Thank you for telling me. I’m going to take what you’ve said seriously. I can’t promise to keep information secret if I think somebody may be unsafe. I will only share it with people who need to help keep you safe.

Do not increase risk

Do not interrogate, use leading questions, contact or mediate with family, use a relative as interpreter or promise complete secrecy.

Current guidance in England

Keeping Children Safe in Education 2025 remains in force until 31 August 2026. The 2026 guidance comes into force on 1 September 2026.

22 lessons

Choose a lesson

Every lesson includes the same Teacher View: at a glance, preparation, teaching steps, answers, adaptations, assessment and safeguarding.

1
Ages 11–13 · 45–55 minutes
What Makes a Choice Free?
Help pupils understand that the key question is whether someone is free to say yes or no, not simply whether family members are involved.
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2
Ages 11–13 · 45–55 minutes
Can You Really Say No?
Make the consequences of refusal visible and teach safe friend support.
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3
Ages 11–13 · 50–60 minutes
Arranged or Forced? How Can We Tell?
Retain the original lesson’s strong classification activity while making consent and evidence decisive.
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4
Ages 11–13 · 45–55 minutes
Something Has Changed: What Do We Actually Know?
Modernise the original noticing activity into disciplined evidence reasoning and safe help.
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5
Ages 11–13 · 50–60 minutes
How Do You Help Without Making Things Worse?
Teach a memorable safe friend sequence and make the family-contact risk explicit.
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6
Ages 11–13 · 55–60 minutes
What Would You Do?
Assess transfer across the complete ages 11–13 model, then offer safe creative expression without auto-grading it.
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1
Ages 13–15 · 50–60 minutes
Choice, Consent and Coercion
Build a precise distinction between consent and compliance.
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2
Ages 13–15 · 50–60 minutes
Arranged Marriage and Forced Marriage
Deepen the arranged/forced distinction and introduce jurisdiction-labelled law.
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3
Ages 13–15 · 55–60 minutes
How Coercion Works
Teach patterns and consequences without encouraging diagnosis.
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4
Ages 13–15 · 50–60 minutes
Why Asking for Help Can Be Hard
Preserve agency while explaining complex barriers.
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5
Ages 13–15 · 55–60 minutes
Evidence, Assumptions and Stereotypes
Make stereotype correction part of safeguarding quality.
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6
Ages 13–15 · 50–60 minutes
Helping Safely: Friends, Privacy and Trusted Adults
Teach privacy, confidentiality limits and safe friend action without turning reporting into a simplistic moral test.
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7
Ages 13–15 · 55–60 minutes
Law, Protection and What Adults Should Do
Teach maintained law accurately without making pupils determine criminal proof.
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8
Ages 13–15 · 55–60 minutes
Would You Know What to Do?
Assess genuine transfer across ages 13–15 learning.
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1
Ages 15–18 · 55–65 minutes
When Does Influence Become Coercion?
Require evidence, counter-evidence and limits.
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2
Ages 15–18 · 55–65 minutes
Evidence Under Uncertainty
Teach careful use of evidence, not investigation.
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3
Ages 15–18 · 60–70 minutes
Complex Pressure: Money, Reputation, Housing and Digital Control
Analyse systems of dependence without giving operational evasion advice.
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4
Ages 15–18 · 55–65 minutes
Whose Experience Gets Missed?
Expand victim visibility while resisting profiling.
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5
Ages 15–18 · 60–70 minutes
Law, Rights and Jurisdiction
Teach primary-source literacy and legal limits.
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6
Ages 15–18 · 60–70 minutes
Safeguarding Ethics: Agency, Privacy and Duty
Explore ethical tension without mock legal advice.
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7
Ages 15–18 · 60–70 minutes
Media, Research and Policy: Can You Trust the Claim?
Teach source evaluation, under-reporting limits and privacy ethics.
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8
Ages 15–18 · 65–90 minutes
Capstone: Analyse, Decide, Defend
Assess analytic transfer rather than memory or writing length.
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Assess learning

DEVELOPING

Needs help applying some key ideas.

SECURE

Can use the information, recognise concern and explain a safer response.

ADVANCED

Can handle uncertainty, reconsider when new information appears and explain why one response is safer or better supported.