ALTDAP LaunchPad · facilitator sheet

Track 06: Healthy Relationships, Boundaries & Personal Safety

8 modules. In an emergency call 112.

Allow 30 to 45 minutes for each module, including the quiz.

Before the session

Read the module yourself first, and do the quiz.
Know who your school's safeguarding lead is, and how to reach them today.
Have the emergency page ready. In an emergency the only number to call is 112.
Decide where a learner can go if they need to step out. Never leave them alone if they are upset.

During the session

Say at the start: nobody has to share anything personal, and anyone can pass on any question.
Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
The private tasks are the learner's own. Do not collect, mark or read them.
Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.

If a learner tells you something serious

Stay calm and listen. Do not interrupt, and do not show shock.
Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
Tell them it is not their fault, and that they were right to tell.
Do not question them for details, do not ask leading questions, and do not confront anyone.
Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
Do not discuss it with colleagues or learners who do not need to know.

After the session

Note anything that worried you, and tell your safeguarding lead, even if it seems small.
Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.

Never

Never promise secrecy.
Never blame a learner, or suggest they did something to cause it.
Never ask a learner to share personal experiences, in front of the group or alone.
Never investigate, confront the person, or contact the family yourself before your lead decides.
Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.

The modules

Module 1What Makes a Relationship Healthy
Covers
- What a healthy relationship feels like
- Signs it may not be healthy
- Relationships change
The one thing to leave them with: Care does not hurt or control you. If someone says it is love but you feel afraid or small, that is a sign to pay attention.
Private task: Write three qualities you want in a friend, and three signs that would tell you a relationship is not healthy. (The learner keeps it. Do not collect or read it.)
Module 2Respect, Consent and Your Body
Sensitive topic: be ready for a learner to tell you something
Covers
- Your body is yours
- What consent means
- Respecting other people
The one thing to leave them with: No one, of any age or position, has the right to touch you or look at you in ways that make you uncomfortable. If it happens, it is never your fault.
Private task: Write down three things about your body and your privacy that are yours alone to decide. (The learner keeps it. Do not collect or read it.)
Module 3Boundaries: Knowing and Setting Yours
Sensitive topic: be ready for a learner to tell you something
Covers
- Kinds of boundaries
- How to set a boundary
- Respect and boundaries together
- Respect other people's boundaries
The one thing to leave them with: Boundaries are not selfish or rude. They are how you look after yourself, and you are allowed to have them.
Private task: Write three boundaries you want to keep, and one sentence you could use for each. (The learner keeps it. Do not collect or read it.)
Module 4Warning Signs of Unhealthy and Controlling Relationships
Sensitive topic: be ready for a learner to tell you something
Covers
- Warning signs
- What to do
- If you notice these things in your own behaviour
The one thing to leave them with: If a relationship makes you afraid, controlled or smaller, it is not healthy. You deserve to feel safe.
Private task: Read the warning signs again and note any that you would want to tell a trusted adult about, without writing names. (The learner keeps it. Do not collect or read it.)
Module 5Abuse: Knowing the Signs, and That It Is Never Your Fault
Sensitive topic: be ready for a learner to tell you something
Covers
- What abuse is
- It is never your fault
- Safe and unsafe secrets
- What to do
The one thing to leave them with: You deserve to be safe. Telling is brave. Keep telling until someone helps you.
Private task: Write the names of three adults you could tell, and one backup adult, in case the first is not the right one. Keep the list somewhere safe. (The learner keeps it. Do not collect or read it.)
Module 6Staying Safer Out and About and Online
Sensitive topic: be ready for a learner to tell you something
Covers
- Out and about
- Online
The one thing to leave them with: A simple plan, shared with someone you trust, is one of the best protections you have.
Private task: Write a going-out plan: where, with whom, how you will get home, who knows, and how you would ask for help. (The learner keeps it. Do not collect or read it.)
Module 7Supporting a Friend, and Respecting Others
Covers
- If a friend tells you they are being hurt or feel unsafe
- What not to say
- Respecting other people
The one thing to leave them with: Believing someone and helping them reach a trusted adult is one of the most helpful things a friend can do.
Private task: Write three kind things you could say to a friend who tells you something difficult. (The learner keeps it. Do not collect or read it.)
Module 8Getting Help and Your Personal Safety Plan
Sensitive topic: be ready for a learner to tell you something
Covers
- Who can help
- When you tell
- Looking after yourself afterwards
- Your personal safety plan
The one thing to leave them with: You are worth protecting. A plan, a trusted adult and the courage to tell are always on your side.
Private task: Write your five-part plan and keep it safe. If you would like, share it with a trusted adult. (The learner keeps it. Do not collect or read it.)

