UNDERSTANDING PSHE EDUCATION’S ROLE IN PREVENTING & CHALLENGING EXTREMISM

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Table of Contents ................................................................................................................................................................ 1

Understanding PSHE education’s role in extremism prevention............................................................ 1

Introduction ........................................................................................................................................ 3

Definitions and scope.......................................................................................................................... 3

Factors which contribute to violent extremism .................................................................................. 4

The role of schools in countering these factors – a whole-school approach ..................................... 4

Principles of addressing extremism and radicalisation through PSHE education .............................. 5

1. Deliver a planned, developmental programme appropriate to age and stage .......................... 5

2. Develop skills and attributes as well as knowledge .................................................................... 7

3. Create and maintain a safe learning environment ..................................................................... 9

4. Avoid materials, resources or activities designed to induce shock, fear or guilt ..................... 10

5. Ensure content and delivery is tailored, inclusive and balanced .............................................. 11

6. Assess learning and evaluate provision .................................................................................... 12

7. Provide opportunities for young people to discuss relevant events when they occur ............ 13

Conclusion ......................................................................................................................................... 13

References ........................................................................................................................................ 14

Introduction The threat of violent extremism is not new. Individuals and groups have used violence to pursue extreme political and social agendas throughout history. However, there is an increased focus on young people’s exposure and vulnerability to extremist narratives due to the global nature of the current threat, along with the impact of new technologies on radicalisation and the ability to organise.

These circumstances have heightened awareness of schools’ role in addressing extremism, including through the curriculum, in a way that helps to safeguard young people and the communities to which they belong.

Much of the existing guidance focusses on the Prevent agenda duty to report and ways to manage disclosure, with limited guidance on how schools can help keep pupils safe from radicalisation and extremism through the taught curriculum.

This paper will help teachers and schools to understand how personal, social, health and economic (PSHE) education can contribute to tackling extremism. It provides a review of available research and highlights implications for PSHE pedagogy.

Definitions and scope It is unhelpful when the terms ‘extremism’, ‘radical extremism’ and ‘terrorism’ are used interchangeably. As Matthew Francis on the Radicalisation Research website notes:

“…many terrorists are not radicals and most radicals are not terrorists.”

Many people may have radical views but most are not interested in turning to violence to bring about changes in society. Conflating terms like ‘radical’ and ‘terrorist’ blurs important lines in the discussion.

In The Edge of Violence, Bartlett, Birdwell & King (2010) highlight an important distinction between radicalisation which leads to beliefs counter to the status quo, and radicalisation which leads to violence. Many figures throughout history were once thought of as extremists, only to have their views become mainstream societal values later. This leads to complexity in assessing what views may lead to violent extremism and what views are simply less socially acceptable (views a person is entitled to have and share under the right to free speech).

The identification of dangerously extreme attitudes and behaviours is the focus of the government’s Prevent strategy. Prevent provides schools with a range of e-learning training resources to support identification of signs and behaviours which may indicate a young person is being radicalised or has extremist views. The programme signposts to the Channel intervention process, which has further training for teachers on understanding what happens if they refer young people on for further support.

This paper does not seek to address this aspect of schools’ duties but focuses on ways to support the prevention of violent extremism through PSHE education. A teacher’s guide on the prevention of extremism (UNESCO 2016) defines violent extremism as:

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“the beliefs and actions of people who support or use ideologically-motivated violence to achieve radical ideological, religious or political goals.”

This is in contrast to ‘extremism’ which may be defined as “…the fact of someone having beliefs that most people think are unreasonable and unacceptable” (Cambridge Dictionary) This is a crucial distinction which is important to maintain when educating about extremism.

Factors which contribute to violent extremism There is no single route or factor which leads people to engage in violent extremism. The United Nations Plan of Action to Prevent Violent Extremism (2016) notes that the process of radicalisation towards violent extremism is dependent on individual backgrounds and motivations, but highlights the role of collective grievances (e.g. marginalisation of minorities and discrimination) and victimisation of particular communities in creating conditions which support the development of violent extremism.

The UN Plan of Action also suggests that these conditions may then be exacerbated by groups which seek to “distort and misuse beliefs, political ideologies and ethnic and cultural differences” to intensify the unrest an individual already feels. Similarly, “leadership or social networks” may also provide a focal point and amplification of such views.

