ALTDAP LaunchPad · facilitator sheet
Track 11: Family, School & Community Prevention Partnerships
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 1Why Prevention Works Best Together
Covers
- Who is part of prevention?
- Why together is stronger
- The adults are not your enemies
- Your part
The one thing to leave them with: Prevention works best when young people and the adults who care for them work together.
Private task: List one person at home, one at school and one in your community who cares about your wellbeing. (The learner keeps it. Do not collect or read it.)
Module 2Talking With Parents and Guardians
Sensitive topic: be ready for a learner to tell you something
Covers
- Choosing a good moment
- Saying what you want to say
- If they react badly
- If home does not feel safe to talk
- A note for parents and guardians
The one thing to leave them with: Choose a calm moment, say what you care about and listen too. If home does not feel safe, tell another trusted adult.
Private task: Write the first two sentences you would say to start a conversation with an adult at home. (The learner keeps it. Do not collect or read it.)
Module 3Working With Your School
Covers
- Who at school can help?
- Suggesting an idea
- School rules and safeguarding
- If the school does not respond
- A note for teachers
The one thing to leave them with: Work with your school's adults and rules. They are there to keep you and others safe.
Private task: Write one idea you could suggest to a teacher or counsellor, and who you would ask first. (The learner keeps it. Do not collect or read it.)
Module 4Working With Community and Faith Leaders
Covers
- Why leaders matter
- Approaching a leader
- Health workers and local services
- Staying safe when working with adults
The one thing to leave them with: Leaders can be powerful partners. Work with them openly, in safe places, with a parent or trusted adult knowing.
Private task: Write the name of one community leader or service you could approach with a trusted adult, and what you would ask. (The learner keeps it. Do not collect or read it.)
Module 5Respecting Different Views, Families and Cultures
Covers
- Families and communities differ
- Finding common ground
- Stigma and shame
- When views clash
- Everyone's story is theirs
The one thing to leave them with: Respect differences, start from shared care for young people, and never shame a family or a person.
Private task: Write one respectful sentence you could say to someone who thinks talking about drugs is shameful. (The learner keeps it. Do not collect or read it.)
Module 6Keeping Everyone Safe in Partnerships
Sensitive topic: be ready for a learner to tell you something
Covers
- Safety comes first
- Healthy boundaries with adults
- Privacy and consent
- If something feels wrong
- A note for adults
The one thing to leave them with: Safe partnerships have open places, more than one adult, privacy, consent and a clear way to raise concerns.
Private task: Write three signs that would tell you a situation with an adult is not safe, and who you would tell. (The learner keeps it. Do not collect or read it.)
Module 7Planning a Prevention Partnership Project
Covers
- Pick one clear aim
- Choose your partners
- Plan it
- Be honest about results
- What to leave out
The one thing to leave them with: A good project is small, approved by an adult, safe, respectful and honest about what it achieves.
Private task: Write a one-page plan with aim, partners, steps, safety, approval and how you would check it helped. (The learner keeps it. Do not collect or read it.)
Module 8Keeping Prevention Going
Sensitive topic: be ready for a learner to tell you something
Covers
- Keep the conversation alive
- Say thank you
- Hand over and share
- Review and learn
- Look after yourself
- No promise of reward
The one thing to leave them with: Keep prevention going with small regular steps, thanks, handover and honest review, and look after yourself too.
Private task: Write three small things that could keep prevention going in your school or community. (The learner keeps it. Do not collect or read it.)