During the session

Say at the start: nobody has to share anything personal, and anyone can pass on any question.

Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.

Use made-up examples. Do not ask learners for their own stories, or about anyone they know.

The private tasks are the learner's own. Do not collect, mark or read them.

Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.

If a learner tells you something serious

Stay calm and listen. Do not interrupt, and do not show shock.

Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."

Tell them it is not their fault, and that they were right to tell.

Do not question them for details, do not ask leading questions, and do not confront anyone.

Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.

Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.

If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.

Do not discuss it with colleagues or learners who do not need to know.

Never

Never promise secrecy.

Never blame a learner, or suggest they did something to cause it.

Never ask a learner to share personal experiences, in front of the group or alone.

Never investigate, confront the person, or contact the family yourself before your lead decides.

Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.

The modules

Module 1What Makes a Relationship Healthy

Covers

What a healthy relationship feels like
Signs it may not be healthy
Relationships change

The one thing to leave them with: Care does not hurt or control you. If someone says it is love but you feel afraid or small, that is a sign to pay attention.

Private task: Write three qualities you want in a friend, and three signs that would tell you a relationship is not healthy. (The learner keeps it. Do not collect or read it.)

Module 2Respect, Consent and Your Body

Sensitive topic: be ready for a learner to tell you something

Covers

Your body is yours
What consent means
Respecting other people

The one thing to leave them with: No one, of any age or position, has the right to touch you or look at you in ways that make you uncomfortable. If it happens, it is never your fault.

Private task: Write down three things about your body and your privacy that are yours alone to decide. (The learner keeps it. Do not collect or read it.)

Module 3Boundaries: Knowing and Setting Yours

Sensitive topic: be ready for a learner to tell you something

Covers

Kinds of boundaries
How to set a boundary
Respect and boundaries together
Respect other people's boundaries

The one thing to leave them with: Boundaries are not selfish or rude. They are how you look after yourself, and you are allowed to have them.

Private task: Write three boundaries you want to keep, and one sentence you could use for each. (The learner keeps it. Do not collect or read it.)

Module 4Warning Signs of Unhealthy and Controlling Relationships

Sensitive topic: be ready for a learner to tell you something

Covers

Warning signs
What to do
If you notice these things in your own behaviour

The one thing to leave them with: If a relationship makes you afraid, controlled or smaller, it is not healthy. You deserve to feel safe.

Private task: Read the warning signs again and note any that you would want to tell a trusted adult about, without writing names. (The learner keeps it. Do not collect or read it.)

Module 5Abuse: Knowing the Signs, and That It Is Never Your Fault

Sensitive topic: be ready for a learner to tell you something

Covers

What abuse is
It is never your fault
Safe and unsafe secrets
What to do

The one thing to leave them with: You deserve to be safe. Telling is brave. Keep telling until someone helps you.

Private task: Write the names of three adults you could tell, and one backup adult, in case the first is not the right one. Keep the list somewhere safe. (The learner keeps it. Do not collect or read it.)

Module 6Staying Safer Out and About and Online

Sensitive topic: be ready for a learner to tell you something

Covers

Out and about
Online

The one thing to leave them with: A simple plan, shared with someone you trust, is one of the best protections you have.

Private task: Write a going-out plan: where, with whom, how you will get home, who knows, and how you would ask for help. (The learner keeps it. Do not collect or read it.)

Module 7Supporting a Friend, and Respecting Others

Covers

If a friend tells you they are being hurt or feel unsafe
What not to say
Respecting other people

The one thing to leave them with: Believing someone and helping them reach a trusted adult is one of the most helpful things a friend can do.

Private task: Write three kind things you could say to a friend who tells you something difficult. (The learner keeps it. Do not collect or read it.)

Module 8Getting Help and Your Personal Safety Plan

Sensitive topic: be ready for a learner to tell you something

Covers

Who can help
When you tell
Looking after yourself afterwards
Your personal safety plan

The one thing to leave them with: You are worth protecting. A plan, a trusted adult and the courage to tell are always on your side.

Private task: Write your five-part plan and keep it safe. If you would like, share it with a trusted adult. (The learner keeps it. Do not collect or read it.)