Discussing healthy relationships and positive role models in a classroom can sometimes be challenging, particularly as it may be a sensitive topic for some.
As with teaching any topic in PSHE, it is important to maintain a safe teaching and learning environment. To support this, we’ve asked teachers to share some simple, practical tips to help create a safe and supportive learning environment when tackling these subjects.
Dennis: This film is part of BBC Bitesize: People Around Us, a collection of films, guides and classroom resources that explore RSE through the lens of positive relationships and role models, the people children have around them. This lens helps us explore topics such as families, caring friendships and respectful relationships in a way children can relate to their own lives rather than as abstract definitions.
It also encourages them to think critically about who they look up to and what makes someone a positive role model, whether that's someone at home, at school, or someone they see online. And we know that when it comes to positive relationships and role models, there are a lot of things to think about, both from a child's and practitioner's perspective.
Joe: A good role model in the classroom is all about being an honest human in front of children, making mistakes.
Bethan: The children would say that if somebody who will listen to them and someone who has time for them, sometimes that's what children need, is just that time and someone to connect with.
Julia: The big thing I've always pushed is mutual respect, so if I'm expecting students to do something, I'd expect me to do it. With our younger students, our four- or five-year-olds, those role models are very much in the family units. When you get to the older students, our 10, 11-year-olds, it's their friends. It's people they may see online. It's people that they may want to emulate one day.
Joe: When you're getting children starting in lower key stage two, they are very much used to friendships. They might be a little bit more self-centered at that point. As they grow up, you're talking about what kind of more interpersonal relationships might look like. and giving them vocabulary to keep them safe for when they're a little bit older and learning more about these things in secondary school.
Dennis: Alongside these insights from fellow teachers, it's worth considering the PSHE Association's guidance on creating a safe learning environment. A few pieces of advice are also relevant when using BBC Bitesize People Around Us resources.
Use distancing strategies. For example, if you're exploring what it means to have people who care for you, Use the case studies in the films rather than asking children to describe their own families. Children will often share personal things and that's fine. Distancing just means nobody has to and no one feels left out if their circumstances are different from their friends.
Ensure inclusivity. When discussing what makes a caring friendship, prompt children to think about friendships that look different from their own across ages, cultures, between people with different needs. The positive relationships lens works when children see that they come in many forms. This helps challenge assumptions, especially around different family structures. It also encourages empathy, which is a key building block for positive relationships.
Consider vulnerabilities. If a lesson touches on being safe, for example, recognising when something doesn't feel right or knowing who to tell, assume somebody in your class has had that experience. Flag upcoming lesson content to parents, carers and pastoral staff in advance so you know if any child needs specific support before the session begins.
Finally, it's crucial to know your school policies and safeguarding procedures and how to signpost students towards further support. You'll find resources to help lead these conversations with your class as part of BBC Bitesize: People Around As and elsewhere across BBC Bitesize.
Creating a safe learning environment
Consider pupils with lived experience
Some of the topics you may cover when discussing healthy relationships and positive role models could feel particularly relevant to some members of your classroom. It’s important to bear this in mind and take a supportive and inclusive approach in your class. Identifying potentially sensitive topics before you watch the film with your class can help you plan ahead, so you can ensure appropriate support and resources are available for any pupils who may need them.
Set ground rules
Pupils should feel confident that what they express and share in discussion is done so in a safe and non-judgmental environment. Setting ground rules at the beginning of the activities and discussions can help pupils feel assured that their voices will be heard and understood. You could even invite pupils to co-create the ground rules, helping to build a classroom environment where everyone feels safe and respected when sharing their thoughts and opinions.
Distance the learning
Distancing can enable children to relate a character’s experiences to their own and reflect on or behave in a way that benefits them as a result. Ask pupils to use the scenarios in the films, or other imaginary examples, and reflect on the characters’ experiences or actions, rather than considering their own. This will help pupils look at topics more objectively and feel comfortable expressing their views. At no point should pupils be asked to share experiences if they don’t wish to do so.
Encourage open dialogue
Creating open dialogue during discussions can be a great way to support learning, helping pupils explore ideas through discussion and reflection. Giving pupils the opportunity to ask questions and share their perspectives with the group can help create a space where everyone feels encouraged to take part. Make it clear that pupils can ask questions or share something with you individually, at the end of the lesson or through an anonymous question box. Ensure pupils understand where they can get support from if they need it, both in and out of school.
Look after your wellbeing
These topics can be challenging for teachers too, so be sure to remember to look after your own wellbeing and seek support if you need it.
If a child says or discloses anything to you which causes concern, follow your school's safeguarding policies and procedures, or speak to your designated safeguarding lead. BBC Action Line has details of supportive and helpful organisations.
More from Bitesize: People Around Us
BBC Bitesize: People Around Us
Head back to the Bitesize: People Around Us homepage.
BBC Bitesize: People Around Us - Overview
Find out key information about these resources and upcoming launches.
Bitesize: People Around Us - Film library
All of the resource films and activities accessible in one place.
