Equality and Diversity - Key Stage 1 & 2

 

Resources

Pride Month Toolkit

1st June marks the start of Pride Month, where the LGBTQIA+ community is celebrated across the UK and all over the world.

Pride Month is a time for all of us to reaffirm our support for LGBTQIA+ people, as well as an opportunity to raise awareness of the ongoing issues and injustices faced by the community.

It is important for pupils to feel that their school or college is a safe place to be their authentic selves, where they are encouraged to explore their identities free from judgement. This month is a great opportunity to review your existing polices to ensure your setting is LGBTQIA+ inclusive, and to run activities or lessons exploring and celebrating the LGBTQIA+ community.

In this toolkit, we’re sharing free resources for pupils and staff to celebrate Pride Month and to think about positive changes that can be made in your school or college.

Click here to download the Primary Toolkit

 

Creating an LGBT Inclusive Primary Curriculum

Produced in conjunction with the Government Equalities Office and Pearson, this resource offers primary schools practical support and ideas to include issues around LGBT people and families into their lessons, and will help them to create learning environments where every pupil feels accepted. Each of the 13 subject areas (including PSHE) includes activities for the EYFS, Key Stage 1, and Key Stage 2, as well as offering adaptations that can be made for SEND pupils. 

 

 

Equalities Curriculum for Primary Schools 

A teaching pack to help you develop Anti-Bullying and Equalities work in your primary school. The GHLL resource includes newly updated schemes of work for all year groups, as well as activities and lesson ideas for anti-bullying week.  

 

 

NEU -  Breaking the Mould 

The National Education Union worked with five primary schools over two years to consider how ‘traditional’ gender stereotypes could be challenged in nursery and primary classrooms.

The NEU are very proud to be adding to the Union’s Breaking the Mould series of resources, which support nursery and primary phase teachers to think about what books they are using in their classrooms. Using a wider range of good literature is a really quick, exciting and effective way to promote inclusion.

The NEU has produced the following supporting publications :

• Every child, every family
• It’s Child’s Play
• Boys’ Things and Girls’ Things

• Stereotypes stop you doing stuff

 

NEU - Supporting Trans and Gender Questioning students

Click here to access the advice from the National Education Union aims to help school and college staff support gender variant or questioning students in the educational environment.

 

LGBT History Month Resources 

Stonewall has developed a range of resources for LGBT History Month on Frida Kahlo.  They consist of a range of lesson plans and accompanying resources for use in both primary and special schools.

Frida Kahlo - Fact file worksheet

Frida Kahlo - Lesson plan for KS1&2

Frida Kahlo - Lesson plan for SEND

Frida Kahlo - My opinons worksheet

Frida Kahlo - Powerpoint V1

Frida Kahlo - Powerpoint V2

Frida Kahlo - Powerpoint V2

 

 

LGBTQ+ Resources 

Stonewall create and share resources and information for all key stages on LGBTQ+, equality, diversity, inclusion. 

 

 

 

Guidance and Advice

Autism

Dimensions provide emotional support to students. They have launched #imwithsam, a long-term autism and learning disability hate crime campaign. Get involved by: 

• Signing up online to show your support

• Sharing the campaign video to show others why it’s so important to report hate crimes

• Following the guide to write to your MP and tell them how important it is to tackle hate crime.

 

Brothers, Sisters and Autism: A parent's guide to supporting siblings

Having children with and without autism comes with a unique set of challenges. You’re not only faced with doing what’s best for your child with autism, but also with paying attention to the needs of any brothers or sisters. No matter what you call them (neurotypical, typically developing, normal, etc.), these siblings are often dealing with the same struggles and feelings that you do as parents. They, too, feel a sense of loss, confusion, and frustration – all at a time before they’ve had a chance to develop coping skills. These future advocates, potential caretakers, and lifelong friends will establish the longest lasting relationship with your child on the spectrum. Therefore, they need guidance and support from the start. You’re likely to find that supporting your children without autism will prove to be a long-term investment in your child with autism.

Topics addressed in this resource include:

• Strategies and resources to help teach your children about their sibling with autism

• Ways to address fairness, share attention, and recognize differences between your children

• Complicated feelings that may come up during family outings, holidays, play dates, and other special events

• Difficult emotions and situations that your children without autism may experience, including negative feelings and violent behaviour

• Ways to facilitate bonding, getting along, and time apart

          • Testimonials from other autism parents

 

 

Life as an Autism Aibling: A Guide for Teens

When your brother or sister has autism, you have a different kind of sibling relationship. While it can be enjoyable and rewarding, you may also experience challenges and feelings that are tough to deal with. Two young adult siblings created this resource after connecting with dozens of teens about the ups and downs of growing up with a brother or sister with autism. The advice provided in this guide is based on their questions, concerns, and insight. The tips and stories featured are written by teens who have kindly shared their very real experiences. You might find that you can relate to some of what’s written. What’s most important to remember is that there are others out there who understand what it’s like to be in your shoes.

