Safeguarding Community Handbook

SAFEGUARDING Community handbook

AISB is commited to safeguarding.

Purpose, Scope & Safeguarding Team AISB, like all Central and Eastern European Schools Association (CEESA) schools, makes child protection a priority. We are committed to safeguarding children through both prevention and intervention. Whilst the UN defines a child as under 18, AISB defines a child as of any age in their care. AISB expects all staff, employees, temporary staff and volunteers to express any concerns they may have with regard to the conduct of individuals on campus. AISB is committed to openness, integrity and accountability.

Below is a reduced version of our Safeguarding handbook. The full handbook is an in school working document that gives detailed outline of all safeguarding procedures and policies to help protect our AISB community. If you have any questions please contact a member of the Safeguarding Team.

SAFEGUARDING TEAM The purpose of the Safeguarding Team is to engage individuals in leadership across the organization in order to ensure a collective responsibility for safeguarding. The current individuals comprise the Safeguarding Team:

Designated Safeguarding Lead (Middle School Counselor): Felina Heart (fheart@aisb.hu) Deputy Safeguarding Lead (ES Associate Principal): Diane Glawe dglawe@aisb.hu Designated SLT Safeguarding Lead: Magda Gray (mgray@aisb.hu) Hungarian Child Safeguarding Lead: Hajni Vass (hvass@aisb.hu) Head of School: Brett Penny (bpenny@aisb.hu) High School Principal: Graham Maclure (gmaclure@aisb.hu) Middle School Principal: Andrew Ball (aball@aisb.hu) Elementary Principal: Krista Zavits (kzavits@aisb.hu) High School Counselor: Pauline Davidson (pdavidson@aisb.hu) Elementary Counselor: Shawn Edwards (sedwards@aisb.hu) Director of Athletics: Matt Fleming (mfleming@aisb.hu) Director of Activities: Marc Lavoie (mlavoie@aisb.hu) ES Nurse: Aranka Barlay (abarlay@aisb.hu) MS/HS Nurse: Zsofia Cseke (zscseke@aisb.hu) Board Safeguarding Designate: Megan Hallett

HOW AISB COMMUNICATES ABOUT SAFEGUARDING ISSUES Any child safeguarding issue is very personal and emotional for everyone involved. AISB needs to ensure the highest level of confidentiality and will follow a clear set of priorities: 1.

Protect and support alleged victim

2. Ensure no one else is in harm’s way, including other alleged victims, current students and alumni 3. Ensure fair process for the alleged perpetrator 4. Notify the relevant agency and/or law enforcement as necessary and consider including the regional security officer (RSO) or relevant embassy 5. Protect the reputation of the school.

The first priority is protecting alleged victims and respecting both their privacy and their families’ privacy, while at the same time working diligently to determine if there are other victims. The purpose of the communication is for others to come forward as well as ensure there is trust in the school’s processes.

At the same time, AISB must ensure a fair process for the alleged perpetrator. Particularly, we must be within the Hungarian legal requirements while reporting to designated authorities. These include reporting procedures and anti-defamation laws that must be followed. It is important that time be allowed for a complete and full investigation of any reported incidents.

VISITORS TO THE SCHOOL AISB is not a public area, so all visitors to the school must pass through security and are expected to adhere to the school’s visiting procedures. The term visitors refers to local or foreign individuals, suppliers, contractors, workers, and individuals or groups who rent the school’s premises for any activities. Parents, nannies, teachers and staff are not considered visitors, as they are identifiable by their ID badges. Specific guidance provided for visitors on campus includes the following:

1. Only prescheduled visitors can enter the campus. Security should be informed in advance via email, calendar note, etc. of any visitors to campus.

2. On arrival visitors must identify themselves by ID/Passport. They will then will receive an AISB visitor pass that will be used to enter the gate and entrances.

3. Visitors must wear the visitor badge at all times while on school premises.

4. Visitors can use only bathrooms designed for adults.

5. Visitors are not allowed to socialize with students unless they are entering the school in a capacity where this is expected (e.g., an educational visitor or a relative of an existing student). In this case the expectations around safeguarding apply to them in the same way as to a member of staff.

