Over the course of this academic year, our School Health & Wellbeing Service lead, Russell Stanley, will be sharing his thoughts, tips and advice on key themes across PSHE and wider Personal Development via a series of regular blogs.
This term, we are looking at some of the basics that we need to have in place to ensure a safe and effective learning environment is created in the PSHE classroom. After all, PSHE is a ‘bit different’ to most other subjects, so we need to make sure that we understand and create the right conditions for effective teaching and learning!
In his second blog, Russell takes a look at how teachers should manage questions in PSHE. We know that this is one that keeps a lot of you awake at night, so please read on for some top tips and advice…!
Creating a Safe & Effective Learning Environment in PSHE: Managing Pupil Questions
We know that Personal, Social, Health, and Economic (PSHE) education is essential for students' personal development and wellbeing. As a subject, it covers such a huge spectrum of complex topics like relationships, mental health, personal safety and feelings, that it is inevitable that learning will spark curiosity and discussion and lead to all sorts of questions from students. As we discussed in the last blog, ensuring that we have appropriate ground rules in place is key to fostering an open, supportive and safe environment, including having clear guidance around asking questions.
As teachers, we know that questions are how children learn, check understanding and explore new topics, which is exactly what we want in the PSHE classroom. A safe learning environment is one where students feel confident to ask questions without fear of judgment, ridicule, or dismissal. It is so important, therefore, to encourage pupils to ask questions but this requires teachers to feel confident in handling any questions raised. Tricky!
Given that topics in PSHE can be potentially sensitive for anyone in the room (including staff) then we need to be prepared and have strategies that allow us to managing questions effectively to ensure that discussions remain safe, appropriate and productive.
In no particular order, here are a few ideas on how teachers can balance engagement and sensitivity in managing questions during PSHE lessons.
Create a Safe and Supportive Environment
A key aspect of managing questions is fostering a non-judgmental atmosphere where students feel safe to express their thoughts without fear of ridicule or negative judgment. This involves setting clear expectations for respectful communication among students.
Establish ground rules that include expectations and clear guidance on asking questions and engaging in discussions in order to promote respect, confidentiality, and inclusion. This might include agreements such as:
· There are no silly questions
· It is not OK to ask personal questions of others
· We respect each other's opinions and experiences, even if we don’t agree with or share them
· It is not OK to share sensitive personal information about ourselves or others in the classroom; speak to a trusted adult before or after lessons instead
· We won’t share personal information outside this classroom*
*This should always be caveated with an understanding around safeguarding and that teachers cannot guarantee confidentiality if they have any concerns.
It is important to enforce these rules and especially to address any negative reactions from other students swiftly and constructively. By reinforcing the idea that all questions are valid and important (in line with any established ground rules) teachers help to build a classroom culture of curiosity and confidence around questions.
Remember though, these rules apply to you too so make sure you model and lead by example!
Encourage Questions, Listening and Open Discussion
Promoting a culture where pupils feel comfortable asking each other questions is a powerful way to enhance a safe learning environment. When pupils engage with each other’s ideas, they not only open up their thinking to other views and opinions but they deepen their understanding and also build a shared sense of community within the classroom.
Asking questions and receiving answers and feedback is of course a skill in itself. Teachers can develop this by facilitating group discussions or activities where pupils are prompted to ask and answer each other’s questions. This practice not only mixes up the learning process but also helps pupils to develop valuable communication skills and also learn to appreciate different perspectives.
Invest some time in this, especially at the start of a new school year and it will stand you all in good stead!
Anticipate Questions!
Given the nature of PSHE, it's beneficial for teachers to anticipate common or potentially challenging questions in advance of lessons and come up with some answers of your own. For any topic, you could think about:
· What are pupils likely to be curious about?
· What misconceptions might they have?
· Any sensitive discussions that may arise?
· What is our school policy/position on this?
Often, the fear of a particular question is far worse than the question itself! Being prepared allows you to provide accurate and age-appropriate answers that are in-line with your school ethos and policies. It also helps in reducing your own anxiety and that feeling of getting caught off-guard by unexpected or inappropriate questions. You could also discuss any potential questions with your subject lead or other colleagues to help build confidence – practice makes prepared, after all!
Handling Tricky or Sensitive Questions
Inevitably, there will be moments when students ask questions that are challenging, sensitive, controversial or even inappropriate. How these questions are handled can both strengthen or undermine the sense of safety in the classroom.
It’s essential for teachers to avoid making any students feel that their question is too simple or unimportant. One strategy is to acknowledge the complexity of the question while providing a balanced response. If a question touches on a topic that might be sensitive for some students, teachers should be mindful of the language they use and consider the diverse perspectives within the classroom. In some cases, it might be appropriate to address the question privately or to guide the conversation in a way that promotes understanding and respect among all students.
A simple process could be:
· Acknowledge: Never make students feel ashamed for asking, even if the question is not appropriate for the classroom
· Buy some time: If you are not sure about how to answer a question, it is ok to let the pupil know you will go and find them the answer (but make sure you do get back to them). It may also be more appropriate to follow up a question outside of the classroom setting if giving an answer in front of the rest of the class is not appropriate.
· Signpost: Be clear on places where discussing personal information is appropriate (i.e. a member of staff or a service) for all pupils future reference, and positively remind pupils of your ground rules
Very importantly, be conscious of the message you give when responding to a question. You may think that a question has been asked to embarrass someone or put you on the spot, but a dismissive answer could dissuade others from asking genuine questions or even making a disclosure to someone in the future. So stay calm and be understanding, supportive and relaxed.