 

 

Valuing All God's Children

Guidance for Church of England schools on challenging homophobic, biphobic and transphobic bullying. 

 

 

Stonewall Guidance and Resources for LGBT Inclusion

An introduction to supporting LGBT children and young people. This resource is suitable for all schools, colleges and settings and offers support in creating an LGBT inclusive environment, working with parents and carers, and supporting individual LGBT children and young people in mainstream and specialist settings.

Next steps in LGBT inclusive education: celebrating difference and developing understanding is a resource, aimed at schools, colleges and settings that have already started work on LGBT inclusion and who are looking to really embed the work. This resource includes an extensive policy section, guidance on creating an LGBT inclusive curriculum, support on working with parents and carers, as well as highlighting the importance of ensuring that a wide range of LGBT people are represented and celebrated in the school, college or setting.

‘It’s OK’ symbol supported posters, and easy read information sheets have been created to support children and young people with SEND.

 

Supporting Pupils After a Terrorist Attack

Resources on the topic of terrorist attacks from the PSHE Association to help teachers to utilise PSHE or Citizenship lessons for discussions that provide timely support for pupils at a difficult and sensitive time:

• Primary: Guidance discussing a terrorist attack with children in the primary phases.

• Secondary: A framework for discussing terrorist attacks is more suited to secondary aged pupils.

This guidance is not intended as a script or lesson plan, but to help teachers answer questions, structure discussion and, if appropriate, extend children’s learning and understanding. Teachers should pick out what they feel is relevant for the nature and circumstances of an event, the age and readiness of the children, and their whole-school ethos and values.

 

Guidance for maintained schools and academies in England on provision for transgender pupils

Guidance has been published to support maintained schools and academies in England to offer appropriate and supportive provision for transgender pupils.

New case law is ever emerging so provision for transgender pupils should be revisited regularly.

Use this link to read the guidance material. 

 

Diversity Role Models

Dynamic charity whose vision is a world where everyone embraces diversity and can thrive. Our mission is to promote understanding and acceptance of individual differences and end LGBTQ+ bullying in schools.

• Pause, Rethink, Rewind, BeKind - New Free EDI Classroom Resource: The Diversity Role Models Upstander Animation Series
• Video on Anti LGBTQ+ Anti Bullying Schools Workshops 

Launching the NEW DfE Funded 'Embracing Difference, Ending Bullying' Research & Impact Report 2024 - revealing the need to bridge the gap between students, parents, carers and school staff to transform anti-bullying strategies in schools. View the report here. 

 

Articles

'It's only a phase': What not to say to LGBT pupils if they come out - The Guardian

The way a teacher responds to the moment a student tells them they are gay, and the impact this has on the student. Try to avoid saying the wrong thing at this crucial moment of disclosure.

Examples of what not to say: 

• "I don't have a problem with it"

• "You do know I'm not gay?"

• "It's only a phase"

• Don't pretend to know more than you do

• Don't do anything without consulting the student

 

Racism Resources and Lesson Plans

Visit Anti-Racism Education's primary resources page to access Eight Lessons Plans each for Key Stage 1 and Key Stage 2 on Race, Being anti-Racist, Radical socialisation, Stereotypes, Unconscious bias, Representation and Myth busting.

 

 

How To Make Play Time Inclusive And Fun For All  

 

Dr Pooky Knightsmith's article for Headteacher Update looks at the daunting prospect unstructured and often noise play time can pose for some children. See the below article for ideas on how to make playtime inclusive and fun for all.

Ideas to make play-time inclusive and fun for all - Dr Pooky Knightsmith Headteacher Update (May 2025)

Play-time can be a daunting prospect for some children, who can become overwhelmed by these unstructured, often noisy periods. Dr Pooky Knightsmith offers some quick wins and practical pointers for inclusive practice

Into the unknown: For some children, the unstructured nature of play-time can feel overwhelming, lonely, or even distressing - Adobe Stock

For many children, play-times and lunch-times are the highlight of the school day – a chance to let off steam, connect with friends, and take a break from the structure of lessons. But for others, these unstructured times can feel overwhelming, lonely, or even distressing.