6. Visitors should not take any contact details of any students. Including but not limited to phone number, email, social media, etc.

7. Visitors must not take photos of students unless given explicit prior permission by a school leader.

8. Visitors must not bring in any weapons, alcohol, drugs and other illegal items into school.

9. Visitors should not loiter around campus and, once they have completed the purpose for entering, should leave the premises.

SPEAK-UP POLICY: DUTY TO REPORT What should you do if you suspect a child is being abused?

The school’s duty-to-report process allows staff to express their concerns without fear of victimization or disadvantage. It is intended to encourage and enable staff to raise concerns within the school rather than overlook a problem or take it outside of the organization. In such cases staff must follow the AISB child protection procedures.

All School Personnel (especially those with direct student contact) are well placed to observe and report outward signs of abuse. Care must be taken as such signs can only be a cause for suspicion and are not, in themselves, proof that abuse has occurred. Unexplained changes in behavior or school performance may indicate abuse. Inadequate clothing, poor growth, or apparently deficient nutrition may indicate physical neglect, while attention seeking or excessive dependence may point to emotional neglect.

School personnel will encourage students to report abuse.

In School Follow-up After Identification These steps should be followed after identification of a suspected abuse:

Identifying teachers must report the suspected abuse immidiately to the Counselor, who is required to inform the respective Principal.

Assuming the Counselor concurs that a suspected physical abuse situation exists, the Counselor will notify the Nurse, who will interview and examine the student. Student examination can only occur after parent consent is received. Parents should also be provided the opportunity to be present when the examination takes place. The student can also request the presence of his or her parents at any medical examination.

If the parents refuse to cooperate and will not allow the medical examination (or there is a concern or expectation that the consent will be refused) then, instead of the school’s investigation continuing, the school should turn directly towards the Child Protection Authority and inform them of the circumstances.

Following a successful examination, a written report will be prepared by the Counselor and Nurse and sent to the respective Principal and the Director.

Untrue Allegations If staff raise a concern in good faith that is not confirmed by an investigation, no prejudice or action will be taken. If a concern is raised maliciously, disciplinary action may result.

WHISTLEBLOWER POLICY AISB, like all CEESA (Central and Eastern European Schools Association) schools, makes child protection a priority. We are committed to safeguarding children through both prevention and intervention.

AISB expects all staff, employees, temporary staff or volunteers to express any concerns they may have with regard to the conduct of any individual(s) on campus. AISB is committed to openness, integrity and accountability. All persons working for AISB must feel safe and supported to express their concerns.

The aims of the whistle-blowing policy are to...

Encourage adults to feel confident raising concerns about safeguarding Provide a process by which concerns can be raised Provide a means of support for staff where concerns have been raised.

The policy is designed to address concerns that staff have about the conduct of individuals in a position of trust within the organization, if such conduct could be detrimental to the safety or well-being of young people and if, for whatever reason, staff feel unable to raise these concerns. These could include...

Unprofessional behavior Bullying by staff

Personal contact with children and young people contrary to AISB’s Safeguarding agreement Inappropriate sexualized behavior Knowledge about an individual’s personal circumstances that indicate they could be a risk to children or unsuitable to work with children Please note that these are examples and not an exhaustive list.

Confidentiality All concerns will be treated in confidence. There could, however, be a need for a whistle-blower to give evidence if a crime has been witnessed or in regard to disciplinary procedures, if that is the outcome.

Anonymous allegations are also investigated as thoroughly as possible, though one aim of this policy is to encourage staff who raise concerns to be identified, as part of their professional responsibility.

Process for Raising a Concern Under standard procedures, concerns about an adult working with children would normally be raised through the AISB Child Protection process, by informing a counselor and divisional principal or the Designated Safeguarding Lead, Felina Heart +36 20 268 3865 If the Principal, counselor or Child Safeguarding Lead are the subject of concern, or if staff feel that following the standard reporting procedures would jeopardize their position at AISB, the whistle-blowing policy can be implemented. Staff can report their concerns to the Director or Chair of the Board if the Director is the subject of concern.

