Teaching sensitive topics
It is important that practitioners consider how to approach topics that are potentially sensitive in nature. Creating a respectful environment where learners can explore sensitive issues has traditionally been seen as developing a safe space. Some educators argue, however, that this can make learners think that they shouldn’t feel discomfort or challenge. They argue instead that what needs to be explored is a brave space to allow social justice dialogue to go ahead.
These guidelines can help you consider discussing sensitive topics:
- Red Cross (2018) Creating a safe, inclusive and supportive learning environment (5 pages)
- Oxfam (2018) Teaching Controversial issues: a guide for teachers (20 pages)
- Arao, B. and Clemens, K. (2013) ‘From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice (16 pages)
- See also planning and delivery considerations for anti-racist education
How has this page been organised?
It is recognised that many of the activities below are relevant to a range of Experiences and Outcomes. To help group the activities we have therefore highlighted them in relation to the key features of the learning environment as promoted through the Health and Wellbeing Experiences and Outcomes and as previously noted.
Examples of relevant experiences and outcomes
- I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.
HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a
- I care and show respect for myself and others
HWB 0-05a
- I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.
HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a
- I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
HWB 0-10a
- I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships.
HWB 0-44a / HWB 1-44a
- I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to.
HWB 0-44b / HWB 1-44b
- I understand that a wide range of different kinds of friendships and relationships exist.
HWB 2-44a
- I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
HWB 2-44b
- I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour.
HWB 3-46a / HWB 4-46a
- I know that popular culture, the media and peer pressure can influence how I feel about myself and the impact this may have on my actions.
HWB 3-46b / HWB 4-46b
- I am developing skills for making decisions about my relationships and sexual behaviour. I am able to apply these to situations that may be challenging or difficult.
HWB 3-46c / HWB 4-46c
| Examples of activities | Early level | First level | Second level | Third level/4th | Senior phase | IDL |
| Story books and novels can be powerful ways to discuss each person’s uniqueness, friendships etc. (see Literacy section) | x | x | x | x | x | Literacy |
| Hair Love – self-worth is threaded through this story (see Literacy section) | x | x | ||||
| The Rainbow Fish assembly resource
The character Rainbow Fish has shiny scales and is very clever, but he learns to include others who are different. |
x | |||||
| Childline video discussing racism causes and prevention | ||||||
| Faith & Bullying: Childline resource for young people who have been bullied because of their religion | ||||||
| #respectmeans – A learning resource that examines how developing respectful relationships can prevent bullying | x | x | x | |||
| Home – RSHP | x | x | x | x | x | |
| Education Scotland’s summary of anti-bullying resources | x | x | x | x | x |
Support learners to experience personal achievement and build their resilience and confidence
Examples of relevant experiences and outcomes
- Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
HWB 0-12a / HWB 1-12a / HWB 2-12a / HWB 3-12a / HWB 4-12a
- Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a
| Examples of activities | Early level | First level | Second level | Third level/4th | Senior phase | IDL |
| Education Scotland Learner Participation in Educational Settings (3-18) | x | x | x | x | ||
| When Mandela Danced in the Square
The activities in this resource support second and third level learners to explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today |
x | x | ||||
| Glasgow Girls – Campaigning for the rights of asylum seekers
Real life example of young people starting campaign for the fair treatment of asylum seekers in 2005. The impact and lessons learned.
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Social Subjects | |||||
| EIS: The Tale o’ the Glasgow Girls
This EIS resource publishes a poem in Scots, a glossary and related ideas for activities |
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| Glasgow City Council EAL team have created a related SWAY which includes an interview with the author and a range of activities including creating songs. | Expressive Arts
Literacy |
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| BEMIS – Empowering Scotland’s Ethnic and Cultural Minority Communities:
BEMIS represent and support the development of the ethnic minority voluntary sector across , |
x |
Examples of relevant experiences and outcomes
- I value the opportunities I am given to make friends and be part of a group in a range of situations.
HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a
- I am enjoying daily opportunities to participate in different kinds of energetic play, both outdoors and indoors.