Other reports have, however, noted that there are common factors which can contribute to a person becoming involved in extremist behaviours. The UNESCO (2016) guide for teachers identifies the following factors as leading a person towards violent extremism:

• ‘Push factors’ that drive individuals to violent extremism. These factors include marginalisation; inequality; discrimination; persecution (or the perception thereof); limited access to quality – and relevant – education; the denial of rights and civil liberties; and other environmental, historical and socioeconomic grievances.

• ‘Pull factors’ that nurture the appeal of violent extremism. For example, the appeal of well-organised violent extremist groups with compelling discourses and effective programmes that are providing services, revenue and/or employment in exchange for membership. Groups can also lure new members by providing outlets for grievances and a promise of adventure and freedom. Furthermore, these groups appear to offer spiritual comfort, ‘a place to belong’ and a supportive social network.

The role of schools in countering these factors – a whole-school approach Schools have the opportunity to reduce ‘push factors’ by promoting an ethos of tolerance and respect for all. They can also develop the skills young people need to critically assess the ‘pull factors’ effectively and provide other ways to gain a sense of belonging and direction.

An evidence review from the Department for Education ‘Teaching methods that help to build resilience to extremism’ (DfE, 2011), notes that the most effective way to address extremism is “through a multi-modal approach” where “schools, police, youth offending teams, community centres, families [work] together to deliver a preventative approach…”. This review quotes Poretti (2009):

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“Given that violence is the result of interplay between context and person, it is vital that prevention efforts focus on both.”

This reinforces the need for schools to promote a positive whole-school ethos whilst supporting each young person to welcome diversity and be resilient to extremist narratives. A whole-school approach to preventative education ensures that the curriculum, school policies, pastoral support and the school ethos complement each other to create an environment that helps to prevent negative behaviours.

The Department for Education’s 2015 report, ‘PSHE education: a review of impact and effective practice’ also states that schools should:

“…take a whole-school approach, engaging pupils across the curriculum while creating an environment, through the school ethos, which fosters good relationships and well-being for pupils and teachers alike.”

Learning “across the curriculum” would for example include citizenship education and religious education along with PSHE education, in order to create “a sense of belonging to a common humanity as well as genuine respect for all’ (UNESCO, 2014).

PSHE education cannot be seen as a panacea, but must play a central role within this whole school approach. It can help reduce vulnerability to radicalisation and provide knowledge, skills and attributes that reduce young people’s susceptibility to extremist narratives.

Principles of addressing extremism through PSHE education The following principles will support schools in planning and delivering PSHE education in a way that meets best practice and provides an evidence-based approach to addressing extremism and radicalisation through the curriculum.

1. Deliver a planned, developmental programme appropriate to age and stage To be effective, the PSHE education curriculum should be age appropriate, progress developmentally and be differentiated to reflect the changing needs of young people as they mature (McWhirter, 2009; DfE, 2015). It should be delivered through a spiral curriculum which revisits the core themes (such as health and wellbeing) year on year, each time building on previous learning to increase knowledge, deepen understanding and further develop essential skills and attributes (McWhirter, Boddington and Barksfield, 2016).

The PSHE education curriculum addresses extremism explicitly at times but also implicitly, through underpinning learning such as developing resilience, strategies for managing peer influence, online safety, learning to appreciate and respect diversity. This underpinning, implicit learning is integrated throughout the curriculum, for all ages. Indeed, research by The Hague Institute for Social Justice (Macaluso, 2016) references the need for underpinning learning to begin at primary level:

“…primary education is a necessary, even critical stage of intervention because of its potential to influence and shape attitudes and behaviors… Teaching peace values and combining efforts at school and at home during a child’s early years prepare children for

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adolescence, when they will be confronted with choices, competing ideologies, and different forms of social pressure.”

