the school guilty of unlawful discrimination [page 8]. The use of the word ‘transgender’ shows the need for schools to maintain reference to pupils who are actively undergoing gender reassignment in addition to those students who are ‘gender questioning’. 

KCSIE (2024) maintains the use of the phrase “transphobic bullying” [s91, p28], which refers to bullying directed at a child for either being or being perceived as trans+. The use of this phrase shows that the DfE has not completely ended the use of the word ‘transgender’. 

KCSIE (2024) defines ‘safeguarding’ as, among other things, “preventing the impairment of children’s mental and physical health or development”. By removing reference to ‘transgender students’ and replacing this with exclusive reference to ‘gender questioning students’, students who are confident in their gender identity may interpret this as delegitimisation of their identity, leading to further marginalisation. Research suggests trans+ students who feel rejected by their school community are at greater risk of isolation and poor mental health due to internalised transphobia (Horton, 2023; Chodzen et al., 2019). 

The Gender Recognition Act (2004) allows anyone aged 18 or older who has lived in their affirmed gender for at least 2 years with a diagnosis of gender dysphoria to change their gender legally. Any young person granted a Gender Recognition Certificate (GRC) should have their legal sex changed on school records, and a school should not disclose the student’s former gender. Reference to ‘transgender’ students may be required in a policy to explain this process.

2. Advocating caution towards social transition

KCSIE now references that the Cass review identified, “caution is necessary for children questioning their gender as there remain many unknowns about the impact of social transition” [s206, p55]. 

The Cass Review (2024, p.164) recommends, “A more cautious approach needs to be taken for children than adolescents”. For adolescents, the review explains, “exploration is a normal process,” and school staff should provide support to protect the student from bullying. Cass says that children who are not yet adolescents must also have their voices heard. If a child pursues social transition, professionals should ensure the child knows all options remain open and that they will be flexibly supported. 

The Equality Act 2010 and Schools (2014) states, “Schools need to make sure all gender variant pupils, or the children of transgender parents, are not singled out for different and less favourable treatment from that given to other pupils” [p.17]. For example, a school may need to consider flexibility when applying a uniform policy to a trans+ student [p15]. 

KCSIE (2024) reminds us that “Under the Human Rights Act, it is unlawful for schools and colleges to act in a way that is incompatible with the convention” [s82, p26]. 

3. Removal of the requirement for a ‘safe space’

In 2023, KCSIE required schools to “provide a safe space” for LGBT students to share concerns with a trusted adult. In 2024, KCSIE removed “safe space” and replaced it with a more general requirement to “create a culture”.

KCSIE 2024 states that schools and colleges should, where needed, provide a “physical space” for students who are victims of abuse. While not all LGBT+ students are victims of abuse, a report (JustLikeUs, 2021) found that: 

  • LGBT+ students are twice as likely as their peers to experience child-on-child abuse.
  • 1 in 5 LGBT+ students hear negative language daily about LGBT+ people.
  • LGBT+ students are x3 more likely to be bullied at least once a week.
  • Only 21% of LGBT+ students who were bullied told a teacher. 

For this reason, an allocated safe space for LGBT+ students where they can easily find trusted adults may be instrumental in safeguarding these students.

4. Removal of reference to LGBT+ inclusion in PSHE 

KCSIE has removed a paragraph reiterating the need to include LGBT content in the RSE curriculum. 

Relationships and Sex Education and Health Education statutory guidance (2021) remains unchanged. When age-appropriate, schools must “ensure [LGBT] content is fully integrated” into the RSE curriculum. This content should not be stand-alone. The guidance defines LGBT as “Lesbian, Gay, Bisexual and Transgender”. 

Summary 

As safeguarding teams enter the new academic year and continue to support trans+ students, consideration of pre-existing legislation and guidance is important to better understand these changes to KCSIE, which remain under review. 

