Our school services are designed to address prejudice and improve outcomes for all learners.
Our primary school workshops are delivered by our Education Officers, who are GTCS-registered teachers.
Our data shows that our workshops have strong outcomes, with 9 in 10 learners saying they had a better understanding of prejudice, bullying, and stereotypes. Visit Our Impact for the current data about our services.
The main thing that I learned from the workshop is that it doesn't matter what skin colour you have, what type of hair you have or what type of abilities you have, you are unique in your own way and don't let anyone hurt you.
The workshops also contributed to our development as a rights-respecting school, promoting equality and awareness of diversity and gender stereotypes. This was a really beneficial experience for our pupils, and I would highly recommend it to all schools.
We require key staff – including those facilitating the sessions, pastoral care, and any other staff identified by the school – to have completed at least Stage 1 of the national CPD prior to the delivery of learner workshops. Our experience shows that workshops are most impactful when supported by staff engagement with professional learning.
We offer primary school workshops for P5 to P7, adapted for the age and stage of learners.
For schools wishing to engage with all workshops, we recommend the following sequence:
If you have any queries, please refer to our Booking FAQs below.
As learners grow and develop, they begin to notice the many ways in which they are all different. Sometimes, this awareness can lead to bullying. This workshop helps learners explore the concept of “difference” positively and educationally.
Learners are supported to think about fairness, kindness, and respect. The workshop includes scenario-based learning about equality and inequality, helping learners to understand why treating others with respect matters in diverse communities.
The workshop allows learners to ask questions and creates opportunities for discussion. Equality & Difference encourages critical thinking, develops an understanding of diversity, and highlights the importance of respect for all – helping to prevent the early factors that can lead to prejudice-based bullying.
Year Groups: P5
Duration: 1 hour
Numbers: Max 33 per session
Location: Delivered in-person, in a classroom.
The workshop includes a short follow-up evaluation activity to be completed in class after the session. Learners will require access to the internet to complete this. Evaluation information is provided to the school afterwards.
A school staff member is required to be present for the duration of the session.
Primary school pupils are already beginning to notice, and be influenced by, messages about how boys and girls are “supposed” to act. These fixed ideas – gender stereotypes – can come from many places, such as media, online content, or peer pressure. They put pressure on children to live up to unrealistic expectations, and can often be the starting point for sexism and homophobia. This workshop helps learners explore and challenge the stereotypes they see around them.
A short animated film, created by primary school pupils in Scotland, shows how gender stereotypes appear in everyday life. Through discussion and learning activities, learners reflect on how stereotypes can affect individuals and communities, and why challenging stereotypes is important.
The workshop encourages learners to think critically and express themselves positively. Challenging Gender Stereotypes highlights how words and actions matter, and supports learners to treat each other with respect.
Yeargroups: P6/P7
Duration: 1 hour
Numbers: Max 33 per session
Location: Delivered in-person, in a classroom.
The workshop includes a short follow-up activity to be completed in class after the session. Learners will require access to the internet to complete this. Evaluation information is provided to the school afterwards.
A school staff member is required to be present for the duration of the session.
This workshop challenges the use of the word ‘gay’ among young people to mean something inferior or bad. Research has shown that this commonly starts in primary school.
The workshop provides examples of when the use of the word ‘gay’ is homophobic and when it is appropriate. Learners will watch a video, created by learners in other primary schools in Scotland, to explore the impact of homophobic language. They will work through further examples in a written story and choose how characters can best react to homophobic language they hear.
The workshop allows learners to ask questions and creates opportunities for discussion. Challenging Homophobic Language encourages empathy, critical thinking and respectful interactions.
Yeargroups: P6/P7
Duration: 1 hour
Numbers: Max 33 per session
Location: Delivered in-person, in a classroom.
The workshop includes a short follow-up evaluation activity to be completed in class after the session. Learners will require access to the internet to complete this. Evaluation information is provided to the school afterwards.
A school staff member is required to be present for the duration of the session.
This workshop leads learners through an exploration of homophobic language and prejudice, specifically within the context of football.
It details real-life experiences of football fans and players within Scotland, including content from Zander Murray, the first Scottish senior male footballer to publicly come out.
This workshops creates opportunities for discussion and allows learners to ask questions in order to develop their understanding of lived experiences. It encourages empathy, develops confidence in challenging homophobia, and reiterates key messages around inclusion and anti-discrimination.
This workshop is designed to be delivered in school football academies, school football teams, and similar sporting contexts.
Yeargroups: P6/P7
Duration: 50 minutes
Numbers:Â Max 33 per session (in schools)
Location:Â Delivered in-person, in a classroom
A school staff member is required to be present for the duration of the session.
The following FAQs provide guidance on booking our services and what to expect when arranging a visit.
Please plan sessions in line with your setting’s timetable, including breaks and lunchtimes. As schedules vary and we do not have access to individual timetables, please provide specific requested times when booking.
No, all of our services are delivered free of charge.
A member of school staff must be present at all times during learner assemblies and workshops. Our team should not be left alone with, or expected to take sole responsibility for, learners at any point. If this requirement cannot be met, sessions will not be delivered. Please ensure all relevant staff are aware of this before our visit.
Additionally, our experience shows that workshops are most effective when supported by the class teacher or the member of staff who would usually be responsible for that group. This enables ongoing discussion and follow-up support for learners after the session.
Session times cannot be adjusted and will run for the full allocated duration. Workshops cannot be split into multiple parts.
The maximum numbers for each of our services are as follows:
There are specific instructions on the booking form, but please follow these guidelines as you book your services.
Yes, we encourage engaging with multiple sessions and services where possible. For the easiest booking experience, please follow these guidelines:
If you are planning an extensive series of inputs, please get in touch to arrange a call.
Yes. For learners with additional support needs within mainstream settings, our services are designed to be accessible to all learners with appropriate support from the school. If there are steps we can take to accommodate the needs of your learners, please let us know when booking.
For secondary schools, we deliver a workshop specifically for learners with additional support needs who are accommodated outwith the mainstream learning environment. As we tailor these inputs to the needs of your learners, we require a call to discuss the session with one of our Education Officers. For further information, visit Secondary Workshops.
AV requirements for all services:
Primary workshops: Our Education Officer will come to the learners’ classroom to keep them in their normal learning environment. Classrooms will need access to AV equipment as specified above.
We provide all required materials for our services.
Yes, but please discuss this with the Education Officer before posting.