Teaching issues such as bullying, protected characteristics, sex and relationships, values and identities requires more than curriculum coverage. It requires safe, inclusive environments where learners feel able to speak, listen and reflect.

Having worked in corporate equalities and inclusion training, I saw how cultures in large organisations only shifted when people engaged with Social Emotional Learning (SEL) methodologies. Facts and policies alone did not change hearts and minds. What did was dialogue, empathy and personal stories. The same principle applies in schools.

Why Social Emotional Learning Matters

For those of us working in PSHE, SEL provides a strong foundation for approaching sensitive issues. Respect, listening, reflection and thinking before speaking are not simply classroom rules, they are practices learners can internalise and carry with them beyond school.

Research confirms this. A meta‑analysis of 213 school‑based SEL programmes found significant improvements in social behaviour and academic performance (Durlak et al., 2011). More recent work in Japan shows universal SEL programmes improve social‑emotional skills, attitudes towards self and others, and reduce emotional and conduct problems (Takizawa et al., 2023).

International Insights

• Nordic countries: Inclusion is framed as a whole‑school ethos. Reviews show early intervention, multidisciplinary teams and strong teacher autonomy underpin success (Keles, ten Braak & Munthe, 2024).
• Japan: The Japan SEL Association (2024) has clarified SEL target areas across curriculum subjects and school settings, making skills explicit and measurable (Koizumi, 2024).
• South Korea: Research highlights structured SEL interventions with clear design and implementation guidance, emphasising cultural adaptation and system‑wide approaches (Park, Qi & Suzuki, 2025).
• UNESCO: Calls for mainstreaming SEL across education systems to build peace, justice, inclusion and equality (UNESCO, 2024).
• OECD: Global surveys show disparities in how empathy, responsibility and collaboration are fostered, stressing the importance of school climate and consistent routines (OECD, 2023).

Key takeaway: Other systems succeed by embedding SEL into whole‑school practice, clarifying skill targets, and aligning routines with policy. The UK can strengthen practice by making competencies explicit and ensuring consistency across PSHE, pastoral care and citizenship.

The Power of Personal Stories

Stories, whether real or fictional, allow learners to explore identity and values in a safe way. Because the cards are deliberately short and vague, learners must make assumptions to fill in the gaps. Those assumptions are revealing. They show not only how we view others, but also how we see ourselves.

For example, when asked to imagine a female character, one learner may picture a strong figure who can do anything, while another may imagine someone tired and in need of support. When asked to imagine a powerful man, one might see a suited politician, another a builder in a van, another a man walking a dog.

These differences open up rich conversations: what do these images say to us, and why do they differ?

With careful teaching guidance, learners can be prompted to consider how their ideas are shaped by family life, community, and online influences. They can reflect on how assumptions may restrict them or lead to unconscious bias about others. In this way, the stories become catalysts for deeper learning.

These discoveries highlight the ways we sometimes limit ourselves without realising it, and they open the door to new ways of thinking about identity, behaviour and impact. The depth of learning here is endless. As teachers, you are the analysts and navigators of this process, guiding learners towards reflection, empathy and change.

Storytelling engages emotions, strengthening memory and helping learners relate to abstract concepts (Haven, 2007). Peer learning also enhances empathy and social skills (Johnson & Johnson, 2009).

Creating Safe Spaces: Practical Rules

Creating a safe space is about preparing learners so they can engage with confidence, respect and empathy. Teachers already know the importance of safeguarding and boundaries, so this is about practical routines that make discussions work in real classrooms.

Rules for Students

1. Respect privacy: Do not use names of people in stories or examples.
2. Right to silence: Everyone has secrets and a right to privacy. Nobody needs to share anything they are not comfortable with.
3. Think before speaking: Ask yourself three questions: Are my words kind? Could they hurt anyone? Is what I am about to say necessary and helpful?
4. Listen actively: Show you are listening by not interrupting and by reflecting back what you have heard.
5. Value differences: Recognise that perspectives may differ and that diversity of thought is part of learning.

Rules for Teachers

1. Co‑create boundaries: Discuss rules with learners at the start so they feel ownership.
2. Model respect: Demonstrate listening and reflection in your own responses.
3. Prepare prompts: Use structured questions or cards to guide discussion and avoid learners feeling exposed.
4. Encourage reflection: Build in pauses for learners to think before responding.
5. Facilitate, don’t dominate: Allow learners to lead dialogue, while you hold the space and ensure safety.

Checklist for Safe Conversations

• Begin with a short warm‑up activity to establish trust.
• Display the agreed rules visually in the classroom.
• Use prompts (cards, questions, scenarios) to structure dialogue.
• Give learners time to discuss in small groups before sharing.
• Rotate group feedback so each has a voice.
• End with reflection: What did we learn? How did we listen?

Using Cards to Structure Dialogue

The InclusiveEd card sets are designed to give students time to discuss, reflect and prepare feedback. Teachers remain in control of which cards are used and how. A simple routine might look like this:

• Select a card and give it to a group.
• Ask learners to analyse the challenge and write their thoughts on large paper.
• Each group presents back one at a time.
• The class reflects together on similarities and differences.

This approach is time‑efficient because learners do the work. They learn from one another, and the classroom becomes a social space where dialogue happens without screens. Many young people do not get enough opportunities for structured social time, and these activities provide exactly that.

Top Ten Tips for Safe, Inclusive Dialogue in PSHE

1. Agree ground rules with learners, not for them.
2. Make SEL skills explicit (empathy, reflection, listening).
3. Use prompts or cards to structure discussion.
4. Encourage small‑group talk before whole‑class feedback.
5. Rotate presenters so every group has a voice.
6. Display rules visually in the classroom.
7. Build in pauses for reflection.
8. Avoid names and respect privacy.
9. End with a “what we learned” reflection.
10. Keep routines consistent across tutor groups for predictability.

Conclusion

Safe spaces are built through clear rules, shared ownership and structured dialogue. International research shows that when SEL is embedded across systems and routines, learners thrive. By combining ground rules with tools like discussion cards, teachers can empower students to lead conversations, reflect on values and identities, and build empathy in ways that are respectful, thoughtful and brave.

If you would like to learn more about the Web of Lives School Inclusion package please visit the link below

Web of Lives Series – Inclusive PSHE & Resilience Card Toolkit for Teachers - Payhip

References

• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
• Haven, K. (2007). Story Proof: The Science Behind the Startling Power of Story. Libraries Unlimited.
• Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365–379.
• Keles, S., ten Braak, D., & Munthe, E. (2024). Inclusion of students with special education needs in Nordic countries: A systematic scoping review. Scandinavian Journal of Educational Research, 68(3), 431–446.
• Takizawa, Y., Bambling, M., Matsumoto, Y., Ishimoto, Y., & Edirippulige, S. (2023). Effectiveness of universal school-based social-emotional learning programs among Japanese children: A meta-analytic review. Frontiers in Education.
• Koizumi, R. (2024). Social and Emotional Learning in Japan: The Past and the Future. Journal of Social-Emotional Learning.
• Park, C. M., Qi, X., & Suzuki, H. (2025). SEL Interventions in East Asia: Design and Implementation Recommendations. Springer.
• UNESCO (2024). Mainstreaming social and emotional learning in education systems: Policy guide.
• OECD (2023). Nurturing Social and Emotional Learning Across the Globe.