Children who are neurodivergent, anxious, or experiencing social, emotional, or sensory difficulties often struggle most during break and lunch. These are the children we might see:

• Hovering near adults or spending most of break alone.
• Pacing the playground or wandering with no clear purpose.
• Visiting the toilet or first aid room regularly during lunch.
• Getting into repeated low-level incidents, which may be a signal of unmet needs.

Their behaviour may not always flag up on behaviour logs but it can tell us a lot if we take a moment to notice. With a few simple, thoughtful tweaks, we can help make these parts of the day feel calmer, safer, and more inclusive for every child.

Train and empower lunch staff

Lunch-time supervisors are often the adults most present during break and lunch, yet they are frequently the least supported. These staff can be a lifeline for children who are struggling – if they are given the tools, time, and trust to support them well. When supervisors feel informed and included, they are more confident and children feel safer as a result. Try the following:

• Run practical training sessions on things like de-escalation, spotting dysregulation, and supporting anxious or neurodivergent pupils.
• Share simple one-page pupil profiles with lunchtime staff, highlighting helpful prompts like “check in if she’s alone” or “he finds noisy spaces hard – offer Lego club”.
• Make sure supervisors know who to speak to (e.g. SENCO, pastoral lead) if they are worried about a child.
• Involve lunch-time staff in pastoral and inclusion conversations – their insights are often invaluable.

Offer spaces and choices

For children who find the playground overwhelming, it can feel like there is no alternative. But not every child wants to run around and shout every lunch-time – and that’s okay. Offering a menu of break-time options can transform the experience for children who struggle with noise, unpredictability, or peer interaction. Options might include:

• Quiet corners or garden areas with books, drawing, or puzzles.
• Creative spaces for Lego, craft, or construction play.
• Movement areas such as skipping zones, dance corners, or scooter tracks – great for children who regulate through movement but need low-pressure options.
• Indoor lunch clubs, supported by a teaching assistant or volunteer, offering a calm space for children who find the dining hall or playground tough.
• Pupil-designed options: Ask what pupils would like and co-create solutions. Pupils have the best ideas when we take time to listen.

Children are more likely to self-regulate, socialise, and enjoy their break when they have a setting that suits their needs.

Support social connections

Some children want to connect with others but don’t know how. Others need their own space to reset. The key is to offer gentle support while respecting each child’s social capacity. We can’t force friendships – but we can create environments that make connection feel more possible and less pressured. Try the following:

• Peer play leaders trained to invite others into games and gently support inclusive play.
• Buddy benches – but only with adult oversight and clear expectations (e.g. checking in gently with anyone sitting there).
• Special interest clubs like Pokémon, coding, or crafting – where pupils can connect over shared passions.
• Staff-facilitated introductions – “Did you know Isla also loves dinosaurs?” – can help children find common ground.
• Respecting solitude: Let children know it is okay to need alone time. Help them find safe, quiet spaces to recharge.

Help children plan

Some children struggle with the unstructured nature of lunch and play because they don’t know what to expect or how to navigate it. Helping them build a routine or plan can reduce anxiety and increase confidence. A little preparation can make a big difference in helping children feel calm, capable, and ready to enjoy their free time. Strategies might include:

• Visual break-time schedules showing what comes when – especially helpful for autistic children or those with anxiety.
• First-then prompts, like “First lunch, then library, then playground”, to add structure.
• Pre-teaching social situations: Practise common playground scenarios with a trusted adult: “What can I say if I want to join in?”
• Break-time planning sheets that pupils complete with an adult: “Today at lunch I’ll eat in the hall, then go to Lego club.”
• Predictable routines: The more consistent break and lunch are, the safer they will feel.

Final thoughts

Inclusive play-times can be life-changing. For children who struggle socially, emotionally, or neurologically, lunch and break-times can feel like an obstacle course. But with just a few small changes – a calm corner here, a supportive adult there – we can transform these tricky times into ones that feel safe, restorative, and genuinely enjoyable. As you walk the playground this week, ask yourself: Who’s thriving? Who’s not? What small tweak might help?

When we make space for every child to belong, we don’t just support their play, we support their wellbeing, relationships, and readiness to learn. Here are five quick wins:

1. Create a calm corner with books, cushions, or drawing supplies.
2. Train some peer play leaders to run simple, inclusive games.
3. Set up a Lego or drawing club as a quiet lunch-time option.
4. Give anxious pupils a plan for how to use their break-time.
5. Ask lunch-time staff who they are worried about and why.

Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience. Find her previous contributions to Headteacher Update via www.headteacher-update.com/authors/dr-pooky-knightsmith