Supreme Court Ruling - Key Information for Educators
Written by DiverseEd
Diverse Educators started as a grassroots network in 2018 to create a space for a coherent and cohesive conversation about DEI. We have evolved into a training provider and event organiser for all things DEI.
Introduction
On Wednesday 16th April the UK Supreme Court shared their ruling on the case For Women Scotland Ltd v The Scottish Minister, which interprets the legal definition of the word ‘sex’, as used in the context of The Equality Act 2010.
Since the court handed down, the ruling has been spoken about extensively in the regulated media, unregulated social media, and in Parliament.
We have read and listened to much of the coverage from diverse sources, and responses to the ruling have ranged widely. Some have exaggerating, misinterpreting or misrepresenting the details of the case, and others have expressed strong emotional reactions, which may act to exacerbate the fear that many trans people are currently experiencing.
Our intention in this piece is to present the details as accurately and clearly as we can. In order to do so, we have tried to avoid presenting our own opinions in much of the following piece. However, we think it is important to be transparent before we begin. We know trans people, we love them, we live our lives alongside them, and we are deeply concerned about the way this ruling is already impacting their lives. We believe that it is the duty of our government to enact laws which provide workable and inclusive protection from discrimination, and ensure dignity and respect for all people – including transgender people. With that clear, let’s begin.
Background
In 2018 the Scottish Government presented a new law, which aimed to get more women on public boards. The Scottish Government included trans women who had obtained a Gender Recognition Certificate (GRC) within this aim, which they felt was in-line with The Equality Act 2010, and the Gender Recognition Act 2004. However, the group For Women Scotland disagreed – they felt The Equality Act 2010’s protected characteristic of ‘sex’, and specifically its use of the word ‘woman’, was not intended when written to include trans women.
For Women Scotland therefore brought a judicial review to the UK Supreme Court, requesting they review the lawfulness of the Scottish Government’s position in relation to The Equality Act 2010. Therefore, it was the job of the UK Supreme Court to provide a statutory interpretation of the meaning of ‘man’, ‘woman’, and ‘sex’ as used in The Equality Act 2010, and specifically whether that definition includes trans women who have a GRC.
The Ruling
The UK Supreme Court unanimously agreed that, for the purposes of interpreting the word ‘sex’ under the Equality Act 2010, Parliament’s intention was to refer to ‘biological sex’ (a term which neither the law or the court defines clearly) rather than legal gender acquired through a GRC. This means that legal protections associated with the characteristic of ‘sex’ may not apply to trans women in most contexts. The decision was made because to include transgender people who have a GRC within The Equality Act 2010 definition would make the law unworkable.
There are some details of the ruling which we think are important.
Firstly, the ruling is specifically addressing the definitions as used in The Equality Act 2010. The judge, when handing down the ruling, explained that the origins of the language used in The Equality Act 2010 is the Sex Discrimination Act 1975, which the judge stated, ‘adopted a biological interpretation of the terms men and women’. Note the wording here – the Acts have adopted an interpretation. This ruling does not define what a woman is – it interprets what it means in the specific context of a 15-year-old Act, which pulls on an interpretation used in 1975.
Secondly, this ruling does not justify the discrimination of trans people. The court clarified several times during their hand down that trans people are still protected from discrimination under The Equality Act 2010, which includes ‘Gender Reassignment’ as a protected characteristic. The judge explained that this protection extends to cover trans people whether they have a GRC, or not. Furthermore, there is some legal precedent that non-binary people may also be protected under this characteristic – although this is legal precedent and not case law. The judge also clarified that transgender women can still be protected under the characteristic of ‘sex’ through associated or perceived protections of women. We think it is also important to note that the language used by the judge presenting the ruling was mostly respectful, and used correctly gendered language at all times when talking about trans people – stating clearly that this ruling should not be seen as a triumph for any one group over another.
Finally, we think it is contextually important to understand that the court system in the UK interprets the laws which are enacted by Parliament. This ruling is thus an interpretation of law, and our current government can clarify this interpretation, or change the law to make it workable and inclusive, should they wish to.