At key stages 1 and 2, this underpinning learning is exemplified by the following learning opportunities from the PSHE Association Programme of Study (2017a):

Key stage 1: • R8. to identify and respect the differences and similarities between people • R13. to recognise different types of teasing and bullying, to understand that these are wrong

and unacceptable • L3. that people and other living things have rights and that everyone has responsibilities to

protect those rights Key stage 2:

• R14. to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help)

• L11. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

• L12. to consider the lives of people living in other places, and people with different values and customs

• L18. to critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others

Teachers should then add in focused, explicit learning on extremism at various points within this developmental PSHE education curriculum to ensure a robust approach. For example, the PSHE Association Programme of Study (2017a) includes the following learning opportunities:

Key stage 4 • L3. to think critically about extremism and intolerance in whatever forms they take (including

religious, racist and political extremism, the concept of ‘shame’ and ‘honour based’ violence) • L4. to recognise the shared responsibility to protect the community from violent extremism

and how to respond to anything that causes anxiety or concern Key stage 5:

• L6. understand cults, extremism and radicalisation; recognise when someone is at risk of being radicalised; understand why it is important to tell someone; whom to tell

This explicit learning builds on topic-specific content at key stage 3 such as diversity, discrimination, gangs and 'group think.

A well-planned programme which develops knowledge, understanding, essential skills and attributes developmentally throughout all topic areas – with appropriate explicit learning addressing extremism – is therefore the most effective way for PSHE education to contribute to a whole-school approach to preventing extremism and radicalisation and to safeguarding pupils.

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2. Develop skills and attributes as well as knowledge UNESCO’s A teacher’s guide on the prevention of violent extremism (2016), identifies four key objectives of extremism prevention education:

• To help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

• To help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

• To help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

• To foster critically informed citizens able to constructively engage in peaceful collective action.

The PSHE Association has similarly highlighted the need to:

• Teach young people how to recognise and protect themselves from extremism and radicalisation through raising awareness of the process of radicalisation and the consequences of extremism.

• Teach young people how to protect or support friends who they feel might be developing extreme beliefs or behaviours, or are at risk of radicalisation. (This is the same as any other ‘at risk’ friend – so includes exploring things like when to keep and when to break a confidence, how to support them in getting help or how to get help for them.)

To achieve these aims, knowledge alone is not enough; education will need to balance the development of knowledge, understanding, skills and personal attributes (PSHE Association, 2017 and DfE 2011).

To develop resilience to radicalisation, for example, learning about radicalisation alone is unlikely to have a lasting impact; young people must have opportunities to practise the skills and develop the attributes which contribute to this resilience, such as critical thinking and communication skills alongside the development of a healthy self-concept. It is therefore important that lessons have clear objectives and intended outcomes which address all these aspects of learning.

PSHE education lessons can develop knowledge and understanding of the factors that lead to extremism or support services available if worried or affected, whilst developing skills and attributes such as the ability to critically evaluate the media and messages from charismatic speakers and groups.

Development of attributes such as resilience, empathy and respect for others is key to addressing extremism through PSHE education. In their review of the impact of PSHE education, the Department for Education noted a range of other relevant skills and attributes that PSHE education can develop:

“PSHE education provides an opportunity to provide or enhance skills such as perseverance, conflict resolution, emotional intelligence, self-management, self-respect, team work, locus of control, time and stress management.”

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And as the PSHE Association (2016) Addressing extremism and radicalisation lesson plans guidance highlights, pupils should develop the following protective skills through a planned PSHE education programme:

• critical and flexible thinking • how to set compelling aspirations and goals • how to clarify values and beliefs • effective questioning • how to identify, evaluate and manage risk • how to assess and evaluating arguments • the ability to separate ‘fact’ from ‘opinion’ • an understanding of ‘influence’, ‘persuasion’ and the emotional power of charisma • an understanding that widespread belief in something doesn’t guarantee that it’s true • about how participation in certain discussions and events can aid community cohesion.

These skills are similarly emphasised by UNESCO’s report (2016) which provides the following framework for discussing such issues, in a way that supports young people to develop personal attributes and skills to challenge extremist doctrine:

Domains of learning

Learning objectives of the discussion

Learner attributes or traits and qualities to be enhanced through discussion

Learners should….