When following the whistle-blowing policy, concerns may be shared verbally but should also be shared in writing (whistle-blowing report form). Staff can invite a representative of their choice to be present during any subsequent interviews. The representative is bound by the same confidentiality expectations as the reporter and the person receiving the report.

PROCEDURES FOR REPORTING SUSPECTED CASES OF CHILD ABUSE OR NEGLECT Steps Followed After Disclosure

How are Abuse and Neglect Defined?

Definitions of abuse are complex and can differ across cultures according to their child-rearing behaviors, gender and role responsibilities and expectations. The primary determination of abuse is that it is dependent on some form of a relationship used to meet the needs of the more powerful person, typically a member of the family, a teacher or a friend. Research guides many of the definitions that are based in understanding the impact of certain behaviors.

TERMINOLOGY

DEFINITION

SIGNS •

Causing intentional physical harm to a child, which can include:

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• PHYSICAL ABUSE

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Hitting, biting, pushing, fighting, strangling, slapping and other acts that cause pain and bodily harm Creating substantial risk of physical harm to a child and their bodily functioning Committing acts that are cruel and inhumane regardless of observable injury. These can include but are not limited to instances of extreme discipline, demonstrating a disregard of a child’s pain and/or mental suffering

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EMOTIONAL ABUSE

The persistent emotional ill treatment of a child so as to cause severe and adverse effects on a child’s emotional development..

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Excuses for their origin don’t match injury Lack of needed medical attention Chronic stomach pains or UTIs Covering up body -even in hot weater Refusal to discuss injuries Fear of parents being contacted regarding injuries Self-destructive tendencies, such as self-harm/cutting Chronic running away from home Aggressive behavior towards others

Physical, mental and emotional development is delayed Highly anxious / low selfesteem Sudden appearance of speech disorder/ underachievement Fear of new situations Compulsions / obsessions / phobias Inappropriate emotional responses to painful situations Extremes of passivity or aggression Drug or alcohol abuse Chronic running away Lying

The persistent failure to meet a child’s basic physical or physiological needs, likely to result in serious impairment of the child’s health or development.

• NEGLECT

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Physical Neglect-not providing physical needs, food, water, shelter Emotional Neglect-not providing basic love and care that results in emotional distress Educational Neglect-not providing supervision, access to education or appropriate awareness of the child’s educational needs.

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Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening.

SEXUAL ABUSE

Sexual Exploitation: Actual or attempted abuse of a position of vulnerability, power, or trust, for sexual purposes, including, but not limited to, profiting monetarily, socially or politically from the sexual exploitation of another

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SELF-HARM

Intentional, direct injury of body tissue without suicidal intent. Includes but is not limited to cutting, scratching, burning, carving words or symbols on the skin, picking fights, eating disorders.

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Basic needs unattended dress/hygiene/nutrition/ attendance Lack of supervision Fatigue or listlessness Self-destructive behaviors Extreme loneliness - inability to connect with peers Extreme need for affection Low self-esteem Compulsive stealing Drug or alcohol abuse Excessive absences Not responding to school communication Pain or irritation to the genital area/stomach with walking or sitting UTIs or other unexplainable injuries Fear of people or places Regressive behaviors, bedwetting or stranger anxiety Age-inappropriate sexual discussion or provocative behavior STD’s Being unusually quiet and withdrawn or unusually aggressive Showing fear or distrust of a particular adult A “secret” friendship with an adult or another young person

Unexplained cuts, burns, injuries, scars Wearing long sleeves and long pants in hot weather Depression, anxiety, instability +Statements of helplessness, hopelessness, worthlessness

Include extreme emotions, attitudes and behaviors surrounding weight and food issues. They can result in serious physical and mental problems with life- threatening consequences. Two main types are these:

EATING DISORDERS

Anorexia Nervosa, which entails deliberate self-starvation and refusal to maintain body weight at or above normal weight, intense fear of gaining weight, distorted perception of one’s body, absence of at least three consecutive periods (female).