What does this mean for society, and for schools?
The legal implication of this ruling is that single-sex spaces may now exclude trans men and women.
Our understanding is that the Supreme Court ruling itself does not state that they have to, but they may now legally choose to if they can demonstrate that this choice is a ‘proportionate means of achieving a legitimate aim’. In society, this may impact: workplaces; services open to the public such as hospitals, shops, restaurants, leisure facilities, refuges, and counselling services; sporting bodies; schools; and associations (groups or clubs of more than 25 people which have rules of membership). The Equality Human Rights Commission (EHRC) has released an interim update on practical implications of the ruling, in which they suggest that it is compulsory to provide sufficient single-sex toilets in workplaces, and changing and washing facilities where these are needed – this is not compulsory for services that are open to the public. The EHRC interim update suggests that such spaces should be separated based on the Supreme Court interpretation of the Equality Act 2010, meaning that “trans women (biological men) should not be permitted to use the women’s facilities and trans men (biological women) should not be permitted to use the men’s facilities” (please note this is a direct quote of the EHRC guidance, and not language we would choose to use). The guidance goes on to explain that “trans people should not be put in a position where there are no facilities for them to use”, and that “where possible, mixed-sex toilet, washing or changing facilities in addition to sufficient single-sex facilities should be provided”, or facilities in “lockable rooms (not cubicles) which are intended for the use of one person at a time” – these can be used by anybody. The details set out in the EHRC regarding single-sex spaces were not mandated by the Supreme Court Ruling, which itself did not state that trans people have to be excluded from all single sex spaces. Our understanding of the ruling was that this is not legally necessary, but is legally possible if it can be demonstrated as ‘proportionate means of achieving a legitimate aim’.
In schools, it has never been possible for young people to obtain a GRC, but this ruling may still impact: single-sex schools; school toilets and changing spaces; physical education and sport; and residential accommodation. In each of these areas, a school may now legally choose to exclude trans young people (or trans staff) from single-sex spaces if they can demonstrate that this choice is a proportionate means to achieving a legitimate aim. The EHRC interim guidance introduced above suggests that schools “must provide separate single-sex toilets for boys and girls over the age of 8” and “single-sex changing facilities for boys and girls over the age of 11”. Following the Supreme Court ruling, the guidance suggests that “pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilet or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilet or changing facilities”. They clarify that “suitable alternative provisions may be required”. Again, please note this is a direct quote of the EHRC guidance, and not language we would choose to use – and the details set out in the EHRC regarding single-sex spaces in schools were not mandated by the Supreme Court Ruling itself – our understanding of the ruling is that single sex-spaces do not have to exclude trans people, but they may now legally choose to if they can demonstrate that this choice is a ‘proportionate means of achieving a legitimate aim’. For example, it would now be legal for a school single sex sports groups to exclude trans young people – or for schools to prevent trans young people from accessing the toilet aligned with their gender. Again, our current understanding of the ruling is that these decisions are not legally necessary – but they are now legally possible.
Although this is currently the only legal implication of this ruling, we are already seeing the misrepresentation of this ruling creating social implications beyond the legal bounds of the case. Transgender discrimination is increasing, and cis-gender people are already being discriminated against because of false assumptions about their gender. Although trans-exclusionary single-sex provision is now legal in certain circumstances, and encouraged by the interim EHRC guidance, it is difficult to enforce or police without making assumptions which could be false. Furthermore, we are already hearing from teachers that this ruling has created further uncertainty, particularly around staff confidence in discussing trans identities and the protected characteristic of ‘Gender Reassignment’, which could impact the inclusive quality of Relationships, Sex, and Health Education (RSHE) and Personal, Social, Health Economics (PSHE).