Cognitive • Develop skills for critical thinking and analysis

• Acquire knowledge and understanding of local, national and global issues and the interconnectedness and interdependency of different countries and populations

• Recognizes forms of manipulation • Aware of stereotypes, prejudices and

preconceptions and their impact • Able to distinguish between fact and

opinion and question their sources • Informed about the different facets of

violent extremism and other global issues

• Understands that these issues are complex

Socio-emotional

• Experience a sense of belonging to a common humanity, sharing values and responsibilities based on human rights

• Develop attitudes of empathy, solidarity and respect for differences and diversity

• Develop inter-cultural competencies

• Shares a core set of values based on human rights

• Is respectful of diversity • Able to recognize emotions that are

experienced by another person • Is interested in understanding different

people, lifestyles and cultures • Has the ability to ‘effectively and

appropriately interact with others who are linguistically and culturally different from oneself’

Behavioural • Act effectively and responsibly during the conversation

• Able to listen with respect to different points of view; to express one’s own opinions; and to evaluate both

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• Express oneself with self-confidence and address conflict positively

• Develop a motivation and willingness to take necessary actions

• Expresses a wish to take responsible action

Schools should therefore seek to provide specific learning opportunities which address all of these aspects in their PSHE education curriculum, providing pupils with a programme that goes beyond imparting information and develops the knowledge, understanding, essential skills and attributes children and young people need to be resilient to extremism and equipped to challenge it.

3. Create and maintain a safe learning environment Creating a safe learning environment is a central principle of best practice in PSHE education and is particularly important when addressing extremism.

Establishing a safe learning environment includes using ground rules to establish and maintain a positive context for discussing difficult issues. Learning should also be ‘distanced’ to ensure young people are not vulnerable as a result of sharing personal experiences. This can be achieved by using fictional characters, case studies and scenarios, visual images, stories and language that avoids personalising the learning. For example, pupils could be asked to consider what ‘someone their age who lives near them and goes to a school just like theirs’ might think, do or feel.

The PSHE Association (2016) and UNESCO (2016) emphasise the need to create a safe learning environment in order to ensure pupils ‘feel comfortable with sharing their ideas, values and attitudes without attracting negative feedback’, and to ‘help teachers to manage discussions on sensitive issues confidently’. Similarly Lynn Davies (2013) recommends that:

“When talking about the impact of religion, for example, one rule is that one can attack a point of view but not the speaker or their identity personally.”

Once the teacher has created a safe learning environment, it should be maintained by covering topics in a safe, exploratory fashion.

UNESCO (2016) notes the importance of the following strategies when discussing controversial issues and incidents:

• Connecting the issue of violent extremism to content in the local curriculum, • Understanding the social, cultural, ethnic and religious diversity of the local context, • Including minority-group perspectives in the discussions – or at least ensuring that their

views are represented, so young people are offered a balanced view of issues, • Being very clear to learners about your own role as the moderator (objective voice, ‘devil’s

advocate’, impartial facilitator, etc.), • Identifying the right timing, since controversial issues should not be discussed haphazardly.

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The latter point is particularly pertinent in the case of the discussion of terrorist incidents. The PSHE Association (2016a) generic framework for discussing a terrorist attack notes the need to discuss such high-profile events when they happen but also the need to be sensitive to the needs of young people at an individual school who may have been more closely connected with the event. It is also best practice to cover such learning through the regular, planned programme at less difficult times so that young people and teachers are able to recall and build on it when it is needed most (McWhirter, Boddington & Barksfield, 2017).

Within a safe learning environment, controversial topics can then be explored from different angles. Lynn Davies (2013) recommends schools take risks by covering controversial topics and teaching skills which challenge appropriately:

“The challenge for a school is to foster and value the skills of highly active citizenship – argument, negotiation, challenging injustice – which can seem at odds with wanting quiet, obedient students. “

In ‘Educating Against Extremism’, Davies writes that it is important not to fear ‘offending hard-line religious or cultural groups, because this is seen as intolerant’. She claims that ‘we need to be intolerant’ and that to oppose extremism, we should challenge social injustice – what she calls ‘interruptive democracy’. This therefore requires schools to teach from a values base – and she suggests human rights provide a good framework:

“Schools need to teach mechanisms for when and what to respect and when and what to reject. This is not an exact science, and needs a value base in order to do this, but my stance is that a base in human rights gives as good a framework as any.”