Bulimia Nervosa, which includes recurrent episodes of binge eating usually followed by self-induced vomiting or some form of purging as a means of controlling weight. (e.g.. Vomiting, laxatives, diuretics, fasting, excessive exercise.)

Physical: • Sudden weight loss, gain or fluctuation in a short period of time • Feeling faint or dizzy • Sensitive to temperature;feeling cold • Blue hands/feet • Dry hair or skin • Dehydration • Fine body hair over face • Abdominal Pains • Decreased concentration Emotional: • Change in attitude/ performance • Mood affected by thoughts of appearance;constant comparison to others • Refers to self as fat, gross, ugly • Appears sad, depressed or anxious • Expresses feelings of worthlessness • Obsessed with maintaining low weight Behavioral: • Pretends to eat, then throws food away/skips meals • Exercises for long periods • Makes frequent trips to the bathroom • Fatigues easily • Avoids cafeteria/canteen • Wears baggy clothes and/or many layers • Increased isolation • Increased impatience or crankiness • Secretive eating habits

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SUICIDAL IDEATION

Thoughts about how to kill oneself, concerns or preoccupation with suicide.

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Talks about death or suicide Statements of helplessness, hopelessness, worthlessness Loss of interest Giving away one’s possessions Losing interest in things they used to care about Visiting, calling people to say goodbye

*** Signs and symptoms are not exhaustive lists. Also, if some signs are visible, they do not necessarily equate to abuse. Any concerns or worries please report to your Division Counselor, Safeguarding Lead, or Administrator immediately.

Peer to Peer Abuse Students are more likely to face peer to peer abuse than they are adult to child abuse. Peer abuse includes bullying, prejudice-based harm, physical violence, sexual harassment and violence, dating violence, hazing violence and radicalization.

TERMINOLOGY

BULLYING

DATING VIOLENCE

HAZING VIOLENCE

PHYSICAL VIOLENCE

DEFINITION

Discussed in detail below.

The perpetration or threat of an act of violence by at least one member of an unmarried couple on the other member in the context of dating or courtship.

Any action taken or any situation created intentionally that causes embarrassment, harassment or ridicule and risks emotional and/or physical harm to members of a group or team, whether new or not, regardless of the person’s willingness to participate.

When a person hurts or tries to hurt a partner by hitting, kicking or using another type of physical force

PREJUDICE-BASED HARM

RADICALIZATION

SEXUAL HARASSMENT AND VIOLENCE

Any offense perceived by the victim or any other person to be motivated by hostility or prejudice based on a person’s real or perceived disability, race, religion or gender identity.

A phased and complex process in which an individual or a group embraces a radical ideology or belief that accepts, uses or condones violence, including acts of terrorism, to reach a specific political or ideological purpose.

Any unwanted sexual act or activity. This may include but is not limited to rape, sexual assault and sexual harassment. It can be psychological and/or physical.

SIGNS

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Failing to attend school, disengaging from classes or struggling to carry out school-related tasks to the standard ordinarily expected • Physical injuries • Experiencing difficulties with mental health and/or emotional well-being • Becoming withdrawn and/or shy • Experiencing headaches, stomach aches, anxiety and/or panic attacks • Suffering from nightmares, lack of sleep or sleeping too much • Broader changes in behavior, including alcohol or substance misuse • Changes in appearance and/or starting to act in ways not appropriate for the child’s age • Abusive behavior towards others. taken from the Farrer Peer on Peer abuse toolkit Exhibiting these signs does not necessarily indicate that a child is experiencing peer on peer abuse. However, behaviors still need to be reported so it can be determined the student’s situation and the course of action to be taken.

Bullying is ongoing direct or indirect physical or psychological intimidation that typically occurs to create a pattern of harassment and abuse.

Cyberbullying is bullying that takes place using digital devices such as computers, tablets, phones, etc. Cyberbullying most commonly occurs in...

