For teachers, school leaders and safeguarding professionals

Teach choice, pressure
and protection safely.

Forced marriage education requires more than teaching a definition. Young people need to understand free consent, recognise pressure and coercion, question assumptions and know how to seek help safely.

No book required. The complete story context, activities and teaching prompts are included in this Hub.

Before You Teach

Prepare the learning environment, accessibility and private support route.

Start here

Teaching Routes and Lesson Planning

Choose a short lesson, three-lesson sequence or complete programme.

Plan learning

Complete Student Journey

Preview ten self-contained lessons with activities and reflection.

Explore lessons

Definitions and Key Distinctions

Teach consent and the arranged-versus-forced distinction accurately.

Open definitions

UK Law, Reporting and Protection Orders

Understand jurisdiction, criminal law and civil protection.

View law

Safeguarding and Responding

Follow safe steps and avoid actions that can increase risk.

Open safeguarding

Curriculum, Outcomes and Assessment

Set outcomes and assess learning without personal disclosure.

Open assessment

Evidence and Authoritative Sources

Check official sources, jurisdiction and review dates.

Review evidence

Book, Campaigns and Creative Resources

Use verified optional extensions without requiring the novel.

Explore resources

Training and Further Action

Arrange training, a school visit or safe creative action.

Take action

Before you teach

Prepare first.

This is sensitive safeguarding education. Pupils should be able to learn without being asked to expose their own lives or families.

I know who my DSL is. I know my school’s current safeguarding procedures. Pupils know they can pass and have a private route to ask for help. I will not ask pupils about their own or relatives’ marriages. I will not ask pupils to identify cultures or religions they associate with forced marriage. I understand that family contact or mediation can increase risk.

If a pupil shares a concern

Listen. Explain. Protect.

“Thank you for telling me. I’m going to take what you have said seriously. I can’t promise secrecy if I think somebody may be unsafe.”

Do

Speak privately and listen.
Record appropriately.
Follow safeguarding procedures.
Seek specialist advice.

Do not

Contact the family or attempt mediation.
Promise absolute secrecy.
Conduct your own investigation.
Publicly identify the pupil.

Teaching routes

Choose the right depth.

Every route works without the novel. Always prepare the safeguarding route before teaching.

20–30 minutes

Single lesson

Definition, arranged-versus-forced distinction and safe response.

Three lessons

Short sequence

Consent and coercion; law and protection; safe response and reflection.

Complete programme

All ten lessons

Teach the full journey, knowledge checks and final creative response.

Tutor time

Assembly or briefing

Myth and fact, rights and a private route to help. Never invite disclosure.

Staff learning

Professional training

Safeguarding response, legal distinctions and case-based discussion.

Self-paced

Independent learning

Students complete stand-alone lessons without timers or public answers.

Teacher view

Ten chapters, with professional prompts.

01
What Is Forced Marriage?
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
02
Choice, Consent and Pressure
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
03
Arranged Marriage and Forced Marriage
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
04
Recognising Coercion and Warning Signs
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
05
Family, Community and Conflicting Pressures
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
06
Rights, Law and Protection
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
07
How to Respond Safely
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
08
Being a Supportive Friend
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
09
Challenging Myths and Harmful Attitudes
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview
10
Choosing Freedom: Reflection and Action
Open the complete teacher view
Purpose
Use this chapter to develop evidence-led reasoning about choice, pressure and safe help.
Ask
What evidence supports that? What are you assuming? What is still unknown?
Listen for
Whether pupils distinguish what the story says from what they infer.
Misconception
Family involvement alone proves that a marriage is forced.
If they say…
“Why doesn’t the person just refuse?” explore fear, loyalty, consequences and cumulative pressure.
Safeguarding
Keep discussion with fictional characters. Provide a private route to support.
Avoid
Inviting disclosure, stereotyping communities, investigation, family contact or mediation.
Adapt — SEND/EAL
Pre-teach vocabulary, shorten instructions, allow extra processing time and offer spoken or written responses.
Stretch
Ask what new evidence could reasonably change the pupil’s conclusion.
Evidence of learning
The pupil explains a conclusion, acknowledges uncertainty and identifies a safe next step.
Preview

Established classroom resource

Freedom Charity Forced Marriage Lesson Plan

The established lesson plan and accompanying resources retain their existing PSHE Association Quality Mark status. The enhanced Education Hub is a separate educational development.

Professional note: This Hub provides education, not legal advice. Check current guidance for your UK nation and follow your organisation’s safeguarding procedure.

Legal and safeguarding content last reviewed: 14 August 2026.

Optional extensions

Books, training and related education.

Read or buy the book

Use the complete novel as an optional extension.

Book options

Download the existing pack

Review the established Freedom Charity lesson materials.

Download PDF

Arrange training or a visit

Discuss assemblies, workshops and professional learning.

Freedom Charity training

Create for Freedom

Develop a safe poem, poster, speech or campaign idea.

Creative studio

Related FGM education

Visit the separate Cut Flowers Education Hub.

Cut Flowers Education

Invite Aneeta Prem

Explore author, campaign and speaking work.

Official contact

Teach choice, pressureand protection safely.