HEALTHY VS UNHEALTHY RELATIONSHIPS: Loves me, loves me not. A visual aid that can be printed off for individual pupils or can be displayed throughout school (they work very well in toilets and on the inside of cubicle doors). Empowers young people to be able to identify whether their relationship is healthy or unhealthy.

LGBT/TYPES OF FAMILIES/STEREOTYPES: Simple activity/visual tool that allows pupils to understand different types of families. Great resource for starting conversations around LGBT+ families and challenging misconceptions/stereotypes that pupils may have.

ALL ABOUT ME: Worksheet that enables you to learn as much information about children and young people as possible in a short amount of time. Asks questions and gives children space that gives adults an understanding of the way in which they view themselves and the world around them.

FRIENDSHIPS: Mythbusters offer an opportunity for pupils to challenge one another’s views and spend time communicating with one another across a range of challenging subjects. Supporting you to meet the following objectives: to understand how important friendships are in making us feel happy and secure - I understand characteristics of friendships to know that most friendships have ups and downs and that these can often be worked through To use mythbusters, simply cut, fold and stick together to create a card.

LGBT+ CHALLENGING STEREOTYPES: Mythbusters offer an opportunity for pupils to challenge one another’s views and spend time communicating with one another across a range of challenging subjects. Supporting you to meet the following: -Assisting you in challenging tackling homophobic, biphobic and transphobic bullying and stereotypes. Helping you to reduce discrimination (inclusive of sexual orientation and gender reassignment) Promote positive relationships between different groups of people ** To use mythbusters, simply cut, fold and stick together to create a card.**

CONSENT: Mythbusters offer an opportunity for pupils to challenge one another’s views and spend time communicating with one another across a range of challenging subjects. Supporting you to meet the following objectives: 1- how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online) 2- how to seek consent and to respect others’ right to give, not give or withdraw consent to engage in different degrees of sexual activity 3- the concepts of, and laws relating to, sexual consent To use mythbusters, simply cut, fold and stick together to create a card.

TWO ACTIVITIES INCLUDED ANXIETY- How does anxiety feel in my body? A selection of worksheets depicting a diverse range of children and young people and an option for pupils to draw themselves. This activity gives children the opportunity to explore how their body feels during times of anxiety. For staff working with children, this gives a platform to explore how pupils may behave during times of anxiety and be able to investigate why they behave in certain way. This activity is a platform for further work around intrusive thoughts linked to anxiety. ANXIETY- How does anxiety affect my behaviour? This activity allows children to identify how anxiety affects their behaviour- giving them a platform to understand why they may behave in certain ways. This also gives children an opportunity to explore different activities that they can do during times of anxiety.

PERIODS: Mythbusters offer an opportunity for pupils to challenge one another’s views and spend time communicating with one another across a range of challenging subjects. Supporting you to meet the following objectives: to know key facts about puberty, the changing adolescent body and menstrual wellbeing Simply cut the mythbusters out, fold them and stick them together to make a card.

Self care cards: designed for adults. Print, laminate and if you are in need of a self care idea, pull one out at random. Know a colleague who needs a boost? Then pop one on their desk; sometimes we need pointing in the right direction.

POSITIVE AFFIRMATIONS/SELF ESTEEM Two resources that can be used with pupils to reflect positively on different aspects of their life. Each resource gives pupils a sentence starter that enables them to focus on different areas. Great for PSHE lessons, one to one sessions or to send as home learning.

EMOTIONS/EMOTIONAL REGULATION/ HOW DO I FEEL? An activity that encourages children to explore how they are feeling and what that looks like for them. Children can choose to draw their emotion in any way that best makes sense to them such as emotions as weather, animals, shapes, colours etc. You could model this by describing sunshine or a bird flying for happiness or clouds for sadness.

Print off and laminate as cards for children and young people who need support regulating themselves.

Print and laminate cards for children to access easily to regulate their breathing during times of emotional distress.

Aimed at supporting a child to identify their emotions and then use 5 senses grounding techniques to regulate. Simply print, cut and fold over and laminate.

Poster for the classroom to encourage children to emotionally regulate.

CORONAVIRUS: Mythbusters offer an opportunity for pupils to challenge one another’s views, share their feelings and spend time communicating with one another across a range of challenging subjects. Supporting you to meet the following objectives: 1- I understand that it’s okay to feel nervous about Coronavirus and that it’s healthy to explore these thoughts and feelings. 2- I can listen to other people’s thoughts and feelings. 3- I understand what Coronavirus is and ways I can keep others and myself safe. To use mythbusters, simply cut, fold and stick together to create a card or show PowerPoint/PDF on screen to prompt discussion.

EMPATHY: Can I show empathy? A simple resource aimed at encouraging pupils to consider how they may show to a friend. In this activity, they are challenged to think about empathy in relation to many other emotions such as anger, sadness and worry.

Empathy- through their eyes. This activity gives pupils the chance to look through the eyes of another with a variety of situations. Encourage pupils to think about how they may feel when “looking through someone else’s eyes”. This is key when teaching about empathy as we all react differently to the same experiences. Use the cards to stimulate discussion with pupils and allow them to challenge one another’s views

POSITIVE AFFIRMATIONS POSTER: Ideal for children or young people who have low self esteem and need some support to begin to feel good about themselves.