Use practical strategies
Managing questions effectively also involves balancing the time spent on questions during a lesson. While it’s important to address pupils curiosity, it’s also crucial to maintain the flow of a lesson. Having a couple of established, practical methods of letting pupils ask questions is a smart thing to do. It can take the pressure off both you and students and allows you to continue with learning and refer back (or forwards) to any questions submitted, which also helps with assessment too. Try either of these if you don’t already use them:
· Anonymous Question Boxes: For many pupils, asking sensitive questions in front of their peers can be intimidating and a bit off-putting. An anonymous question box (or ask-it basket) can be a simple yet effective way to overcome this potential barrier. Pupils can write down their questions anonymously, drop them in the box, and you can address them at points during or at the end of the lesson. This helps ensure that important, but delicate, questions are answered without embarrassment Top tips: Use them before upcoming lessons/topics by asking pupils to add in any questions they would like answered or discussed (this is great for planning!) During lessons, to make sure it stays anonymous, ask all pupils to write and add something into the box if needed – even if it is just a note with a smiley face on it!
· Park-it!: It’s not uncommon for PSHE conversations to stir up questions that, while important, stray from the main topic of the lesson. To manage time effectively and ensure focus, you can create a park-it board/area for off-topic questions. This is a designated space (e.g. on a board or flip chart) where you or students can note down questions to be addressed later or in a future lesson. This method ensures students feel heard while maintaining the lesson's flow.
Thinking Before Asking
Reflection is a key skill that needs to be used in every PSHE session to deepen student’s individual learning, so encourage students to reflect on their own questions before asking them. This can be done by asking them to consider:
· Is the question relevant to the current discussion?
· Does it match our ground rule around asking questions?
· Could the answer potentially be sensitive or personal? If so, is it better discussed with a trusted adult outside of the classroom?
· Does the question require immediate clarification, or can it be researched independently?
This doesn’t mean discouraging questions, but rather promoting thoughtful, considered enquiry. Encouraging independent enquiry promotes critical thinking, especially in older students. This also allow you as a teacher to understand any gaps in learning that you might need to address, as well as buying you a bit of time if needed. Make sure any conversation stays appropriate, though!
Be honest in an age-appropriate way
In PSHE, it's critical to tailor responses to the developmental level of your students. Younger children may need simple, straightforward explanations, whereas older students might be ready for more detailed discussions. When in doubt, err on the side of simplicity and then check for understanding before going deeper into the topic.
It can be tempting, including for our own comfort levels as adults, to give an answer that is not clear or true, in order to move on quickly from topics we find sensitive. This should be avoided at all costs, as it basically undermines your reliability as a provider of information! You should always be honest and factual in your answers, and if you don’t know or are unsure of an answer – say so! Teachers are human too, so acknowledging that you are fallible and are not the font of all knowledge is healthy and also shows pupils it is ok to not know something.
It’s important to recognise that not all questions can be answered immediately. When a question arises that the teacher cannot answer on the spot, it’s crucial to acknowledge the question’s importance and commit to finding the answer. This models humility and reinforces the value of learning and enquiry.
Teachers can also use this as an opportunity to involve pupils in the process of finding the answer, perhaps by assigning it as a research task or by revisiting it in a conversation in the next lesson.
It’s ok to say no!
And finally, flowing on from the last point, you will no doubt at some point need to field a question which you are not happy to answer, or do not know if you should. For whatever reason this is, if you deem a question to not be appropriate, then you should say so.
Explaining in a manner appropriate for the child’s age that a question might not be within the scope of what you can answer (e.g. sex education topics where a right of parental withdrawal can apply) due to age or topic is ok. You may find that once you have checked you can answer a question, or at least signpost pupils to other more appropriate sources of discussion, such as parents or carers. You should still ensure that pupils understand that questions are valid, even if you cannot always answer them.
Always be ready to refer young people to appropriate resources or support if their questions are beyond the scope of the classroom, ensuring that their wellbeing remains a priority at all times.
Questions to ask yourself
A final few considerations for you around managing and answering questions:
• What are they really asking? Have you understood the question correctly?
• Does everyone in the class/group need to hear the answer?
• Are there any safeguarding concerns that need to be addressed?
• Does the answer fit in with your curriculum or scheme of work?
• Are you backed up by school policy if answering outside the scheme of work?
• Do you need to address any identified learning gaps in a future lesson?
Managing questions in PSHE lessons is a delicate balancing act, but with preparation and thoughtful strategies, teachers can create an inclusive and supportive environment. By encouraging open dialogue, handling tricky questions with care, promoting active listening, and fostering a non-judgmental atmosphere, we can develop a culture where curiosity thrives in the classroom and teachers feel happier and more comfortable around all kinds of questions.
If you’d like any help or support around the issues discussed in this blog or other parts of PSHE provision in your setting, please get in touch!
Meet our Expert -
Russell Stanley
Russell has over 18 years of experience of working in and with schools, both as a primary school teacher, and then in a variety of voluntary, advisory and managerial roles related to PSHE education within both Education and Public Health departments for a Local Authority.
As an independent consultant, Russell now works with schools, charities, local authorities and commercial education businesses across England. He is incredibly passionate about PSHE and the unique difference that this vital subject can make to the lives of children and young people.