There is a lot of misinformation, which is leading to worsening, and at times unlawful, discriminatory language and behaviour. Government Ministers have stated the ruling requires transgender people to use toilets related to their sex assigned at birth, which is also set out in the EHRC interim guidance – this is not stated in the ruling. The Prime Minister has claimed the ruling offers clarity by defining women as biological women – this is misleading as the court judgement only pertains to an interpretation of what was meant by Parliament in The Equality Act 2010, and as clarified above it is parliament who enact and change law. Our current government could clarify or change law to make it workable and inclusive, should they wish to – the courts do not dictate definitions to Parliament.
Actions you may wish to consider taking
We hope that reading this piece has helped you to feel more informed about the Supreme Court ruling. Below are some actions you may wish to undertake as a result of what you have read:
- Please challenge mis-characterisations of this ruling and clarify that transgender people are still legally protected from discrimination, and that any decision to exclude them from single-sex spaces, whilst legal and encouraged in the EHRC interim guidance, were not mandated by the court ruling. It is important that the ruling is spoken about with as much accuracy as possible.
- Revisit policies – this ruling may require more accurate and thought-out language in policies which reference men and women, boys and girls, or The Equality Act 2010 protected characteristics of Sex and Gender Reassignment.
- If you are concerned about this ruling, then you may wish to take the time to write to your local MP and express your concerns. Remember, Parliament makes the laws, and the courts can only interpret them – our current government can change The Equality Act to include more clear and inclusive definitions which provide workable protections and dignity to all people – including transgender people.
- If you are concerned about the EHRC interim guidance, then they have stated that a consultation will launch in mid-May and last for two weeks. You may wish to use this consultation to share your view.
- Read and share our Diverse Educators Resources to support you and your school community. Here is our Transgender Rights’ Toolkit and here is our Growing Trans and Non-Binary Awareness Training.
This piece was written by members of the Diverse Educators’ team and is intended for informational purposes only; it does not constitute legal advice nor a formal legal interpretation. This blog was published on 26/4/25, and all information was to the best of our understanding at the time of publishing.
Further Resources
- A clear and accurate legal explanation from Kalina Hagen – Click Here
- Trans Actual Response – Click Here
- An interim update on practical implications from the EHRC – Click Here
What can we learn about masculinity and misogyny from the Netflix drama 'Adolescence'?
Written by Bold Voices
Bold Voices is an award-winning social enterprise preparing and empowering school communities to recognise and tackle gender inequality and gender-based violence through the delivery of educational talks, workshops, training and resources for young people, teachers and parents.
Originally published here: https://www.boldvoices.co.uk/blog/2025/3/20/what-can-we-learn-about-masculinity-and-misogyny-from-the-netflix-drama-adolescence
On March 13 Adolescence premiered on Netflix, a week on and the show has a 98% rating on Rotten Tomatoes and has sent waves across media, starting conversations about themes of masculinity, the ‘manosphere’, incel culture and gender-based violence more widely. It is a show that has driven home the fear of what happens when harmful attitudes and beliefs develop into extreme violence.
If you’re looking to understand some of the key terms used in the series take a read of this article first: https://www.standard.co.uk/lifestyle/andrew-tate-incel-meaning-adolescence-netflix-b1217106.html
The question of ‘why’ runs throughout the four-part series. What made this 13 year old boy brutally stab and murder his school mate, Katie. Where did his behaviour come from? Was it the ‘masculinity’ modelled by his father? A generally kind man who displays a couple of emotional and physical outbursts throughout the show (including physically intimidating and handling a child who vandalised his work van)? Was it his friends at school who ultimately provided him with the murder weapon? Was it the misogyny influencers and their ideas? Or the social media sites platforming these influencers and offering young people the impunity which allows them to say harmful and destructive things to and about each other?
Throughout the show we are trying to understand if Jamie is a good kid at heart who was ultimately misguided and has done something devastating, but out of character. Or whether he is a bad kid that has been able to manipulate and hide his darkness from his parents, and even us as viewers. But then again how bad of a kid can you really be with planet wallpaper and stickers of tiny astronauts? These minor and seemingly unremarkable, but ultimately essential, details about Jamie’s room make up the final scenes of this powerful show. They are a reminder that Jamie could be any young boy in any family. It is just how unremarkable he is as a character that makes this story so poignant.