HWB 0-25a
- Within and beyond my place of learning I am enjoying daily opportunities to participate in physical activities and sport, making use of available indoor and outdoor space.
HWB 1-25a
- I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community.
HWB 2-25a / HWB 3-25a
- I continue to enjoy daily participation in moderate to vigorous physical activity and sport and can demonstrate my understanding that it can: • contribute to and promote my learning • develop my fitness and physical and mental wellbeing • develop my social skills, positive attitudes and values • make an important contribution to living a healthy lifestyle.
HWB 4-25a
- I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond.
HWB 2-26a / HWB 3-26a
- I can explain the role of sport in cultural heritage and have explored the opportunities available for me to participate in school sport and sporting events. I make use of participation and performance pathways that allow me to continue and extend my sporting experience in my place of learning and beyond.
HWB 4-26a
- Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions.
HWB 4-19a
- I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life.
HWB 2-20a / HWB 3-20a / HWB 4-20a
| Examples of activities | Early level | First level | Second level | Third level/4th | Senior phase | IDL |
| Working to Widen Access — Universities Scotland (universities-scotland.ac.uk)
Raising awareness of widening participation and access for higher and further education |
x | |||||
| Building Bridges and breaking down barriers of hate through community sport: An anti-sectarian resource for informal settings | x | x | x | RMPS | ||
| SEMSA – Scottish Ethnic Minority Sports Association (semsascotland.com)
SEMSA is one of the leading national sports organisation run by, and for BME communities in Glasgow to organise and deliver sporting activities of interest. Resource includes both sport and education activities that deliver various aspects of equalities and sectarianism education, using sport as a delivery vehicle to address key hate behaviours resulting in hate crimes. |
X | X | X | X |
Examples of relevant experiences and outcomes
- I enjoy eating a diversity of foods in a range of social situations.
HWB 0-29a / HWB 1-29a / HWB 2-29a / HWB 3-29a / HWB 4-29a
- Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health.
HWB 3-31a
- I can apply my knowledge and understanding of nutrition, current healthy eating advice and the needs of different groups in the community when planning, choosing, cooking and evaluating dishes.
HWB 4-31a
- Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion.
HWB 2-34a
- Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health.
HWB 3-34a / HWB 4-34a
- I explore and discover where foods come from as I choose, prepare and taste different foods.
HWB 0-35a
- When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability.
HWB 1-35a / HWB 2-35a
- Having investigated the effects of food processing on the nutritional value of foods, I can critically assess the place of processed foods in a healthy balanced diet.
HWB 4-35a
Examples of relevant experiences and outcomes
| Examples of activities | Early level | First level | Second level | Third level/4th | Senior phase | IDL |
| Edinburgh City CLD – Lighthouse Keepers Lunch Family project | X | X | ||||
| World Food
A variety of activities that looks at food around the world |
X | X | ||||
| Explore Food – Main Menu (foodafactoflife.org.uk) | X | X | X | |||
| X | X | X | X | X |
Examples of relevant experiences and outcomes
- understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances
HWB 0-03a / HWB 1-03a / HWB 2-03a / HWB 3-03a / HWB 4-03a
- I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available
HWB 0-06a / HWB 1-06a / HWB 2-06a / HWB 3-06a / HWB 4-06a
| Help to understand hate crimes and how to report them | How to Report a Hate Crime | Young Scot |
| Help to deal with racism | Ways to Help Combat Racism | Young Scot |
| Help for Minority Ethnic children and young people experiencing domestic abuse | Shakti Women’s Aid |
| Support for mental health | Saheliya is a specialist mental health and well-being support organisation for black, minority ethnic, asylum seeker, refugee and migrant women and girls (12+) in the Edinburgh and Glasgow area. |
| Support for Muslim young people and their families | Muslim Youth Helpline:
Helpline 7 days a week (4pm-10pm) 0808 808 2008 Muslim Community Helpline |
| A collection of race equality organisations | Race Equality Organisations |
More information on addressing racist incidents can be found on this website by following this link.
Addressing inclusion – Effectively challenging racism in schools was developed by Respect Me and the Coalition for Racial Equality and Rights (CRER). It provides information and guidance for school practitioners on addressing homophobic and racist bullying.
