More information’ section below.Once the scheme is up and running, lead staff members may find it helpful to assign roles within the group to make the scheme more sustainable in the longer-term.At the end of the academic year ask the group to train a new set of peer mentors to ensure sustainability of the programme.
Creating the right environment
- Adapt the class layout: consider how you can create a flexible space to deliver SELMA activities. A different environment than a typical classroom setup can be conducive to learning about issues that might be sensitive. See ‘More information’ for further ideas.
- Involve youth voice: in setting up a peer-led scheme, including young people in the development of a training plan for your peer mentors is very important. Consult with your students about their experiences and understanding of online hate speech to help you to choose the most effective pathway through the SELMA modules for your setting. Ensure you continuously evaluate any training or activities to identify ways to improve.
- Dealing with disclosures: in any lesson that involves social and emotional aspects, and particularly with the sensitive nature of the hate speech topic, it is to be expected that young people will be open and honest in their discussions. This can lead to information being shared that may give you cause for concern over a child’s safety or well-being. It is important to follow your school’s safeguarding procedures in these cases and intervene in a way that protects the child.
See the ‘More information’ section for further advice about preparing your organisation and young people to implement SELMA.