So what themes about masculinity, and adolescence, can we draw out from the show?
Masculinity, the ‘manosphere’ and ‘incel’ communities
Jamie is a boy who we come to understand has been spending time online, getting drawn into ‘manosphere’ and ‘incel’ communities. During the second episode that takes a look at Jamie’s school, we learn about the “call to action by the manosphere”, the meaning behind ‘red pills’ and ‘blue pills’ and the 80/20 rule (that 80% of women are attracted to 20% of men).
“Red pill is like I see the truth, it’s a call to action by the manosphere. Which is where the 100 comes in, the 80/20 rule. 80% of women are attracted to 20% of men. Women, you must trick them because you will never get them in a normal way… she’s saying he’s an Incel dad” – Episode 2 | 29:50 – 31:00
When we hear from Jamie about this, he acknowledges that he knows about these ideas and that “he had a look but didn’t like it” although in talking about the 80/20 rule he says “I do think they’re right about that though”.
The writer, Jack Thorne, is very honest about the fact that through his research he realised that “there was a logic to this and how they see the world”. It is through Thorne’s vulnerability in admitting this that we are reminded of an uncomfortable truth, that the attitudes and beliefs displayed by many of these online forums and communities are attractive to boys and young men and resonate with a vulnerability they actually feel.
In the third episode Jamie is asked about what he thinks about men, about masculinity. In particular, he’s asked about his dad and grandad, what he thinks about them and what type of men they are. We get insights into the stereotypes that pervade about masculinity; his dad as a hard worker who provides for his family, who can get angry and lose his temper, who loves his wife and is good to women, but doesn’t have any female friends. None of this is positioned as ‘good’ or ‘bad’, but it holds a mirror up to the expectations we have of men and masculinity that continue to frame a ‘real man’ as someone who is physically and emotionally strong and dominant, who protects and provides for loved ones and who sees women as objects of love and affection, but not necessarily giving space for relationships to women that exist outside of caregiver, nurturer or romantic partner.
These questions are vital, and they connect back to the extreme views many boys and young men are consuming online. Rhetoric that is based on the inherent idea that a ‘real man’ doesn’t show vulnerability or weakness, protects and provides for those around him, is successful at ‘getting women’, and gains status through money, physical strength, women and material markers of success such as fast cars and displays of wealth.
Jamie couldn’t necessarily clearly articulate what makes someone ‘a man’ but he knew exactly what makes someone ‘not manly’ and his visceral rejection of those ideas were far more natural for him to display, when asked if he was friends with women he says “no” and “I’m not a twt though*”. His disdain for feminine traits and femininity is far clearer than his ‘love’ for ‘manliness’, a nuance that is powerfully captured in the show.
Femininity, objectification, power and misogyny
Not only do we get insight into how Jamie feels about himself, we are able to understand a little of how he views girls and women. The fact that he sees girls as objects and that viewing explicit images of girls that he knows (and girls and women he doesn’t know) is not something that he questions; when asked about whether he thinks the girls would be happy about him seeing explicit images of them he responds, “everyone else did”. The normalisation of girls as objects, and the non-consensual sharing and viewing of explicit images of girls, is so normal it is not worth denying or lying about.
It becomes further apparent that Jamie’s relationship to girls is far from healthy. He lies about having had sexual experiences with girls, he shrugs off the fact that he doesn’t have any friends that are girls, when asked about whether he was attracted to Katie after seeing an explicit image of her he makes an objectifying and dismissive comment about her body, saying, “no” and that “she was flat”. Jamie articulates a desire to have a girlfriend however he doesn’t seem able to articulate, or even understand, what that dynamic might look like aside from him owning or receiving sexual gratification or pleasure from a girlfriend. In the fourth episode we are presented with a stark contrast to this when Jamie’s parents are reminiscing about their first date as 13 year olds at the school disco, we hear about teenagers in the first moments of genuine connection, something that feels completely inaccessible to Jamie.