References 

Guidance and Legislation

The Equality Act 2010 and schools (2014) https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf

Gender Recognition Act (2004) https://www.legislation.gov.uk/ukpga/2004/7/contents 

Relationships Education, Relationships and Sex Education (RSE) and Health Education (2021) https://assets.publishing.service.gov.uk/media/62cea352e90e071e789ea9bf/Relationships_Education_RSE_and_Health_Education.pdf 

Keeping Children Safe in Education (2024) https://assets.publishing.service.gov.uk/media/66d7301b9084b18b95709f75/Keeping_children_safe_in_education_2024.pdf 

The Human Rights Act (1998) https://www.legislation.gov.uk/ukpga/1998/42/contents 

Research

Horton, C. (2023) Gender minority stress in education: Protecting trans children’s mental health in UK schools, https://www.tandfonline.com/doi/epdf/10.1080/26895269.2022.2081645?needAccess=true 

Chodzen, G., Hidalgo, M., Chen, D., Garofalo, R. (2019) Minority Stress Factors Associated with Depression and Anxiety Among Transgender and Gender Non-Conforming Youth, https://www.jahonline.org/article/S1054-139X(18)30295-7/abstract 

Cass, H. (2024) Independent review of gender identity services for children and young people https://cass.independent-review.uk/home/publications/final-report/ 

Just Like Us (2021) ’Growing up LGBT+’ https://www.justlikeus.org/wp-content/uploads/2021/11/Just-Like-Us-2021-report-Growing-Up-LGBT.pdf 


Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing

Haji Prempeh portrait

Written by Haji Prempeh

Haji Prempeh is a dedicated professional with extensive experience in secondary education, with a keen focus on children's and adolescents' mental health and wellbeing. She has a strong background in Design & Technology, having taught the subject for several years and held leadership roles across multiple schools, where she successfully led projects on pastoral care, diversity, inclusion, and safeguarding. Currently, she is pursuing an MSc in Children and Adolescents Mental Health and Wellbeing.

As educators, we wear many hats. We are not just teachers; we are mentors, counsellors, and sometimes even the primary source of support for our students. Over the years, I’ve observed the growing challenges that students face, especially regarding their mental health and wellbeing. This observation is what motivated me to create “Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing.”

Why I Created This Guide

The role of a Head of Year (HOY) is pivotal in any school setting. HOYs are often the first line of support when students encounter difficulties, whether academic, social, or personal. However, despite their importance, many HOYs are not given the specific training or resources they need to effectively address mental health issues.

After speaking with colleagues and reflecting on my own experiences, it became clear that there was a significant gap in resources tailored specifically for HOYs who are focused on supporting mental health. I wanted to fill that gap with a comprehensive guide that provides not only the theoretical knowledge but also practical tools that HOYs can use immediately in their day-to-day interactions with students.

The Importance of Focusing on Mental Health

Mental health is no longer a topic that can be side-lined or treated as an afterthought in our education system. The pressures on today’s students—from academic performance to social media—are immense, and these pressures are showing in increased rates of anxiety, depression, and other mental health issues among young people.

When mental health is compromised, it affects every aspect of a student’s life, including their academic performance, relationships, and overall happiness. Schools must be proactive in creating environments where students feel safe, supported, and able to seek help when needed. This is why the role of a Head of Year is so crucial; they are often the bridge between students and the support systems available to them.

What the Guide Offers

“Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing” is more than just a manual; it’s a toolkit designed to empower HOYs with the knowledge, skills, and resources they need to make a real difference in their students’ lives.

Understanding Mental Health: The guide starts with the basics, helping HOYs understand the different aspects of mental health and the common challenges students face.

Essential Skills: It emphasizes the core skills needed for this role, such as empathy, communication, and conflict resolution, ensuring that HOYs are prepared to handle difficult conversations and situations.

Practical Support: With ready-to-use templates, referral forms, and checklists, the guide makes it easy for HOYs to implement support strategies right away.

Professional Development: The guide also encourages continuous learning and growth, providing resources for further training and development.

Inspirational Content: I included motivational quotes and reflective exercises to keep educators inspired and focused on their mission.

The Impact I Hope to Make

By creating this guide, I hope to empower HOYs to feel more confident and capable in their roles. When HOYs are well-equipped, they can create a ripple effect throughout the school, fostering a culture of care and support that benefits not just individual students but the entire school community.

Ultimately, I believe that when we prioritise mental health in our schools, we are not only helping students succeed academically but also helping them develop the resilience and emotional intelligence they will need throughout their lives.

You can find the guide here to Becoming an Effective Head of Year – Specialising Mental Health and Wellbeing here.