The Rights Respecting School Award (RRSA) is a UNICEF UK scheme which may be of interest to schools in this context as it helps schools to establish an agreed ‘contract’ of rights and responsibilities between staff and students.

4. Avoid materials, resources or activities designed to induce shock, fear or guilt Researchers note the importance of avoiding attempts to induce fear, shock or guilt as these are counterproductive in PSHE education (Jones et al., 2014b; McWhirter, 2009, 2008). Teachers should therefore not use approaches or materials when addressing extremism which are designed to evoke shock, fear or guilt, as this can obstruct the learning experience for young people and in some cases have a detrimental effect.

This can manifest itself in different ways. Whilst young people will often say that they like ‘hard-hitting’ material and that it engages them more effectively, what often happens is that shocking images or materials, when experienced in a safe environment (such as the classroom) become exciting (in a similar way to watching a horror film or riding a rollercoaster) and this excitement response blocks the desired learning (McWhirter, Boddington and Barksfield, 2016).

Such materials may also re-traumatise those pupils who have personal experience of places or activities depicted, or who are already vulnerable due to personal circumstances. For example, watching videos which depict violence could be very traumatic for those in the classroom who had experienced or witnessed violence themselves. Alternatively, affected individuals may block the

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intended message if content is too close for comfort (which again prevents the desired learning). Extreme images also present a scenario which is more likely to make young people think ‘that won’t ever happen to me’ than the desired ‘that could be me’ response.

5. Ensure content and delivery is tailored, inclusive and balanced As with all PSHE education learning, when addressing extremism it is important to understand pupils’ starting points in order to address any misconceptions they may have and counter extremist narratives they may have already encountered. Research by The Hague Institute for Social Justice (Macaluso, 2016) on countering extremism points to the need to tailor education to pupils’ needs and is reflective of established best practice in PSHE education (Ofsted, 2013 and PSHE Association, 2017). The most effective way to do this is through an initial needs or baseline assessment. The PSHE Association Planning Toolkits provide examples of needs and baseline assessment tools which would be appropriate for use in extremism prevention education.

Lessons should also include a variety of learning activities to ensure they are interactive and engaging. Content and delivery should be inclusive and avoid reinforcement of stereotypes. This is extremely important when addressing extremism. It should always be stressed that extremism takes many forms and that violent extremists can be of any race, religion, nationality, political persuasion, or gender.

It is then very important for education resources to use a variety of examples from different situations, cultures and backgrounds in order to ensure no single culture, ethnicity or faith feels victimised or stereotyped. The PSHE Association’s Curriculum for Life (2017) states that teaching in PSHE education should be ‘balanced, factually-accurate and appropriate’.

Whilst it is important to challenge stereotypes and promote positive faith and social messages, it is also important that teaching is politically neutral. Under section 407 of the Education Act 1996, it is illegal for teachers to promote partisan political viewpoints. The Citizenship Foundation states that in all lessons teachers should be:

• giving equal importance to conflicting views and opinions; • presenting all information and opinion as open to interpretation, qualification and

contradiction; • establishing a classroom climate in which all pupils are free to express sincerely held views

without fear.

The Citizenship Foundation also provides further guidance on avoiding unintentional bias. Teachers should promote neutrality by:

• not presenting opinions as if they are facts; • not setting themselves up as the sole authority on a subject; • as far as possible, not giving their own accounts of the views of others, but, rather, letting

the actual claims and assertions of protagonists speak for themselves; • not revealing their own preferences in unconscious ways, e.g., facial expressions, gestures or

tone of voice; • not implying a correct opinion through their choice of respondents in a discussion;

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• not failing to challenge a one-sided consensus that emerges too quickly in the classroom.

Ofsted (2013) noted in their report on PSHE education that in the best lessons they had seen:

“…pupils’ thinking was challenged through questioning that helped them to reflect. In a good lesson on negative stereotyping, pupils were given thought-provoking images to help them to consider the role of the media and challenge their personal stereotypes on religious dress, sexuality and eating disorders.”

6. Assess learning and evaluate provision Assessment is as central to effective teaching and learning in PSHE education as in any other subject (Boddington, King and McWhirter, 2014; Blake and Muttock, 2004), however, the notion of assessment in PSHE education that addresses extremism might cause some confusion or concern.