Since August 2019, schools are required to record and monitor incidents of bullying in Scottish Schools via Seemis. The list of characteristics that can be reported on within SEEMiS includes bullying based on race and racism including culture. In addition, SEEMIS, contains a module that is available to schools and local authorities to record racist incidents. For more information on recording and monitoring bullying incidents in schools the guidance is available here
Examples of relevant experiences and outcomes
- I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.
HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a
- I am aware of and able to express my feelings and am developing the ability to talk about them.
HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a
- I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 0-02a / HWB 1-02a / HWB 2-02a / HWB 3-02a / HWB 4-02a
- I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave
HWB 0-04a / HWB 1-04a / HWB 2-04a / HWB 3-04a / HWB 4-04a
- I care and show respect for myself and others
HWB 0-05a
- As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
HWB 0-09a / HWB 1-09a / HWB 2-09a / HWB 3-09a / HWB 4-09a
- I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
HWB 0-10a
- I recognise that we have similarities and differences but are all unique
HWB 0-47
| Examples of activities | Early level | First level | Second level | Third level/4th | Senior phase | IDL |
| Talking with children and young people about race and racism (Red Cross)
Materials to help teachers and parents to create a safe space for children and young people to ask questions and discuss race and racism. This resource aims to help learners become more empathetic and resilient through kindness and mutual respect. There are separate documents for children (ages 3 to 11) and young people (ages 11 to 18). |
x | x | x | x | x | Social studies
RMPS |
| Understanding Prejudice through Paper Plate Portraits
This activity explores judgements we might make about somebody and the differences between how others perceive us and the way we really are. |
x | x | x | |||
| Bunny New Girl (takeoneaction.org.uk)
Bunny-New-Girl.pdf (takeoneaction.org.uk) lesson plan This film (5 min 51) explores Children’s Rights, Identity & Diversity, Prejudice and discrimination through a film about a new member of class who arrives with a bunny mask on. |
x | x | Expressive Arts
Literacy |
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| Red Cross (2020) Black lives matter: resources for young people
Lesson outlining Black Lives Matter Movement, how racism impacts on individuals’ feelings and reflecting on what actions we can take to be anti-racist |
x | x | Social Studies | |||
| Racism teaching resources – The Economist Educational Foundation (economistfoundation.org)
Racism Part 1 – Helps young people define prejudice & discrimination Racism Part 2 – More specific focus on BLM and current events |
x | x | x | Social Studies | ||
| Scotland Learns Exploring Stereotypes
Young people will explore stereotypes and prejudicial behaviours. |
x | Social Studies | ||||
| Scotland Learns Exploring Discrimination
Young people will consider how some groups of people may be discriminated against and consider how to identify discriminatory behaviours. |
x | Social Studies | ||||
| Exploring stereotypes and anti-racism
To explore the importance of celebrating difference, and to increase awareness of prejudice, stereotypes and racism in . Note that while this resource explores that we are all different it is also important in any lesson to emphasise our commonality. |
x | Social Studies | ||||
| Racism in football | x | x | ||||
| Myths of Immigration – Resource to tackle racism and Discrimination
A series of 3 booklets produced by EIS providing guidance to practitioners on challenging myths and misunderstanding related to immigration. A rights based approach to migrants and refugees is taken . |
Social Studies | |||||
| Myths of immigration EarlyYears.pdf (eis.org.uk) | x | x | ||||
| Myths of Immigration Primary (Primary 3 up) | x | x | ||||
| Myths of immigration Secondary and further education | x | x | ||||
| No Ballet shoes in Syria (see ideas in literacy section) | x | |||||
| Scotland Learns: Important cultural influences
In this activity, young people will develop their research skills and awareness of influences on cultural diversity by exploring the contributions that different minorities have made to modern-day Scotland over time. |
x | |||||
| Learning for Justice: Why frogs and snakes never play together
This play explores diversity and prejudice. |
x | Expressive Arts |
There is also a range of children’s literature which explores prejudice and racism. See examples in Literacy Experiences and Outcomes.
