At the end of last year, the National Association of Head Teachers (NAHT) issued new guidance on how to ensure that schools are friendly and inclusive places for gender diverse students and staff. Backed by leading LGBTQ campaign group Stonewall, the government and Ofsted, the guidance is the first of its kind in the UK, and covers key issues including harassment, discrimination, bullying and lack of visibility, and underlines the role and responsibilities of key leaders.
In order to make gender diverse students, teachers and pupils with trans relatives feel welcomed and positively represented, the guidance suggests that: “Primary school leaders may want to ensure books featuring trans parents or celebrating gender identity and difference are included in the curriculum.”
We have a collection of books that feature trans and non-binary characters, perfect for use with primary school pupils in the classroom.
This book introduces children to gender as a spectrum and shows how people can bend and break the gender binary and stereotypes. It includes an interactive wheel, clearly showing the difference between our body, expression and identity, and is an effective tool to help children 5+ understand and celebrate diversity. Read more.
‘A much-needed non-fiction children’s book exploring gender. Who Are You? will benefit every child!’
– Pamela Wool, Director of Family Services, Gender Spectrum
Ages 13 to 18
A comic book story that gets teenagers talking about sexual consent. It invites them to debate what’s OK and what’s not OK and encourages them to consider other issues surrounding sexual consent, such as toxic masculinity, pornography and sexting. A set of questions and links to useful online videos can be found at the back to fuel classroom discussion.
This learning resource is taken from Pete Wallis and Thalia Wallis’ new graphic novel What Does Consent Really Mean? which follows a group of teenage friends chatting about the myths and taboos surrounding sex and consent.
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Ages 11 to 16
A learning resource about a girl named Lauryn who tries to fit in with a group of girls but is rejected when she receives a series of cold texts from them. It tells the story from Lauryn’s perspective and the emotional impact this has on her. The story can be read out loud to a class or individually. Also contained are suggested strategies to manage the emotional effect this has on Lauryn, such as choosing a group that fits your own character better, feeling proud of your individuality and understanding that not everyone is nice.
Lauryn’s story is taken from Michael Panckridge and Catherine Thornton’s Be Bully Free, which is a hands-on guide for young people aged 11+ on how to take control of being bullied.
As part of our back to school promotion, we’re giving away free copies of our Autism and Education catalogues until the end of the month to all UK school staff. Just email hello@JKP.com, stating your address and the catalogue which you’d like, and we’ll send it in the post to you that same day.
Our education resources offer valuable guidance on important school issues such as mental health, special educational needs, bullying and peer pressure, safeguarding, restorative justice, sex education, trauma and attachment, gender diversity and more.
Our education resources offer valuable guidance on important school issues such as mental health, special educational needs, autism, bullying and peer pressure, safeguarding, restorative justice, sex education, trauma and attachment, gender diversity and more.
If you would like to request a free print copy of the catalogue, please email hello@JKP.com.
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As a formal part of the Early Years Foundation Stage, educators are now required to deliver instruction of British Values and the Prevent Duty in classrooms, nurseries and other early years settings. In response, Kerry Maddock, author of British Values and the Prevent Duty in the Early Years, outlines what exactly the government means by this legislation and offers clear advice to early years practitioners on how to implement British Values in such a way that also fosters individual liberty. Through case studies, research, and interviews with OFSTED inspectors, her book is an essential guide for any Early Years professional seeking guidance on this statutory requirement.
Click here to read the extract
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Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.
Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.
One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading
Jenny Hulme, author of The School of Wellbeing, discusses her new book and the projects she’s explored that support students’ emotional wellbeing. At a time when the state of young people’s mental health is being recognised as central to their learning and attainment, her book gives unique insight into these projects and features the education leaders and charities behind them, including Place2Be, Kidscape, Beat and more.
When I started writing this book a year ago, the media were talking, ever more urgently, about the epidemic of young people at odds with the world around them. Research was suggesting rates of depression were rising in primary schools and anxiety among teenagers had increased by 70 per cent in the past 25 years. Meanwhile, reports noted the rapid rise in hospital admissions for young people with eating disorders. Every story posed more questions than answers about the role of everything from poverty to education policy, exam stress to social media. Other more recent headlines included news of a 14 per cent rise in teenagers being admitted to hospital after self-harming, with the NSPCC saying they delivered thousands of counselling sessions on self-harm last year (as many as 50 a day) via Childline. It was heartening to read at the same time talk of the Government making relationships and sexual health a statutory subject to tackle the problem of sexual harassment and sexting in schools. But developments like this come not a moment too soon. Continue reading
Research shows that for many schools it is hard to keep up with the high speed train that is a student’s online life. New apps and high risk behaviours emerge at the same time that new Ofsted inspection requirements are outlined. Only 45% of secondary pupils strongly agree that their teachers know enough about online safety, whilst Ofsted says that training for teachers is inconsistent. So how do you address the fastest evolving aspect of a young person’s education today? Continue reading