Assessment in PSHE is not aiming to assess whether young people hold extreme views or are at risk of becoming radicalised (although such concerns may come to light during these lessons). Rather it is concerned with assessing the extent to which pupils are progressing in their learning, their ongoing learning needs and what impact the programme is having on them and their peers.

As previously mentioned, baseline (or needs) assessment is crucial. It establishes pupils’ prior understanding, skills, beliefs and attitudes in order to ensure lessons are relevant and tackle misconceptions. Carrying out an end-point assessment also allows teachers to gauge and demonstrate pupils’ learning and determine whether the lessons have been successful in meeting the intended learning outcomes.

The learning that should be assessed relates to pupils’ attributes and skills (such as resilience, media literacy, critical thinking, self-awareness, and risk management), as well as specific knowledge and understanding related to extremism and radicalisation. Pupils’ existing knowledge and understanding is arguably easier to assess. Gauging pupils’ existing skills, strategies, attitudes, beliefs and attributes can be more of a challenge, but there are activities – such as mind-maps, ‘graffiti walls’, structured questioning, storyboards, attitude continuum, using case studies/scenarios – that will allow teachers an insight into their pupils’ starting point (McWhirter, Boddington and Barksfield, 2016). The PSHE Association Planning Toolkits provide a range of examples for teachers to use.

At the end of the lesson or series of lessons on extremism, pupils should have opportunities to demonstrate the progress they have made from their starting point. This could be assessed by revisiting their baseline activity, and either annotating it in a different colour, or repeating the activity. This will demonstrate progress in a way that informs future teaching on these issues. Using the baseline assessment to identify success criteria against which the final assessment activity can be compared, allows progress to be recorded summatively (Boddington, King and McWhirter, 2014; McWhirter, Boddington and Barksfield, 2016).

Evaluation is also central to good practice. While assessment refers to activities that gauge pupils’ learning, evaluation is about the process: focussing on the extent to which the resources, activities and teaching style resulted in engaging and effective learning, and how improvements could be made in future. PSHE education that addresses extremism should be evaluated and monitored by

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the PSHE education lead, in consultation with teachers and pupils where appropriate, to ensure it is engaging, taught in line with best practice principles, and meets the needs of all pupils, the school and community.

7. Provide opportunities for young people to discuss relevant events when they occur While it is important to follow a planned programme for PSHE education, schools should be prepared to discuss major incidents such as terrorist attacks with children and young people as soon as they occur. The PSHE Association (2016) document A generic framework for discussing a terrorist attack can be used by schools to support pupils to manage the shock, fear and anger that may follow such an attack. Such learning can help to reduce susceptibility to division in society through stereotyping and blame of minority groups. A key point is the need to challenge the funnelling of views through social media:

“Young people could consider how the strongly held opinions of large numbers of people can begin to have an apparent ’validity’ simply through strength of numbers. This can be amplified through social media. It is vitally important that young people explore why this is potentially dangerous and recognise that strength of opinion does not necessarily equate with reasoned argument.”

Conclusion As we have outlined in this paper, PSHE education has the capacity to support schools’ preventative work through developing skills and attributes which reduce susceptibility to persuasion and vulnerability to extremist doctrine. Furthermore, sensitive exploration of controversial issues can support young people to have the knowledge and critical thinking skills necessary to challenge extremist thinking and arguments.

We have also outlined that in order to provide an effective, balanced PSHE education curriculum, best practice is to cover both explicit learning on extremism and underpinning themes such as diversity, media literacy and resisting others’ influence whilst developing young people’s skills and attributes to increase resistance to radicalisation techniques

Though the paper provides a useful overview, given the particularly challenging nature of the topic it is important to have a thorough grounding in the fundamentals of PSHE education design and teaching. You can find out more about PSHE CPD training days on topics such as planning, leading and assessing PSHE education by visiting www.pshe-association.org.uk/training.

This paper was designed to complement the PSHE Association training day on ‘Preventing and challenging extremism through PSHE education’, funded by the Home Office as part of its ‘Building a Stronger Britain Together programme. Further information on this training course is also available at www.pshe-association.org.uk/training, by calling us on 020 7922 7950 or emailing info@pshe-association.org.uk.

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