Supporting the Emotional Needs of Young People in Schools

Bianca Chappell portrait

Written by Bianca Chappell

Bianca Chappell is a Mental Health Strategic Lead, Cognitive Behavioural Coach and Mental Health First Aider.

As an educationalist with over 15 years of experience in secondary education, spanning roles such as Head of Year and Head of Alternative Education in both the UK and New York, and as a certified master NLP and Cognitive Behavioural Coach, I am passionate about providing opportunities for young people to thrive and excel in education by meeting their pastoral and emotional needs. 

The Importance of Emotional Support in Schools 

The ongoing challenges with mental health, exacerbated by lockdowns and social isolation, have brought to light the critical importance of providing a platform to support the emotional needs of young people in schools. The pandemic has exposed and intensified mental health issues, with 1 in 6 children now experiencing a mental health problem, up from 1 in 9 in 2017. Furthermore, approximately 1 in 10 students have yet to return to school due to poor mental health and social anxiety since lockdown. 

Emotional support is a crucial part of the wider pastoral offer in education. It goes beyond academics, encompassing the well-being of students, which in turn supports their overall development. By fostering positive well-being and emotional support, schools can significantly improve students’ mental health, self-worth, and confidence. 

The Impact of Emotional Support on Academic and Personal Development 

Providing robust emotional support for young people has a profound impact not only on their mental health but also on their academic performance and behavior. When students feel supported emotionally, they are more likely to attend school regularly, engage in their studies, and achieve higher academic outcomes. In fact, research indicates that students who receive adequate emotional support are more likely to pass their GCSEs and embark on a higher education journey, ultimately leading to a robust career path. 

Supporting emotional well-being also contributes to better behavior in school. Students who feel understood and supported are less likely to act out and more likely to exhibit positive behavior. This creates a conducive learning environment where all students can thrive. 

A Holistic Approach to Education 

My dedication to supporting young people in education has led me to write, implement, and project manage the delivery of a holistic curriculum that addresses the emotional needs of students. This comprehensive approach ensures that students receive the support they need to navigate adolescence with calm, clarity, and confidence. I believe that supporting the emotional well-being of students is as important as safeguarding, and it is our duty of care as educationalists to provide robust platforms of support. 

Creating an emotionally healthy school environment is not just a responsibility but a commitment to the future of our young people. By expanding our pastoral offer and integrating emotional support into the fabric of our educational systems, we can help students flourish both academically and personally. 

Can you make a difference?  

As educators, parents, and community members, it is imperative that we respond to the urgent need to ensure our schools are equipped to support the emotional health of our students. Let’s commit to creating emotionally healthy schools where every young person has the opportunity to thrive. 

Join me in making this vision a reality. Together, we can expand our pastoral offer, support the emotional needs of our students, and build a brighter future for the next generation. 

For more insights and strategies on supporting emotional well-being in schools, feel free to reach out or follow my work. Let’s make a difference in the lives of our young people.


Safe spaces: a process of co-creation

Sherine El-Menshawy portrait

Written by Sherine El-Menshawy

Sherine is a Primary Education Teaching Professional and DEI Lead. She is also a DEI Associate Consultant for Being Luminary, delivering training for school leaders, and is a school governor with a focus on DEI, RSE and PSHE. Her passion and interest in DEI and all things related to identity, culture and power stem from her mixed-heritage background which has shaped her diverse personal and professional journey. She holds an MA in Cultural Studies and lived in Cairo for 11 years working in the field of International Development for UN organisations and regional NGOs.

We often talk about ‘safe spaces’ in education, as we should. The safety of all our students, staff and stakeholders is paramount and protected through our safeguarding framework and responsibilities. However, consideration of what we mean when we say ‘safe spaces’ is an area worth exploration. When we say ‘safe’ we need to be clear on what we mean. We are talking about psychological safety as well as physical safety. Both are crucial for enabling a safe, inclusive learning environment where we can all thrive. And this is where things become more complex. Can we actually be sure that we are considering the psychological safety of our students and those we have a duty of care towards if we don’t make the effort to understand how they feel, why they feel that way and how their experiences, their identity affects their sense of safety in a given environment. Is it right to talk of creating ‘safe spaces’ without doing the work of understanding the power dynamics of any given space or environment, the wider power dynamics at play and how these impact our students differently? Is it right to come up with ambitious plans of how to create ‘safe spaces’ without engaging everyone in the process? I would argue that there is a danger of missing the mark without this deeper understanding. That just as good teaching considers who students are, what they bring and where they are on their own learning journey, and adapts accordingly, schools need to do the same when talking of safe spaces. Safe spaces for who? Safety from what? And what external factors, outside of the school, may be contributing to the need for safe spaces in the first place?

