About ‘Safeguarding Me’.

‘Safeguarding Me’  is a programme that has been developed over a number of years to address the physical, mental and social needs of young people. The programmes has been skilfully developed with the support and expertise of teachers, social workers, mental health practitioners, counsellors, close protection officers and self-defence instructors, all with vast amounts of professional experience.

The ‘Safeguarding Me’ programmes are designed to support schools develop a culture where mental and physical health are openly discussed in a safe and supportive way through the use of story scenarios, physical activity and self-defence. Our aim is to engage school communities in recognising the importance of informing children about a variety of mental, physical and social well-being issues and help identify needs as early as possible.

Part of the ‘Safeguarding Me’ programmes also focuses on providing direct support to pupils who are preparing for the important transition from primary school to secondary school. Again, this focuses on the physical, mental and emotional well-being of pupils at this crucial time and provides a significant contribution to children safeguarding themselves. The delivery allows pupils, in small groups, to explore real life scenarios and experiences, along with the awareness of numerous physical and mental coping strategies, there to call on, when faced with the daily stresses of school and everyday life. 

Course Delivery

‘Safeguarding Me’ is delivered using a combination of role play and character-based story scenarios, along with physical activities and the development of basic self-protection techniques. The story scenarios provide a real life understanding of the choices the character has to make – choices based on the moral and value-based choices students need to develop.

‘Safeguarding Me’ can be easily adapted to meet the needs of individuals or groups. Schools can request that certain issues be addressed through the programmes, but the programmes itself enables the facilitator to identify, through baseline assessments, needs and the issues to be addressed, also. Along with this there is the opportunity to ‘pressure test’ reactions in real time and simulated environments.

All trainers that deliver the ‘Safeguarding Me’ programmes are highly trained individuals with a passion for supporting young people to develop, and become more aware of, their physical and emotional mental health and the environment around them.

Programmes take place in small groups of approx. 6 children, across one day a week, over a 16-week period, 12-week period &/or as a ‘Transition’ programme which is a separate 8-week course. Courses can be bespoke to the needs of school if needed.

Course Content

Mental Health & Well-being:

Good mental health is vital for learning and life and children’s mental health, particularly, is now high on schools’ agendas. Awareness of mental health issues is essential if the stigmas, isolation and loneliness associated with many mental health issues is to be irradiated. Good mental health in childhood provides a foundation for positive mental health in adulthood. ‘Safeguarding Me’ explores a wide variety of mental health and well-being issues, through story scenarios and discussions.

The list below highlights some of the aspects that may be explored during ‘Safeguarding Me’ sessions. This list is by no means exhaustive:

  • the importance of speaking out

  • fear

  • loneliness and isolation

  • jealousy

  • coping with changing moods / anxiety

  • anger

  • self-esteem

  • anxiety

  • feeling withdrawn

  • family dynamics / issues

  • difficulties with friendships / relationships

  • peer pressure

  • managing the changes from Yr6-Yr7 e.g. new school /friends, responsibilities, pressures

  • managing SATs anxieties and stresses

  • physical and verbal bullying

  • knife awareness

  • gang awareness

  • racism

  • internet safety & cyber bullying e.g. grooming, internet trolling, 

  • abuse

  • mental self-harm

  • substance misuse related to mental health

  • relationships with food e.g. comfort eating, obesity

  • links between physical and mental well-being

  • identifying common symptoms relating to mental health issues

Physical Well-being:

The ‘Safeguarding Me’ programmes allow pupils to develop their physical fitness, to know the importance of good physical health, and the link between improved mental well-being and physical activity. This includes:

  • why physical well-being is important

  • making improvements from whatever their starting points are

  • setting realistic targets

  • the ability to improve mental health through physical activity

  • motivation to change

  • awareness of healthy eating connected to mental well-being 

Emotional Intelligence:

Emotional intelligence covers five main areas and are explored in the  ‘Safeguarding Me’ programmes through story scenarios.

  • awareness of own moods and emotions / strengths and weaknesses

  • self-regulation – being in control of our moods and emotions etc

  • motivation – self motivation and sustained focus

  • empathy – identifying themselves with others’ and relating to others’ needs

  • social awareness – building and managing relationships

Emotional intelligence is important for good communication with others and is therefore a gateway to better learning, friendships, academic success and future employment. Skills such as these, developed in our years at school, often provide the foundation for future habits, later in life. 

Self-Protection:

The ‘Safeguarding Me’ programmes focus on the importance of physical health and mental well-being. The ability to protect oneself physically is a basic human right that all children should learn. Children involved in self-protection activities have the opportunity to become more self- disciplined and responsible for their actions.

Whilst, primarily, self-protection is known for improving physical health and increasing the ability to protect yourself, it also has significant input in improving mental health, which is just as important.  The self-protection element of the ‘Safeguarding Me’ programmes has the capacity to help reduce children’s stress levels and anxieties, therefore is a highly effective way to improve physical health and mental well-being.

Sessions can include and support: 

  • self-respect and respect of others

  • communication, listening and social skills

  • use of distance and personal space

  • maintaining eye contact

  • character building

  • stances (hand and feet positions)

  • breakaway techniques

  • pre-emptive strikes/multiple strikes

  • impact of body language (positive/negative)

  • self-control

  • posture/body language (standing/seated)

  • active listening

  • keeping safe in the community

  • valuing your own opinions (and the importance of being able to say no)

  • develops tenacity, assertiveness and awareness – internal and external

  • builds self-esteem and improves self-control

  • acknowledges the fears associated with conflict

  • can improve appetite and sleep cycles

  • provides a distraction from negative thoughts or factors in everyday life

  • promotes voice de-escalation

  • builds confidence and raises self-esteem

Travel Training:

This develops and explores pupils’ awareness in the community, looking at tips and tricks to ensure personal safety when out in the community in various situations and includes safety when using a variety of modes of transport:

  • how to use and keep safe on buses/trains/taxis

  • asking for directions (the ‘correct’ people to ask)

  • understanding bus/train timetables

  • how to keep safe when walking in the community / different environments e.g. walking to school, being out at night, how to walk with confidence etc

  • awareness of clothing e.g. exploring what to wear/not to wear

  • what could be ‘safe havens’ in familiar and non-familiar environments including making correct choices e.g. who to ask for help / who not to.

Safeguarding Training and Consultancy:

Schools can also access bespoke safeguarding training packages, including:

  • early intervention techniques (prevention)

  • awareness of signs of abuse

  • responding to disclosures, including reporting and recording 

  • child sexual exploitation (CSE)

  • domestic abuse

  • environmental abuse

  • attachment disorders

  • post-traumatic stress disorder (PTSD)

  • assessment of current needs re children

  • developing a safeguarding culture

  • team building

  • staff well-being

We specialise in developing techniques and strategies to empower staff and students to understand and embrace a safeguarding culture.