This programme explores deep concepts and critically analyses societal norms with students, which is a process which takes time. Our aim is more than to merely give the children new information; we desire to equip them with critical tools they can take forwards into other areas of life, using them to inform themselves and others. Nevertheless, when schools or students have particular needs, we are able to facilitate bespoke sessions covering specific topics. This can take place within one session, during an assembly, or over a specified number of sessions. We believe that the programme has the potential to be transformative and will always recommend that wherever possible all students take part in the entire programme.

This programme is not targeted at students with specific needs. We are all raised in a society that has particular ideas regarding gender and therefore we are all impacted by these norms and constructs. A diverse set of students from a range of different backgrounds adds depth to the conversations, exploration, and debates that the groups engage in.

While some students needs may be more apparent to teaching and pastoral staff, as we are challenging often deep-set, normalised ideas prominent and reinforced in all areas of society, we know that every student will gain from taking part. Also, students may have hidden struggles or challenges that others are entirely unaware of, and we would hate for them to miss out due to not being selected.

We of course would not want students to miss out on important lessons as set by the school curriculum. What many schools prefer to do is rotate the sessions week by week. A class that sees us in the first period one week could come to us the second period the next, for example. this way we are able to ensure that students get the full benefit of the course without missing too much time from any one lesson. Additionally, some schools may choose to allocate weekly RSHE lessons to the programme to cover the period of a term. While what we teach and discuss in incredibly beneficial and important, we are understanding of the fact that the curriculum is also critical and will always work with the school to minimise disruption.

We often find that Year 9 students have already begun to think and speak about wider world issues and begun to notice some of its impact. They may have noticed their siblings of the opposite sex are treated differently to them or witnessed gendered treatment of people whilst in public. As such we find this to be the right time to give context and begin exploring things in greater detail, facilitating conversation between students. However, where there is a particular need in a school, we are happy to discuss working with students of different ages, modifying the content of the course where necessary and appropriate.

Our facilitators are familiar with and trained in safeguarding practices. Facilitators will always work with the school in the event of a disclosure. We work directly with designated safeguarding leads within the schools in the event of any concerns being raised.

The programmes are discussion-based and by nature they explore the ways in which male and female students experience the world differently because of gendered norms. Separating students out in the first instance helps create an environment where they can openly and honestly share their views and experiences. We have found that this is less likely in mixed sex groups. In the last session of the course we like to bring the two groups together where they can share what they have learned with each other.

Initially we would discuss the outline of the programme content with our main contact at the school, giving you the opportunity to raise any queries early on. Thereafter, we would discourage school staff from attending sessions to enable facilitators to develop a unique dynamic and rapport with students. Nevertheless, if a school is ever concerned about the structure or content of the sessions we would understand the need for a member of staff to drop-in, on the agreement that they observe from a distance rather than participate. Part of creating a safe space for discussion of what are sometimes personal views and issues means creating a space that the students feel is distinct and separate from a “normal” classroom and as such we would ask for your support with this.