Firstly, we need to explore the feelings of safety and belonging and how they impact learning. We know from our Trauma Informed training that a student who doesn’t feel safe will not be in a position to learn. Safety comes first. So perhaps if we consider, why some students find our learning environments safe spaces and are able to access and learn with ease, while others struggle we may start to understand more. If we apply this lens, we can see the impact of belonging on behaviour and in turn learning attitudes. So how equitable are we being when we rate a student’s ability without considering the impact of the environment and their sense of safety to function on their ability to learn in that space? We need to go deeper, build stronger relationships with our students to be able to see the real barriers to learning, as well as understand the power dynamics of the other relationships in the learning space or classroom.

We know that children who have experienced trauma have so much more to process in order to feel safe and to learn. We try and make accommodations for this in our schools and classrooms. But how far are we considering the child that is too fearful of putting up their hand and getting the answer wrong and asking ourselves what the barriers are for that child to confidently engage with the learning in an outward way? How much effort are we placing on fostering a safe culture in the classroom, modelling these behaviours, celebrating them between peers and insisting on them? Setting clear boundaries for all, that keep us all feeling safe. We need to be amplifying the strengths of all our pupils clearly and overtly for them and visibly in front of the rest of the class. Explicitly recognising the little triumphs that perhaps go unnoticed and encourage all pupils to do the same for themselves and for each other. 

When looking at a class of children and considering their progress, what is not represented in the data is the disadvantage of not fitting in and how this impacts a child’s learning and their experience. The nuances of identity and how parental networks, language, cultural mannerisms affect how easy it is for a child to fit with the group and feel like they belong all have an effect. How far are they actively hiding aspects of their identity because they don’t feel safe to bring their full authentic selves to the space? As adults, I think we can appreciate the difficulty of not belonging and how this presents as disadvantage in terms of friends, allies, networking, connection, having a voice, being heard, being seen, self-confidence, willingness to take risks, self-esteem etc. Applying the same to a classroom of children, we need to understand exactly those dynamics, listen to our children, and actively foster an inclusive culture, which will go some way to enabling safer spaces. 

We can’t assume that these principles are being endorsed and applied outside of school. In fact, we can assume that cultural biases and hierarchies are prevalent and active outside of school in the wider world and that these will impact the dynamics and realities of all our stakeholders – our children, our families and our staff. We need to consider this when we talk of safety and think about creating a truly inclusive culture. The alternative – assumptions and assertions of safety and inclusivity which is not the experienced reality of our stakeholders – only serves to disempower, alienate, isolate. It leads to masking, compounds feelings of being unsafe and essentially excludes. This can have serious consequences for mental health and learning. 

