Schools
Welcome
Teachers have told us they need support to tackle pressing issues like misogyny, healthy relationships and the growing influence of the ‘manosphere’ in schools.
The Toolkit includes Step In for Schools, which offers free lesson plans, workshops and practical resources for teachers and Council education departments.
What do you want to do?
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Step In for Schools includes a full spiral curriculum for:
Primary (Year 6)
Transition to Secondary
Secondary (Years 7-9).
This comes with a teacher’s pack, letters for parents and even a certificate of achievement for students who take part.
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Sometimes it’s useful to start small. Our Taster session is designed to be used in assemblies or other pastoral settings in school.
The session includes full slide deck, AV materials and teacher’s guidance.
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Step In - Bystander training includes an easy to run 30 minute workshop that gives participants a tried and tested way to step in safely when they see someone being harassed.
There are loads of extras to access too, including a printable enamel pin badge, a poster, a digital poster and Three ways to Step In memory card for your wallet.
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ThisHasToSTOP and Step In are both based on evidence-based behavioural science research and have been co-created with people from the community.
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We know the pressures on your time. There’s a limit on what you can fit in to your teaching, too. But what could be more worthwhile than an engaging and transformative classroom experience, particularly one that addresses vital issues such as misogyny and harassment?
We’ve got all the details that Heads will need to understand the value of adding Step In to your school.
A business case for schools
What is Step In for Schools?
It’s a free, evidence-based learning programme that helps students understand boundaries, misogyny, consent and respectful behaviour. It comes with ready-to-use lessons and slide decks, so teachers can get up and running in the classroom right away.
Materials are available for Years 6-9, covering Primary, Transition to secondary, and Secondary settings, and can be used in mixed-gender or single-gender schools.
The materials include full slide decks, classroom activities and teacher packs, along with information for parents and a Certificate of Achievement for students who complete their course.
How flexible is it?
Step In for schools is highly flexible. As well as the core spiral curriculum which starts in year 6 and runs through years 7-9, there’s support for transition to secondary, a short ‘Taster session’ (with full slide deck and guidance) which can be used in school assemblies, PSHE sessions or other pastoral contexts. There’s also a pack that equips your school to run a Bystander training workshop, which can be used to encourage young people to Step In safely when they see someone being harassed.
What will it cost?
The programme and all of the resources are free for all schools.
How much time will it take?
Within the core Step In curriculum, we provide 10 lessons per year group, delivered over 10 consecutive weeks, with five lessons for Year 6. Sessions can run during PSHE lessons or any other suitable time slot, and also work well for drop-down days, where lessons and activities can be mixed and matched.
The lessons are designed to be used flexibly. Year 6 sessions run for 45 minutes; sessions for Years 7 to 9 run for 30 minutes. Schools can set their own schedule, whether weekly, daily over two weeks, or as drop-down sessions, but we recommend no more than two weeks between lessons, since each one builds on the last.
Students demonstrated greater awareness of sexism and misogyny, and a stronger understanding of how to respond as a bystander.
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Do we need specialist training?
Teachers do not need specialist training, but should be comfortable holding space for sensitive discussions. We estimate teacher preparation takes around three hours per year group, covering familiarisation with the materials and the teacher handbook. All slides are ready to use, and worksheets are downloadable and print-ready.
Can Step In run alongside other programmes?
Step In for Schools was co-produced with school staff, so it fits naturally alongside existing PSHE curricula. It can complement and deepen existing content, or substitute for lessons on bystander behaviour, sexual harassment or misogynistic online content. It also sits well alongside other pastoral and behaviour programmes, such as those covering respectful behaviour, speaking up, or school values. The programme has been designed in line with current PSHE statutory guidance and Ofsted requirements.
What's the impact?
The programme has already started to have a real impact and has been running successfully in the London Borough of Redbridge since 2023. The whole approach is grounded in behavioural research and designed to support real, measurable change in how young people think, behave and respond to harmful attitudes.
Evidence reviews show that educational interventions, including healthy relationships programmes and bystander training, can have a positive impact on knowledge and attitudes.
Schools are places where gendered stereotypes and power dynamics are learned and reinforced, but they are also where change can begin. At a time when young people are forming their identities, preventative education sets clear expectations about which attitudes and behaviours are acceptable.
A Step In pilot in Redbridge showed encouraging early results. Students demonstrated greater awareness of sexism and misogyny, and a stronger understanding of how to respond as a bystander. Reporting of sexist incidents increased in participating schools, which is generally seen as a positive sign of improved awareness and confidence to speak up. Teachers responded well to the classroom resources, and students showed strong recall of the key messages.
How can we measure impact?
We have worked with London Borough of Redbridge to enhance their incident reporting mechanisms. We recommend tracking sexist incidents over time, tagging them clearly within your existing safeguarding system. This enables you to gather insights about what is working and whether the programme is having an impact on learning and behaviours in your school.
We have found that as students become more comfortable recognising and reporting sexist behaviour, an initial rise in reports is expected before numbers fall. This is a normal part of the process, not a sign the programme isn't working.
Student and teacher surveys can also help gauge learning and gather feedback on the programme. We can share the survey format used in previous delivery on request.
Can I speak to someone involved in the programme?
We are keen to share learning and support schools with rollout, so we’re offering a free advice session if you wish to speak to an adviser.