ALTDAP LaunchPad · facilitator sheet

Track 10: Peer Education, Youth Leadership & Community Advocacy

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 a Peer Educator Is, and Is Not
Covers
- What a peer educator does
- What a peer educator is not
- Why the limits matter
- Qualities of a good peer educator
The one thing to leave them with: A peer educator informs, listens and refers. A supervising adult is always part of the picture.
Private task: Write three things a peer educator does and three things they never do on their own. (The learner keeps it. Do not collect or read it.)
Module 2Getting Your Facts Right and Knowing Your Limits
Covers
- Use reliable sources
- Say "I do not know"
- Do not exaggerate or scare
- Know what you must not do
- When someone asks something you cannot answer
The one thing to leave them with: Share only what you know to be true, say when you do not know, and take hard questions to an adult.
Private task: Write how you would answer a question you do not know, in a way that is honest and helpful. (The learner keeps it. Do not collect or read it.)
Module 3Talking Respectfully and Without Judgement
Covers
- Listen first
- Words that respect
- Avoid
- Respect differences
- When someone disagrees
The one thing to leave them with: People listen to those who respect them. Listen first, use kind words and never shame.
Private task: Rewrite one harsh sentence about drug use so it is respectful and still true. (The learner keeps it. Do not collect or read it.)
Module 4When Someone Tells You Something Serious
Sensitive topic: be ready for a learner to tell you something
Covers
- What a disclosure is
- What to do
- If there is danger
- If the adult you tell does not help
- Look after yourself
The one thing to leave them with: Listen, do not promise secrecy, do not investigate, and pass it to a trusted adult.
Private task: Write the sentence you would say if a friend asks you to keep a safety problem secret. (The learner keeps it. Do not collect or read it.)
Module 5Planning a Small, Safe Prevention Activity
Sensitive topic: be ready for a learner to tell you something
Covers
- Start with a clear aim
- Get approval first
- Plan the activity
- What to leave out
The one thing to leave them with: A good activity has one clear aim, adult approval, checked materials and a safety plan.
Private task: Write a one-page plan for a small activity: aim, audience, steps, supervisor and safety plan. (The learner keeps it. Do not collect or read it.)
Module 6Leading a Conversation or Session
Covers
- Open well
- Keep it safe and inclusive
- Keep people engaged
- Handling difficult moments
- Close well
The one thing to leave them with: A safe session has ground rules, a supervising adult, no pressure to share, and a clear way for people to get help.
Private task: Write the ground rules you would open a session with, in your own words. (The learner keeps it. Do not collect or read it.)
Module 7Speaking Up Online and in the Community
Covers
- What advocacy is
- Rules for speaking up
- Online
- In the community
- No fame or reward promised
The one thing to leave them with: Speak truthfully, protect people's privacy, be respectful and get adult approval before you post or speak.
Private task: Write a short, truthful, respectful message about getting help that you could share with adult approval. (The learner keeps it. Do not collect or read it.)
Module 8Looking After Yourself and Reviewing Your Work
Sensitive topic: be ready for a learner to tell you something
Covers
- Look after yourself
- Keep your boundaries
- Review what you did
- Keep learning
The one thing to leave them with: Look after yourself, keep to your role and review your work with your supervising adult.
Private task: Answer the five review questions about something you have done or would like to do. (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 a Peer Educator Is, and Is Not

Covers

What a peer educator does
What a peer educator is not
Why the limits matter
Qualities of a good peer educator

The one thing to leave them with: A peer educator informs, listens and refers. A supervising adult is always part of the picture.

Private task: Write three things a peer educator does and three things they never do on their own. (The learner keeps it. Do not collect or read it.)

Module 2Getting Your Facts Right and Knowing Your Limits

Covers

Use reliable sources
Say "I do not know"
Do not exaggerate or scare
Know what you must not do
When someone asks something you cannot answer

The one thing to leave them with: Share only what you know to be true, say when you do not know, and take hard questions to an adult.

Private task: Write how you would answer a question you do not know, in a way that is honest and helpful. (The learner keeps it. Do not collect or read it.)

Module 3Talking Respectfully and Without Judgement

Covers

Listen first
Words that respect
Avoid
Respect differences
When someone disagrees

The one thing to leave them with: People listen to those who respect them. Listen first, use kind words and never shame.

Private task: Rewrite one harsh sentence about drug use so it is respectful and still true. (The learner keeps it. Do not collect or read it.)

Module 4When Someone Tells You Something Serious

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

Covers

What a disclosure is
What to do
If there is danger
If the adult you tell does not help
Look after yourself

The one thing to leave them with: Listen, do not promise secrecy, do not investigate, and pass it to a trusted adult.

Private task: Write the sentence you would say if a friend asks you to keep a safety problem secret. (The learner keeps it. Do not collect or read it.)

Module 5Planning a Small, Safe Prevention Activity

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

Covers

Start with a clear aim
Get approval first
Plan the activity
What to leave out

The one thing to leave them with: A good activity has one clear aim, adult approval, checked materials and a safety plan.

Private task: Write a one-page plan for a small activity: aim, audience, steps, supervisor and safety plan. (The learner keeps it. Do not collect or read it.)

Module 6Leading a Conversation or Session

Covers

Open well
Keep it safe and inclusive
Keep people engaged
Handling difficult moments
Close well

The one thing to leave them with: A safe session has ground rules, a supervising adult, no pressure to share, and a clear way for people to get help.

Private task: Write the ground rules you would open a session with, in your own words. (The learner keeps it. Do not collect or read it.)

Module 7Speaking Up Online and in the Community

Covers

What advocacy is
Rules for speaking up
Online
In the community
No fame or reward promised

The one thing to leave them with: Speak truthfully, protect people's privacy, be respectful and get adult approval before you post or speak.

Private task: Write a short, truthful, respectful message about getting help that you could share with adult approval. (The learner keeps it. Do not collect or read it.)

Module 8Looking After Yourself and Reviewing Your Work

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

Covers

Look after yourself
Keep your boundaries
Review what you did
Keep learning

The one thing to leave them with: Look after yourself, keep to your role and review your work with your supervising adult.

Private task: Answer the five review questions about something you have done or would like to do. (The learner keeps it. Do not collect or read it.)