When I go into schools and complete audits, I always speak with the pupils because, at the end of the day, I’m interested in the impact of an education setting’s safeguarding culture. It is always interesting when I ask about their Personal, Social, Relationships and Economic (PSRE)/Personal Social Health and Economic (PSHE) programme. The children are willing to talk about topics, but it is mainly the staff’s reluctance or discomfort that can put the children off asking about what they want to know.
Pupils often report:
- There are too many videos
- Too much emphasis on the law rather than looking at moral issues, e.g., the sending of nude images
- They want everyone to hear the same message rather than split into groups, because boys can then feel like they’re being labelled as perpetrators and girls as victims
- Unclear understanding of LGBTQ+ issues and how it can be harder for its community to talk to people about issues. Generally, many said they go online to ask questions where there is anonymity
- They like the spiralling programmes that they build on each year
- They felt very happy with regard to online safety. Though, when I challenged them more on this, they were happy to block people online and keep themselves safe but would rarely report the person. This point needs to be emphasised to keep others safe too.
This area of the curriculum is so important, and when delivered well by staff who feel equipped to implement the programme, children feel much safer. We need to understand the importance of this topic area and timetable equipped staff to deliver it, so our children can participate in informed discussions.
Some key points for staff are to ensure that ground rules drawn up with the class are adhered to. The law needs to be covered, so children understand possible consequences. However, we know that children are still having sex under 16 or sending nude images. We need to help them know how to make the best-informed decisions for them and consider all possible outcomes.
I have spoken with staff who have received disclosures after delivering sessions, because until then, the child didn’t realise they had been abused or groomed.
When delivering sensitive topics, ensure you know who is available to support should a pupil want to speak to someone or make a disclosure. Also, check with the Designated Safeguarding Lead (DSL)/Designated Safeguarding Person (DSP) prior to delivering the session if the topic is likely to be a trigger for any of the pupils in the class.