What we are essentially talking about here is culture. The culture in the classroom, in the school and of course the consideration of the wider culture within which the school and the education system are positioned, as well as our home cultures which shape each of us as actors in that space. Now ‘culture’ is one of the terms that we all feel we have an idea of what it means but struggle to explain. When I embarked on my Cultural Studies Masters Degree at the Birmingham School of Cultural Studies at Birmingham University more than 20 years ago, we started by researching, and thinking developing a deeper understanding of what we mean by culture. We discussed the term at length, each of us having a different perception of what we were talking about when we used the term ‘culture’. I urge you to investigate the term yourself and consider the multiple ways and contexts in which we use the term. A simple google search will bring multiple usages and definitions, all somehow correct yet different. What we really started to understand was the fact that culture is not static, it is not fixed in time or space, it is not a thing, it has multiple dimensions and multiple understandings, meanings and applications. It is when we talk of culture as something that can be conceptualised as having a set meaning and is fixed that we find we are trying to make things fit with an assumption that there is a shared understanding of what the word means. And this is important because when we are able to understand ‘culture’ in this fluid sense, we can really see how it is collaborative, changing all the time, it belongs to us all and we all have an impact and influence the culture at any given time in any given space. One cannot be a static part of a fluid concept unless disengaged and isolated from it, and even then one’s presence, even if not overt, would influence the culture. There are power dynamics yes, but essentially culture is always changing and has the possibility to change through our interactions and engagement with each other building connection. We are all active actors in any given space or time that influence the culture. So if we now think about a classroom made up of 30 students and a teacher, we would be wrong to think that the teacher is the only one that can influence the culture of that space at that time. We would be wrong to assume that the teacher can dictate the culture and make it whatever they want it to be because cultures develop from the ways in which those sharing a space at a particular time build connection, develop common meaning, learn, interact, and engage with each other to co-create common codes of practise for those interactions. The culture is co-created by each person that shares that space and how they interact with all the other people. Each of us is different and brings something different to that space, so creating a safe culture must include everyone – it is a co-creation process and cannot be dictated and created by one person of authority from above. 

With this thinking in mind, we cannot approach this fluid co-creation of culture in a particular space with a rigid approach that essentially forces its participants to fit. Instead, we need to truly understand difference and ensure we are not coming at this with our assumptions. We need to be human-centred in this pursuit. The golden rule: don’t assume that what may feel safe for you, feels safe for everyone. In the first instance, we need to engage our students with this and provide different ways for them to have a voice, express themselves. A collaborative approach is needed, understanding and learning together about safety and how inclusive practice is central to enabling us to feel safe to learn. Remember, not all students feel safe to speak out loud, but this does not mean they don’t have a voice and that their voice is not valid and central to contributing to a safe culture. We need to use various channels of communication for student voice that don’t leave students feeling exposed and vulnerable. This methodology requires careful consideration and should not only take one form. It also needs to be ongoing. Think of it as a journey we embark on together, there is no final destination, just a common direction that we are exploring together, checking in on each other as we travel.

Next, and this is so important – we need to look at our data, our context, and listen to what the data and the responses tell us. This can be difficult. We all want to believe that in our pursuit of putting the students first that we are actually achieving the aims of inclusivity and safety and it can be difficult to be confronted with pupil voice to the contrary. However, we must take comfort in the fact that engaging with this process in the first place, embarking on the journey together, listening to our students, even if we don’t like what they tell us, is us supporting them and putting their needs first. So we must properly respond to the data and include our students in that process. There is nothing worse than asking for opinions, asking questions, receiving feedback and then not actively working with that feedback. Student voice is not a one-time question, we need to keep assessing, building in lines of communication through which our students can feedback, and we need to ensure that students are involved and engaged in this process every step of the way. Remember we are co-creating and this process is fluid and developing all the time.

Finally, being open to broaden and deepen our own lens to understand the realities of those in our care is essential to embarking on the journey of co-creating safe, inclusive spaces.  This is a journey of learning for us as teachers and leaders too and we need to be open and curious to the idea of creatively navigating this process. Educating ourselves on inclusivity, belonging and always positioning ourselves as a co-creator and learner is key. Safety and inclusivity are not an additional consideration to layer on top of our work they are integral to a learning environment and culture that enables everyone to flourish and grow – they are central to what we do as educators. The golden rule: don’t assume a space feels safe for others just because you say it does.


LGBTQ+ teachers don’t receive the training and support they need

Dr Adam Brett portrait

Written by Dr Adam Brett

Adam has completed a doctorate exploring the experiences of LGBT+ secondary teachers. A presentation of his findings can be found here. He also co-hosts a podcast called Pride and Progress, @PrideProgress, which amplifies the voices of LGBT+ educators, activists and allies.

Originally posted on The Conversation in May 2024:

https://theconversation.com/lgbtq-teachers-dont-receive-the-training-and-support-they-need-228162

Republished with permission of the author.

LGBTQ+ teachers report feeling stressed and even discriminated against in the workplace due to their identity. This is a problem when keeping teachers in their jobs is vital. Teaching is facing a crisis in both recruitment and retention: in 2021-22, more than 39,000 teachers quit the profession.