Social Media, such as Facebook, Instagram, Snapchat, and TikTok Text messaging and messaging apps on mobile or tablet devices Instant messagi@ng, direct messaging, and online chatting Online forums, chat rooms, and message boards, such as Reddit Email Online gaming communities

TYPES OF BULLYING

DIRECT EXAMPLES

INDIRECT EXAMPLES

• VERBAL ABUSE

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Verbal insults Racial/ethnic insults Harassment

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• SOCIAL-EMOTIONAL BULLYING

PHYSICAL BULLYING

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Using guilt: “You won’t be my friend if…”

Manipulation Being unfriendly Forming tight groups/cliques against someone

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Striking or hitting Throwing objects Using objects as weapons Removing and hiding belongings

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Making statements, threats, or revealing information about a person through social media, texts, etc.

Setting up fake accounts to spread negative information

ONLINE BULLYING •

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Persuading others to criticize or insult someone Spreading malicious or untrue rumours Anonymous phone calls, emails or text messages Threatening words and obscene gestures

Deliberately turning away or averting one’s gaze to ignore someone Rolling eyes Persuading people to exclude someone

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Persuading another person to assault someone

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Excluding persons from groups or chats Trolling trying to upset people through indirect comments

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Peer on Peer would follow the same reporting procedure as adult on child abuse.

Disclosures would be handled in the same way as well.

Handling a Disclosure

Children can disclose abuse at any time, while it is ongoing, immediately after, or years later. Many children do not disclose abuse during childhood for fear of the consequences or fear they won’t be believed.

The initial, informal disclosure is important and may help with trust and any future investigation. Once children have disclosed to one adult, they are more likely to cooperate with other adults and the investigation.

In short, you want to receive what is being said; reassure the child as far as honesty and reliability permit; react by listening and following the guidelines below; record notes in as much detail as you can after the disclosure focusing on the child’s statements and observable things; report to the Divisional Principal and Counselor, or Safeguarding Leads.

DOs

DON’Ts

Respect the enormity of what the young person is sharing

Don’t stop the young person from talking

Listen and show care

Don’t act scared or shocked

Ask open-ended questions

Don’t ask leading or yes/no type questions or interview others.

Repeat the last few words in a questioning manner Say, “I’m glad you told me”

Be patient

Things NOT to say: • No, I’m sure you misunderstood • I won’t tell anyone else • Why? How? When? Where? Who?

Don’t doubt what they are saying

Write down what you’ve heard in the child’s words, where possible Note what you have seen and heard - and make certain you distinguish between what the child says and your inferences

Don’t promise that everything will be ok

Tell the student what you’ll do next

Don’t seek help while the child is talking to you

Speak with a Counselor and Divisional Principal or Designated Safeguarding Lead - Felina Heart

Don’t make assumptions, offer alternative explanations or diminish the seriousness of the alleged behavior

ANTI-BULLYING STATEMENT 5.2.3 Bullying board policy The School strives to provide a safe, inclusive, supportive and orderly learning environment. Bullying, including cyber bullying, harassment and violence, is not acceptable and will be dealt with expeditiously. Procedures and consequences are outlined in the Division Handbooks.

Elementary Handbook Middle School Handbook High School Handbook Why Is It Important to Respond to Bullying?

Harassment and bullying are serious actions that threaten the safety of our school community. All reported acts of bullying will be investigated and acted upon. The school expects all members of the school community to report incidences of bullying. Students should be able to trust and confide in teachers, administrators, siblings and parents, who in turn can help the student report the matter. The school understands that students are often afraid to report and will implement protective measures. The identity of the student who reports the incident of bullying will be protected during follow-up.

Procedures

Depending on the nature and severity of the incident, reactive measures may include counseling, parent involvement and a full range of possible consequences including expulsion. In some cases, the school may be required to alert the proper legal authorities about the incident.

For the purpose of this handbook, bullying and harassment do not include... the legitimate exercise of an individual’s supervisory or instructional authority the expression of complaints, whether orally or in writing, if communicated in a manner consistent with the intent of the guidelines above naturally occurring, occasional conflict, which is an inevitable part of social interaction.

RESPONSIBILITIES OF COMMUNITY MEMBERS

Student Responsibilities Take action if you witness bullying (tell the bully to stop, change the subject, get help) Tell an adult right away Be a positive role model Be aware of the anti-bullying statement and help promote it.