Despite answering “no” to the question of whether he feels powerful viewing explicit images of girls he knows, there are subtler insights into how Jamie feels about power and women. In one moment he stands over the psychologist and shouts in her face, a male member of staff comes to the door but she indicates that she’s okay. In response, Jamie says “what was that? hey? what the fk was that? signalling him away like a fking queen yeah?”. He is angry and riled up when faced with a woman in control.
We also get insight when Jamie reveals the impact that rejection has on him. We hear that Jamie had previously asked Katie out to the fair but that she wasn’t interested and said no to him. Although he insists multiple times that he did not “fancy” her and that he was not attracted to Katie because she’s not “his type”, Jamie shares that he assumed she would be feeling weak after explicit images of her had been shared round the school. Jamie wanted to take advantage of this vulnerability and ask her out, which meant when she rejected him, he was left feeling all the more insulted and angry.
“I just thought she might be weak after all that, cus everyone was calling her a slag or flat or whatever so I thought if she was that weak she might like me. It’s clever, don’t you think. I said I was sorry and that the guy who shared her picture was a wanker and that I’d take her to the fair if she liked… she just laughed and said – I’m not that desperate.” – Episode 3 | 42:00 – 44:00
A culture of misogyny and gender-based violence
A common reaction I’ve heard from parents and adults in response to Adolescence is fear. In particular, a fear that is centred around the online world and the harmful content that children and teenagers may be consuming without us realising. While this fear is incredibly valid and understandable, we must also be wary of not letting this fear distract us from the roots of this problem that exist far beyond the internet and the communities found there.
It is in the subtler moments in the show that we see these roots and an acknowledgement that it isn’t just the online world that led to Jamie’s actions, it is a wider ‘culture’ of gender inequality:
- Jamie does not address his mum or sister at all – exclusively reaching for the support and validation of his father.
- Jamie implies that having female friends makes someone a “twat”.
- Jamie exaggerates and lies about having had sexual experiences with girls to the psychologist and then immediately takes this back and reveals the true extent of those sexual experiences.
- Jamie feels confident enough to shout and scare the female psychologist, someone in a position of authority who is at least 15 years his senior.
- Jamie shares his awareness of his dads disappointment/shame at the fact that he wasn’t ‘sporty’.
- The school teacher only introduces the male police officer and then has to quickly introduce the female police officer when she realises her omission a few seconds later.
- The treatment of female staff members in the school where we hear male students shouting “Shut up miss!”
- The response to Ryan after he is punched by Jade (Katie’s best friend) in the playground – when another student says “You just got banged by a girl you sausage”.
- The way the female psychologist is made to feel uncomfortable by the male CCTV operator.
What happens if we watch the show without focusing on investigating the crime itself, but instead, understanding the culture all around it? The show perfectly presents the subtleness of gender stereotypes and gender attitudes that are pervasive in society. How they are shaping the way we talk to and about each other based on gender, what we expect from ourselves and each other based on gender and how we treat ourselves and others when those expectations are not fulfilled.
Adolescence confronts us with the truth that acts of gender-based violence are not committed by ‘bad apples’. Jamie is a 13 year old child who has been indoctrinated and who has had gender-based violence normalised and even glorified. There are moments that we feel deep empathy for Jamie and moments where we are scared of him, moments that ranged from the casualness with which he displayed misogynistic attitudes to the outbursts of anger and rage. But Adolescence raises the questions rather than providing the answers. The answers lie in the communities around young people coming together to prioritise education that gets to the root of the issue and addresses the gender stereotypes and attitudes that seem harmless in isolation, but together contribute to a culture that normalises gender-based violence and misogyny.
Questions to start conversations based on Adolescence:
- Why is being able to get girls or female attention so important to being seen as ‘manly’?
- Are all young boys as likely to be influenced by these messages as each other? If not – why?
- When Jamie calls himself “ugly” we get an insight into how he views himself and his self-esteem, how does this connect to his actions?