But there is no formal support or training offered to LGBTQ+ teachers by the Department for Education. Supporting the teaching workforce who identify as LGBTQ+ and making teaching a welcoming profession should be a priority for the government.

For LGBTQ+ teachers, working in UK schools may no longer be the deeply traumatic and dangerous experience it was under Section 28 of the 1988 Local Government Act, which was repealed in 2003. This law sought to ban local authorities and their schools from promoting the acceptability of homosexuality as a “pretended family relationship”.

But LGBTQ+ teaching staff continue to face challenges such as feeling unsafe in their workplace.

Throughout their careers, LGBTQ+ teachers are placed in the difficult position of deciding whether they should conceal or reveal their sexual or gender identity. This is not a decision they are trained to deal with, nor a decision they make just once. It is particularly tricky in schools where teachers must decide if, when, and how to be open with different groups – staff, students, parents, and others involved in school life.

As an LGBTQ+ former teacher, I know first-hand the emotional tax that comes with continuously negotiating LGBT+ visibility and identity within school.

Unsafe spaces

For my doctoral research I worked with 12 LGBTQ+ teachers from a variety of contexts, including faith, private, and single sex schools. The teachers took photos to represent the spaces where they felt most and least safe within their school, and described the significance of their photos.

The teachers changed how they behaved out of fear of being seen as LGBTQ+. They did this in particular in open or visible spaces, such as when on break duty, leading an assembly or in the staffroom.

In these spaces, the LGBTQ+ teachers were fearful of comments or incidents related to their identity that they felt unequipped to deal with. One teacher said:

I give my assemblies quite often, and I don’t hide my sexuality from anybody, so the student body knows that I’m gay … but when I’m doing my assemblies I feel, I feel scared and I don’t know if it’s because I know that they know that I’m gay and therefore, I’m like afraid of them … I don’t know hurling a slur or something.

By contrast, the teachers often described their classrooms as the spaces where they felt most safe. Here, they had created their own routines, relationships and systems.

Among the 12 participants, there were teachers who had been told not to discuss their sexual or gender identity. One teacher told me that they and others had been asked to sign a non-disclosure agreement in a Catholic school: “We weren’t allowed to talk about the fact [that we were gay],” they said.

These are extreme examples. Generally, though, the assumption of heterosexuality in schools can lead to personal questions and situations that LGBTQ+ teachers often feel unequipped to deal with.

Cisgender and heterosexual teachers might be asked about their partners and families and would feel no fear of retribution or backlash in answering those questions. But what might be an entirely unremarkable conversation for a heterosexual teacher might well be deeply fraught for an LGBTQ+ teacher. This can be understood as “heterosexual privilege”.

Despite thousands of the teacher workforce identifying as LGB+, they receive no formal support or training for the challenges that they are likely to experience in their career. Sending LGBTQ+ teachers into schools without adequate support or training will probably lead to these teachers experiencing discrimination and stress.

Some teacher training providers ensure that trainees from minority backgrounds receive training and support to help them face the additional barriers they may experience in schools. However, implementation remains inconsistent.

Future reforms to the Initial Teacher Training and Early Career Framework, which outlines the minimum entitlement for trainee and early career teachers, must reflect these challenges to ensure a minimum and equitable level of provision for LGBTQ+ teachers. If they don’t, fewer LGBTQ+ teachers will enter or remain in the profession. Students and families won’t see themselves represented, and young people won’t be equipped for life in a diverse society.

LGBTQ+ people have the potential to make exceptional teachers and leaders. With the right support, they can thrive in the profession and provide young people with the role models that they desperately need.


Empowering PSHE Leadership: Leading with DEI Principles

Malarvilie Krishnasamy portrait

Written by Malarvilie Krishnasamy

Malarvilie is a seasoned leadership consultant, coach, and trainer with over 20 years of experience in education. As a former history teacher and senior leader, she passionately advocates for coaching as a catalyst for transforming school cultures. Malarvilie offers accredited courses, endorsed by The Institute of Leadership, which develop emotional intelligence and assertive leadership skills. Her reflective and supportive programmes enhance staff morale and well-being, promoting humanity in leadership. A vocal proponent of equity, diversity, and inclusion, she actively engages as an ally through speaking engagements, workshops, and amplifying the work of others. Malarvilie is also deeply committed to promoting Personal, Social, Health, and Economic (PSHE) education, recognising its pivotal role in nurturing well-rounded individuals.