Teachers Responsibilities Take reports of bullying seriously and give feedback to students on what they plan to do.

Be aware of signs and symptoms of bullying and take action.

Notify the Division Principal and Counselor, who will document the incidents and follow up.

Parent Responsibilities Attend parent education series to gain knowledge on how best to support your student.

Inform the school when any bullying incident is reported by your child.

Get advice and help from other parents, school counselors or other outside professionals.

School Leadership Responsibilities Provide professional development workshops for staff.

Create opportunities for parents, teachers and students to attend workshops or informational sessions.

Monitor incidents and initiate consequences.

Safeguarding Education: All students at AISB receive safeguarding lessons. The lessons include living healthy lifestyles, making good choices, acquiring coping skills, developing self-advocacy and much more.

Middle and High School: Middle School students have advisory class daily. At least two of those days are dedicated to social-emotional learning.

High School students have advisory class once a week. This is their time for social-emotional lessons.

Lessons are taught by advisory teachers with counselors pushing into advisories for specific topics like growth and development.

The Middle and High School have developed a vertical 6-12 alignment of their social-emotional education On the next page is a chart showing the Health and Well-Being Advisory 6-12 alignment, which includes safeguarding education.

Recruiting

AISB works to ensure that all staff are of the highest level and a right fit for the job in which they are being hired.

AISB uses search agencies such as ISS Schrole to review potential applicants and review their references.

Further references are called, including current administration, and safeguarding questions are asked.

In Elementary School The Counselor does a variety of social-emotional lessons in each grade level. The Counselor does push-in lessons once every three weeks for each class.

HEALTH AND WELL-BEING GRADE LEVEL

TOPICS COVERED

EC

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Personal Space Consent

K

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Don’t Knows - Kinda Knows - Safe People/Adults Safe and Unsafe Touch Consent

1

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Don’t Knows - Kinda Knows - Safe People/Adults Safe and Unsafe Touch Consent Safe and Unsafe Secrets

2

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Don’t Knows - Kinda Knows - Safe People/Adults Safe and Unsafe Touch Consent Safe and Unsafe Secrets

3

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Don’t Knows - Kinda Knows - Safe People/Adults Safe and Unsafe Touch Consent Safe and Unsafe Secrets

4

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Self Awareness and Consent Safe and Unsafe Touch Safe and Unsafe Secrets ABC’s of Safety

5

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Self-Awareness and Consent Safe and Unsafe Touch Safe and Unsafe Secrets

HEALTH AND WELL-BEING

GRADE LEVEL

5

Growth & Development (Science) Puberty, STIs, Sex-ed, Sexual identity Includes Child Protection

Healthy Relationships (Emotions) Consent, friendships, boundaries, open communication, abuse Includes Child Protection

G&D/Puberty - facts about human development and body changes for children, including information on normal childhood growth and development; very general overview of reproduction. Gender-separated groups • • • • •

6

G&D/Puberty - more detail, with new standards and skill-based focus.

Focus on physical and socialemotional changes, especially in relation to influences on behavior. In advisory - four lessons genderseparated / two gender-mixed • Review grade 5 - hygiene, physical changes (body changes) - Deodorant, pimples, teasing, breasts, thighs, different people go through it at different times • Options for menstruation (pads, tampons, etc.).

• If you’re curious about these changes, where do we get valuable information? What if a website pops up? How does where you get your info influence your brain/actions? Influence of internet, social media, porn, “social norms” (conversation led)

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Healthy friendships What do you value in friends?

Quality of friends vs. quantity Increase in influence of your friends / peer pressure Emotions - how physical changes affect emotions and relationships (including with parents) Upstander, bystander, bully Trusted networks - who are the people you trust if you’re having difficulties in your relationships? Who can you go to for help? - Use a relationship circle who are the people connected to you?