- We know many of these ideas are consumed online, where else do we learn these ideas?
- Why did the boy who received the photo of Katie spread it round? What did he gain by doing this?
- Why did Jamie think Katie was “easier to get” after the photos were leaked? How do you feel about that?
- What did Jamie feel when Katie rejected him? Why might he have felt that way?
Resources and places to learn more about these issues:
Toolkit: School of Sexuality Education – ‘A Look Into the Incel Movement: A Guide to Tackling Online Cultures of Misogyny for Schools, Colleges and Universities’
Book: Laura Bates – Men Who Hate Women
Ted Talk: Jackson Katz at TEDxFiDiWomen – ‘Violence against women—it’s a men’s issue’
Al-Anon and Alateen - for relatives and friends of alcoholics
Written by Sonia Elmer-Soman
Sonia Elmer-Soman has a background in both law and education. She is a qualified law lecturer and has many years’ experience working as a legal practitioner in two prestigious law firms in the City and now within a reputable law firm local to her home town in Essex. She is also a qualified primary school teacher and is a guest writer for professional journals.
Most of us have heard of Alcoholics Anonymous (AA), but less well known about is Al-Anon and Alateen.
I met with Cheryl, a long-term member of Al-Anon, and she explains what Al-Anon and Alateen do, how they work and what impact they may have on the lives of members who are suffering from another’s problem drinking.
Q: What is the difference between AA, Al-Anon and Alateen?
A: Alcoholics Anonymous (AA) is a fellowship who come together from all walks of life and who share one common goal – to recover from alcoholism and achieve continued and sustained sobriety. Less well known about is Al-Anon (18+ adults) and Alateen (12-17 yr olds). Like AA, Al-Anon and Alateen are groups of men and women, of all faiths and walks of life, however this time with a focus on the person(s) affected by another’s alcoholism.
Q: Are there any entry requirements to joining Al-Anon and Alateen?
A: The only requirement is that you are suffering from the effects of another’s alcoholism.
Q: Are Al-Anon and Alateen a religious organisation?
A: No. Though “God” is referred to, it is a spiritual God, a higher power and everyone is free to define their own “higher power”. For some that may be a bird, a rose or the moon. For others it may be the group, prayer or meditation. For some the higher power may change over time.
Q: What does it cost to join?
A: Nothing. There are no fees associated with joining Al-Anon or Alateen. This is a non-profit organisation. Members are invited to make a donation towards room hire and/or literature at the end of the meeting. There is no requirement to contribute.
Q: Do the groups offer advice and/or counselling?
A: No. We are not trained therapists. “Let it begin with you” is an Al-Anon slogan which is the primary focus of the program. It suggests we shift the focus of our attention from the alcoholic in our lives to ourselves and begin living our own lives rather than interfering with theirs. The program offers a welcoming, friendly and confidential environment where group members understand in ways others cannot the difficulties we have experienced. We are free to speak of whatever is on our minds and we may share our experiences. Whilst the newcomer may need to offload a challenge or problem, most people find the focus naturally shifts away from the alcoholic and they start to gain insight into their own behaviour and how we may have contributed to our situation and how things may improve. We refrain from giving advice. There are many tools within the Al-Anon readings. Together we can find coping strategies to aid recovery of ourselves and to help us concentrate on our own wellbeing, behaviour, actions and reactions. Together we understand that we are powerless over alcoholism, that our lives have become unmanageable and we seek ways to assist our daily lives. We cannot control what the alcoholic does or does not do and we should not seek to change or control that which we cannot. Instead, we focus on the control we have over ourselves. We acknowledge that alcoholism is a disease and we develop understanding that, through our actions, we aid recovery of ourselves and, potentially, the alcoholic if we seek to change our own actions and feelings about the situation rather than focussing solely on the actions and feelings of the alcoholic.
Q: What do meetings typically involve?