I’m excited to tackle a topic that’s not just important but essential in education: leading PSHE with a DEI (Diversity, Equity, and Inclusion) lens. As educators, we know that PSHE isn’t just about teaching facts; it’s about nurturing well-rounded individuals who are equipped to navigate the complexities of life. That’s why it’s crucial to infuse DEI principles into our PSHE curriculum, acknowledging and respecting the diverse cultural backgrounds and experiences of our students. Join me as we explore how embracing DEI principles can transform PSHE education and create a more inclusive learning environment for all.

In many cultures, discussions about puberty, relationships, and sexual education may not happen at home. This leaves young people to rely solely on their friends or inaccurate information from the internet. This highlights the importance of PSHE education as a reliable source of accurate information. By providing comprehensive and inclusive PSHE/RSE in schools, we can ensure that all young people have access to the correct information, regardless of their background or cultural context.

Moreover, fostering an inclusive environment in PSHE lessons creates a safe space where students feel comfortable discussing their experiences and asking questions. This helps break down barriers and ensures that every student feels valued and supported in their journey through puberty and relationships, not just in terms of biological changes but also emotional and social aspects.

But leading PSHE isn’t just about delivering lessons; it’s about cultivating a whole-school approach to well-being and inclusivity. This involves considering staff values and providing them with comprehensive training sessions to navigate sensitive topics effectively, ensuring alignment with the values of the school, the curriculum, and the 2010 Equality Act. Staff members, while bringing their own values, must understand and adhere to the principles outlined in the Act, which mandates the promotion of equality and diversity within educational settings. 

Additionally, understanding local and national statistics regarding teenage health issues, such as drug use, alcohol misuse, underage sex, lack of condom use for teenagers, and teenage pregnancies, equips educators with evidence to emphasise the importance of PSHE education. By sharing this information and ensuring staff awareness of their duty as PSHE teachers within the British curriculum, we can empower them to confidently and effectively deliver PSHE education, thereby supporting the well-being of our students.

But PSHE leaders often get left out in the cold. Schools know PSHE is important, but they don’t always give leaders training to lead effectively. 

The challenges faced by PSHE leaders extend beyond traditional teaching roles. Effective communication with staff, parents, and students is paramount, but the support in developing these skills often falls through the cracks. PSHE is a whole school subject. Unlike other subjects, it’s rare to have dedicated PSHE teachers, and leaders must coordinate a diverse group of educators, each with their primary subject expertise. This aspect is often underappreciated, with a mere 1 management point failing to reflect the intricacies of PSHE leadership.

Additionally, the unique pedagogy required for PSHE is often overlooked in training programs, preventing the ability to deliver PSHE effectively. It’s time to invest in the professional development of our PSHE leaders.

That’s where the Level 5 Inclusive and Progressive Leadership of PSHE Course comes in—a comprehensive solution to bridge these gaps. This course equips PSHE leaders with the skills, knowledge, and awareness needed to excel in their roles. From diplomacy and communication to the unique pedagogy of PSHE, this program addresses every facet of effective PSHE leadership.

Conclusion

Leading PSHE with a DEI lens is not just a responsibility; it’s a commitment to creating a safe, inclusive, and empowering learning environment for all students. By incorporating diversity, equity, and inclusion into our approach to PSHE, we ensure that every young person receives the support and education they need to navigate the challenges of puberty, relationships, and well-being. 

Equipping staff with the necessary training and awareness of their duties under the 2010 Equality Act empowers them to deliver PSHE education effectively, promoting the health and well-being of our students. Let’s continue to champion a holistic approach to PSHE leadership, where every student feels valued, respected, and supported in their journey toward adulthood.

Click HERE to download your free PSHE DEI self-assessment!

Click HERE to download your free KS2 or KS3 Diverse Perspectives self-assessment!

Also for further resources have a look at the The Diverse Educators’ Inclusive RSHE Toolkit – Inclusive RSHE Toolkit | Diverse Educators We are collating a growing bank of resources to help you to review and develop how inclusive the RSHE provision is in your school.