Understanding that there are different types of abuse (physical, emotional) Emotions - how changes affect your emotions, relationships (and different types of relationships) Social media - how relationships are portrayed in the media, influence of media/internet, “social norms” What are your rights and responsibilities within a relationship? (right to be respected, you have to respect your partner too) Upstander, bystander, bully Trusted networks - who are the people you trust if you’re having difficulties in your relationships? Who can you go to for help? - Use something like a Lotus Diagram (see Felina for example).

What reactions do people have to different types of abuse?

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G&D/Reproductive system / relationships • Reproductive system - structure and function: Female reproductive system (ovaries, fallopian tubes, etc.); Male (testes, scrotum etc.). Basic overview of sexual intercourse.

• Hormones and how they affect our bodies: roller coaster of emotions, wet dreams, erections, etc.

Options for menstruation (pads, tampons, etc.). How can you be supportive of a friend dealing with any of this and help them feel less awkward?

• If you’re curious about these changes, where do we get valuable information? What if a website pops up? How does where you get your info influence your brain/actions? Influence of internet, social media, porn, “social norms”

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Emotions - how changes affect your emotions, relationships (and different types of relationships) Social media - how relationships are portrayed in the media, influence of media/internet, “social norms” What are your rights and responsibilities within a relationship? (right to be respected, you have to respect your partner too) Upstander, bystander, bully Trusted networks - who are the people you trust if you’re having difficulties in your relationships? Who can you go to for help? - Use something like a Lotus Diagram.

What reactions do people have to different types of abuse?

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Scientific connection to reproductive parts as related to the science curriculum Sexual identity - gender, relationships, etc.

Flirting vs. harassment? (see Felina for lesson); Connect to current events Pregnancy: effects (refer to Minty’s timeline activity)

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Two lessons gender separate, two gender-mixed.

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Healthy and unhealthy characteristics of relationships Consent What are your rights and responsibilities within a relationship?

Types and use of power in relationships. What are some examples of positive (vs abuse of) power. Guilt, power, gender, pressure Upstander, bystander, bully Trusted networks - who are the people you trust if you’re having difficulties in your relationships? Who can you go to for help? - connected to “Legacy” what do you want people to remember about you?

Abuse - reviewing types of abuse and reactions to it

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9

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Science related (with support of the nurses): Sex ed - birth control (condoms, etc.), STIs (see Minty’s chlamydia game), HPV vaccination, etc. decision-making Healthy vs. unhealthy scenarios Postponing sex, what are other options?

Social norms - most people are not having sex yet.

Three lessons in activity block (TWYN Fri) with smaller groups (mixed gender, two advisories at a time). Other lessons in PE class.

• 10 PHYSICAL BULLYING

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Decision-making, communication, healthy sexuality.

Misconceptions around relationships and sexuality (gender identity).

Connections to healthy living and lifestyle.

Social norms - most people are not having sex yet.

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Friendships and romantic relationships skills and strategies Thinking ahead about your sexual health, consent, personal limits healthy relationships (including orientation) What are your rights and responsibilities within a relationship? Articulate the idea of abuse - physical/emotional Trusted networks

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When you involve chemicals, how might this affect your decisionmaking ability?

Date rape/assault - What do you do if you realize you’ve been drugged or taken advantage of?

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What are your rights and responsibilities within an intimate relationship?

Social construction of gender stereotypes Types and use of power, discrimination (positive use of power vs abuse of power), abuse Conflict and resolution strategies Trusted networks

What are your rights and responsibilities within an intimate relationship?

Social construction of gender stereotypes Types and use of power, discrimination (positive use of power vs abuse of power), abuse Conflict and resolution strategies Trusted networks Strategies for making safe choices

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Real life situations away from home. What’s your responsibility when you’re out and away from home? Have a buddy, communicate where you are.

Setting a drink down, what if your roommate is passed out, who do you contact if you’re away from home? Street smarts - real life scenarios in an independent situation.

Look up stats on the area where they are going to university - how many crimes have happened?

What things might be a concern?

What resources exist (e.g., blue phones on campus)?

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Skills and strategies for dealing with evolving relationships.

What are your rights and responsibilities within an intimate relationship?