A: A warm, friendly, non-judgemental welcome from a group of individuals who are going through or have gone through the same/or similar challenging journey as you. A cup of tea and a box of tissues are at the ready if needed. Each week a different topic is covered. This could be anything from ‘Resilience’ to ‘Hyper-vigilance’ to ‘Boundaries’ to name just three, but there are many more. We may do an inspirational reading for that topic and then offer up the table to anyone who would like to contribute either with a reading or with their thoughts or own personal experience which may or may not be related to the chosen topic. There may be shared experiences , but each member will have their own unique perspective. By keeping an open mind, you may hear something you can identify with, which may assist you to move forward. Newcomers often feel they have nothing helpful to share but often they provide golden nuggets that are incredibly beneficial to long-time members.
Q: Will the meetings help me and/or my family and the alcoholic?
A: We receive so much positive feedback. Al-Anon is about changing the actions and behaviours of ourselves rather than focussing on the alcoholic (as we have no control over the latter). Let it begin with us. These meetings might show us that ways in which we thought we were helping may have, in fact, negatively impacted potential recovery of ourselves and the alcoholic. In the absence of judgment, blame, guilt and shame, individuals feel free to openly discuss matters and often say they feel like a weight has been lifted when they leave the sessions.
Q: What is the minimum amount of sessions I should participate in?
A: It is completely up to the individual. We say it is best to go for at least six sessions, to learn how Al-Anon works and decide whether the program is for you. Sometimes it may not be the right time, but often people come back. There is no minimum or maximum term. Some individuals come for a few weeks, some dip in and dip out when convenient for themselves. Others have been attending for many years.
Q: Will what I say be treated in confidence?
A: Yes, anonymity is the foundation of Al-Anon. In order for everyone to feel safe, it is part of the ethos and ethics of the group that everything spoken about within the group stays in the group.
Q: What may be the benefits of joining Al-Anon and Alateen?
A: There is something hugely comforting in knowing that there are others, many others, out there who share the same challenging problems as you. Alcoholism is a family disease which affects the whole family. Young people attending Alateen meetings or adults attending Al-Anon in person or online, can see that they are not alone and that they did not cause the problem, neither are they responsible for their relative’s or friend’s drinking. Young people can benefit from sharing experiences with others of their own age and this often helps them understand their alcoholic relatives and recognise they are not to blame for the difficulties experienced with their home/families and could, in time, lessen the effects of having lived with alcoholism.
Q: Which one word would you use to describe Al-Anon and Alateen?
A: Insightful.
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Poor mental health and resulting drug or alcohol addiction spans generations and boundaries of socio-economic and cultural backgrounds. It is not a life-style choice. It is a disease which affects the whole family, relatives and friends.
For too many families in the UK, there remains a stigma associated with mental health and addiction issues. Guilt, shame, embarrassment and denial prevent sufferers and their families from seeking early intervention. All too often, without support, sufferers and their loved ones hide in plain sight and battle illness behind closed doors which leads to isolation, depression, anxiety and desperation.
Speaking with Cheryl and seeing first-hand the wonderful support offered to families and friends of alcoholics is heart-warming and fundamentally essential to the wellbeing of those affected.
Wherever possible, it is crucial that institutions such as the NHS, Education, Social Services, Addiction Services and the Criminal Justice System signpost this free service, so that families and friends of alcoholics can, if they so choose, access this vital service. The hope is that their voices are heard and their lived daily reality is understood. No longer should families and friends be isolated behind closed doors and remain the silent witnesses to addiction.
What one word would I use to sum up these groups? Empowerment.
Preventing Digital and Sexual Violence
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:
- Ofsted Annual Report 2021/22: education, children’s services and skills – GOV.UK
- Online Nation – Ofcom
- Violence Against Women and Girls (VAWG) National Policing Statement 2024 July 2024
- Violence against women in Brazil reaches highest levels on record | Brazil | The Guardian
- There’s “Much More To Do” To Combat Misogyny In Schools, Says Minister
- School inspection handbook – GOV.UK
Addressing the impact of global conflicts
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
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?
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
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
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
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.