SEND Health and safety, SEND,


and media scrutiny JOSIE THOROGOOD is CEO of Stephenson Multi Academy Trust and Principal at Rainhill High School, gives advice on what to do if your school’s policies are called into question.


Rainhill High School is an inclusive community-focused secondary school with a sixth form provision. Like many schools across the country, one in five of the children we serve has SEND/ SEMH. We care deeply about our school community and we work hard on building positive relationships with our families. This term, however, we were on the receiving end of an inquiry from a journalist, fed by a parent unhappy about our school


policy on facial piercings and our perceived reluctance to waive our health and safety priorities for students with SEND.


We outlined the reasoning behind our policy, showing our communication process and explaining our commitment to SEND. We also relayed our concerns regarding the negative impact the piece might have on the child and the family, as well as our staff. But this was a topic the journalist felt was “in the public interest”. So, we had two choices: let the story run, or be part of the story. We chose the latter.


We were warned the story might be published over the weekend. We put support in place for the student, and prepared a parent/ carer letter ready for Monday morning. The story went ‘live’ in the early hours of Sunday morning. I’m not sure how balanced the article looked, but of 158 comments from the public, 157 supported the school’s conduct, and 1 was neutral.


We are continuing to work with the family and maintaining our stance in terms of prioritising the health and safety of all of our children. Thankfully, we are now back where we all want to be, delivering quality education and raising aspirations for our brilliant children.


Here are some tips that may help if it happens to you:


• If the media get in touch, engage as early as possible. Ask your office manager/admin to find out as much information as possible and agree on an achievable deadline. Keep conversations short and polite. If possible, seek advice from a trained comms person and notify your legal representative if necessary.


• Try not to take it personally. Know when to apologise and when to stand your ground.


• Establish facts and remember the reasoning behind your policies.


• Prepare a short media statement. Do not be tempted to stretch the truth.


• Remain steadfast in resolving the situation where possible.


• Provide support and reassurance to your staff as well as your students and families.


• Present clear communications to stakeholders – i.e. notify the trust board, Ofsted, etc.


• Know when to alert your school community regarding the publication.


• Monitor comments on the story. Assess the need for further communications throughout.


• Preparation is key. Have a communications plan in place. October 2025


Building inclusive classrooms through peer education


EMMA SANDERSON, Managing Director of Momenta Connect, part of Outcomes First Group, a leading provider of world-class education, discusses the benefits of peer education.


As the UK Government continues to drive its mainstream inclusion agenda, schools are increasingly focused on ensuring that all pupils can participate fully in classroom


life. Inclusive education isn’t just about what teachers do – it’s about how pupils treat one another.


Class peers are often the first point of social interaction and can profoundly influence whether pupils feel confident, accepted and able to engage. Effective peer education strategies encourage empathy, flexibility and understanding, helping pupils to adapt their behaviours and communication in ways that create a genuinely inclusive learning environment where everyone can thrive.


Peer education has the power to shape school culture by fostering understanding, reducing stigma and encouraging collaboration. When children learn directly from each other, they often develop stronger empathy and a deeper appreciation for diversity, including neurodiversity.


Peer influence is a powerful force in schools, often shaping attitudes and behaviours more effectively than adult guidance alone. By actively involving pupils in awareness-raising and support initiatives, schools can break down stereotypes and encourage inclusivity. Peer- led approaches provide all learners with practical and emotional support, helping everyone feel valued, understood and less isolated within the school community.


Practical strategies can take many forms. Buddy systems or peer mentoring programmes enable pupils to support one another during transitions, explain routines and act as allies in social situations. Peer awareness workshops offer facilitated opportunities for pupils to explore neurodiversity, including conditions such as autism, ADHD, or dyslexia, building understanding.


Collaborative group work allows diverse pupils to contribute their strengths and perspectives, ensuring classroom tasks benefit from multiple ways of thinking. Pupil-voice initiatives give individuals an active role in shaping policies, displays and campaigns around inclusion and wellbeing, reinforcing the message that everyone’s contribution matters and that a supportive, inclusive school culture is a shared responsibility.


While peer education is a powerful tool for fostering inclusion, it requires careful planning and structure to be effective. Without clear guidance, there is a risk that initiatives may become tokenistic or inadvertently reinforce existing stereotypes.


Schools need to ensure that safe, supportive spaces are established where pupils feel confident to ask questions, explore differences and express themselves without fear of judgement. Adult facilitation is essential at the start, providing oversight and expertise, but the ultimate goal should be to enable pupils to take ownership of these programmes, developing leadership and advocacy skills as they grow in confidence.


When implemented effectively, peer education benefits the whole school community. It transforms school culture by promoting empathy, understanding and acceptance. These positive attitudes ripple beyond the classroom, reducing incidents of bullying, strengthening inclusion and preparing young people for the diverse workplaces and communities they will encounter in the future. By embedding peer-led initiatives into school life, educators can cultivate an environment where all learners feel valued, respected, and empowered to thrive.


www.education-today.co.uk 17


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