Social construction of gender stereotypes Types and use of power, discrimination (positive use of power vs abuse of power), abuse Conflict and resolution strategies Trusted networks - use Lotus Diagram - what does this look like in university?

HEALTH AND WELL-BEING Healthy Habits Eating, Sleeping, Exercise, Mindfulness, Resilience, Persistence (other dispositions)

GRADE LEVEL

Mental Health Anxiety, Depression, Self-injury, Substance Abuse, Coping Mechanisms

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Needs vs. wants related to healthy habits How do you take care of yourself?

How much sleep/exercise, etc. do you need? How are you getting that?

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Coping mechanisms - breathing techniques, taking care of yourself.

What healthy coping mechanisms do you have?

Talking about the physical reaction your body has to mental/physical strain - things you feel when you’re uncomfortable; recognize signs that your body is sending you Everyone is different, people learn differently, people understand the world differently, people have different reactions. How do we support each other? (starting to address the stigma of mental health)

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Science of healthy habits. What does science say about how much sleep/exercise, etc. a person needs at this age?

Balance - how do you balance it all?

How do you balance the amount of sleep you need with getting homework done, spending time with family, exercise, etc.?

How do you balance eating habits when going out with friends?

Demands are higher, how do you deal with stress that you might feel?

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8

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Balance - how do you balance it all?

How do you balance the amount of sleep you need with getting homework done, spending time with family, exercise, etc.?

How do you balance eating habits when going out with friends?

Demands are higher, how do you deal with stress that you might feel?

Connections - holistic health: physical, mental, emotional, spiritual How do you balance all of the parts of your health?

Planning for healthy habits.

Making a plan for eating/sleeping/ exercise, Tracking these for a week.

What environmental and social factors come into play when you’re making choices? Use this to help set up study schedules, etc.

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Coping mechanisms - breathing techniques, taking care of yourself.

What healthy coping mechanisms do you have?

Talking about the physical reaction your body has to mental/physical strain - things you feel when you’re uncomfortable; recognize signs that your body is sending you Everyone is different, people learn differently, people understand the world differently, people have different reactions. How do we support each other? (starting to address the stigma of mental health) Coping mechanisms - breathing techniques, taking care of yourself.

What healthy coping mechanisms do you have?

More detail on reactions to physical/ mental strain/stress What is anxiety, depression?; chemical imbalances that your body has in reaction to stress Everyone is different, people learn differently, people understand the world differently, people have different reactions. How do we support each other? (starting to address the stigma of mental health)

Coping mechanisms - focus on healthy coping mechanisms.

What healthy coping mechanisms do you have?

Warning signs and responses to mental health concerns - what are things to look/listen for in yourself and your friends? Where do you go for help?

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Stress - physical and emotional factors that affect your choices and habits. Implications of your dietary/sleep/exercise choices and trends.

Using life skills to respond to challenges involving substance use and peer pressure. What are some trends you’re seeing locally and globally?

Impact of disease on your health; health conditions (diabetes, etc.) and nutritional requirements.

Look at current trends related to healthy lifestyles (as evidence for why we need to have a healthy lifestyle) - what are our sleep, exercise, nutritional needs at this age?

How do you create a plan for yourself to help make healthy decisions re eating, sleep, study schedule, etc.

How will you manage this in university? Food plan? Who will cook?

Building resilience and healthy decision-making.

Using living skills and supports to make yourself less vulnerable.

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Coping mechanisms - healthy (exercise, mindfulness, hobbies, sports, taking brain breaks, journaling, puzzles, etc.) and unhealthy (drugs, alcohol, cutting, eating disorders) What healthy coping mechanisms do you have?

Addictions - unhealthy coping mechanisms can lead to addiction

Coping mechanisms - What healthy coping mechanisms do you have?

What are some healthy outlets?

Stigma around mental health - talk about real stats, about how many people have issues with it, take away the stigma

Coping mechanisms - being proactive and creating a plan - What healthy coping mechanisms do you have?

In university where do you go? Who do you contact? What resources are available (in your language)?

Looking out for peers/friends and yourself in uni year 1.