In order for learners to feel confident exploring sensitive topics, and discussing those issues with staff, it is essential to begin by establishing a safe and supportive learning environment for everyone involved.
By helping learners to feel confident and secure in their educational setting, they are more likely to share their ideas, opinions, ask questions, contribute to discussions, and even discuss their experiences without fear of judgement or negative feedback.
Consider your students
As educators, you know your students and their needs best.
When planning and preparing for an activity, think carefully beforehand about the students in your classroom. Which students might struggle more with this particular topic, and how can you support them? Which students will be passionate about the topic, and might take up more space in discussion?
It is also important to ensure that any scenario– style activities can’t be interpreted as linked to individual students or school incidents.
If you are planning the session, it could be useful to speak with your school’s Designated Safeguarding Lead, Pastoral Team or Heads of Year about these questions or particular students in advance.
Give students advanced notice
Often, when we run activities on sensitive topics, we are aware of learners in our classrooms who might have adverse reactions to that particular topic. If you are planning or running a session, it can be helpful to give those students some advanced notice.
Perhaps speaking to them at the start of the day, or another point before the lesson, letting them know what the session will be about, offering them the space to make requests of you (such as not asking them questions, or allowing them to write down thoughts during the lesson) and reassuring them that you are there to support them throughout.
Again, if you are uncertain about holding these conversations, it may be useful to seek support from the pastoral team in your setting.
Create a set of ground rules
At the start of any session that focuses on sensitive content, it is useful to collaborate with your learners and create ground rules for the classroom.
It is important these are generated by the learners themselves so that they feel responsible for them. Use language that is age appropriate. It can be most impactful if these are framed as positive behaviours, e.g. ‘We will support one another.’
While establishing these ground rules, foster discussion about why the rules are important, and the impact that following them will have on the session. Examples could include:
- We will listen to others and allow each other time to speak.
- We will respond to others without judgement.
- We will ask questions if we are unsure about anything.
It can help to write these ground rules up in a place that everyone can see, and where they can remain for the whole of the session and be referred back to.
‘No real names’ policy
Whilst allowing learners to discuss and establish their own ground rules is important for fostering a sense of collective responsibility, as the facilitator you can implement some boundaries that students might not come up with themselves.
In any session where sensitive information could be revealed, establish a rule that nobody will use real names, or examples of real people.
This is important on two levels; firstly, to ensure that everybody feels equally safe and comfortable during the session, and secondly to avoid public safeguarding disclosures.
If a learner is talking, and you feel that they are talking about a specific person, or are potentially making a safeguarding disclosure, it is best to pause them and ask them to speak with you about it at the end of the lesson, and follow your school’s specific policy.
Model and expect a non-judgmental approach
Remind learners of your school or organisation’s policy around treating others with respect. Make it clear that learners are expected to be mindful of the ways other people work and that everyone’s opinions are valid.
Although some views or opinions can, and should, be challenged, it is important for both the educator and other learners not to shame or judge someone who shares something sensitive.
Pause discussions when necessary
Some discussions or questions which young people raise may need more consideration before answering. As well as this, some students may struggle self-regulating for long periods of time in sensitive discussions. Below are some suggested ways of pausing the discussion if you feel it is necessary:
- ‘Time out’ – Call a ‘time out’ when learners are showing signs of fatigue or stress. This will provide them with a brief break and can give you an opportunity to assess the situation and decide how to proceed.
- ‘Pause and park’ – ‘Pause’ a discussion and ‘park’ until a later date. Try to give the learners an idea of when this discussion will be ‘un-paused.’ This might be after the lesson, during a break or after discussion with another member of staff.
- ‘Save it for later’ – Display a question wall or box in which questions, themes, or topics which may not be appropriate at that moment can be saved for future discussions. These could be submitted anonymously, or with a name if learners would like an individual response. Give students spare paper to write these questions down, as they may not feel comfortable recording questions or ideas in their work book.
Further advice
The UK Safer Internet Centre’s ‘Need Help?’ page contains further information on reporting specific concerns to organisations outside of your school/organisation. saferinternet.org.uk/advice-centre/need-help
The Professionals Online Safety Helpline is a free helpline offering advice and support to all members of the children’s workforce on any online safety issues, including gaming, grooming, cyberbullying, sexting, inappropriate behaviour on social media and more. The helpline is available Monday to Friday 10am – 4pm.
0344 381 4772
*Calls cost the same as standard landline starting ’01’ or ’02’. If your phone tariff offers inclusive calls to landlines, calls to 0345 numbers will also be included.
helpline@saferinternet.org.uk