Healthy Relationships Workshops for Schools, Colleges, Universities and Staff Training
Healthy Relationships Workshops from 2020 Dreams give children, young people and adults practical language and skills for recognising what respectful, equal and safe relationships look like — and what to do when relationships become controlling, coercive, manipulative, intimidating or abusive.
Our Healthy Relationships Workshops for Schools are strongly suited to primary and secondary education and are also delivered across sixth forms, colleges, universities, SEND and SEMH settings, PRUs and alternative provision, charities, youth organisations, staff teams, professional groups, workplaces and corporate events. Every session is adapted to the age group, setting, safeguarding context and priorities of the organisation.
The workshop goes beyond romantic relationships. Depending on the audience, we explore friendships, family relationships, peer groups, dating, intimate relationships, online communication, boundaries, consent, trust, conflict, jealousy, digital monitoring, break-ups, peer pressure, sexual pressure, coercive control, abusive behaviour, supportive friendships and how to seek help.
The aim is not to teach young people that relationships are dangerous. It is to give them a clear positive model of what healthy relationships should feel like, alongside the confidence to recognise behaviour that is becoming unhealthy or unsafe.
Core Features of Our Healthy Relationships Workshops
- Healthy vs unhealthy relationships
- Respect, trust, equality and kindness
- Communication and listening
- Personal boundaries and autonomy
- Consent and sexual ethics where age appropriate
- Friendships, peer groups and family relationships
- Jealousy, possessiveness and insecurity
- Coercive control and teenage relationship abuse
- Digital monitoring, passwords and location sharing
- Pressure for intimate images and sextortion
- Healthy conflict and disagreement
- Recognising manipulation, guilt and emotional blackmail
- Break-ups, rejection and respectful endings
- Online influence, misogyny and harmful relationship narratives
- Pornography and unrealistic relationship expectations where age appropriate
- Peer pressure and group culture
- Supporting a friend in an unhealthy relationship
- Safe bystander choices
- Safeguarding, trusted adults and routes to support
- Healthy Relationships Staff Training and corporate awareness
Healthy Relationships Workshops can be booked as standalone sessions or combined with specialist 2020 Dreams programmes on Consent, Teenage Relationship Abuse, VAWG, Misogyny, Manosphere, Toxic Masculinity, Online Safety, Pornography, Sextortion, Peer Pressure and Supportive Friendships.
What Is a Healthy Relationship?
A healthy relationship is one in which people can communicate honestly, maintain their own identity, set boundaries, disagree without fear and make choices without pressure, punishment or manipulation. Healthy relationships are not perfect and they do not mean people never argue. The difference is how people treat each other when things are difficult.
In our Healthy Relationships Workshops, participants learn that positive relationships are built around:
🔹 Respect: each person’s feelings, boundaries, identity and choices matter.
🔹 Trust: neither person needs constant surveillance, passwords or proof of loyalty.
🔹 Equality: one person does not have automatic control over decisions, friendships, money, clothing, social media or time.
🔹 Communication: people can express needs, concerns and disagreement without humiliation or threats.
🔹 Choice: affection, contact, sex, images, time and personal information are not owed.
🔹 Independence: healthy relationships allow people to maintain friends, family, interests, education and other sources of support.
🔹 Safety: nobody should feel frightened of saying no, changing their mind, ending the relationship or asking for help.
These principles apply not only to dating relationships but also to friendships, family relationships, peer groups, workplaces and professional environments.
Why Healthy Relationships Workshops Matter in 2026
Healthy relationships education has become a major safeguarding and prevention priority. The Government’s current Violence Against Women and Girls strategy places prevention and early intervention at the centre of its approach and explicitly identifies healthy relationships education as part of the national response.
The Youth Endowment Fund’s 2025 research on violence in teenage relationships found that 28% of 13–17-year-olds surveyed had been in a relationship during the previous 12 months. Of those teenagers, 39% reported some form of emotional or physical abuse. The same research found that 15% reported physical or sexual abuse.
Importantly, the findings also show why education should avoid simplistic assumptions about who can experience harm. Girls were slightly more likely to report emotional or physical abuse than boys — 41% compared with 37% — but harmful relationship behaviour affected both groups. Different forms of abuse and control were reported in different ways across genders.
YEF’s evidence review also found that high-quality relationship violence prevention lessons and activities can reduce dating and relationship violence by around 17% on average. That does not mean any single workshop guarantees a 17% reduction. It means the wider evidence supports structured, specialist relationship education as a useful part of prevention.
Teen relationship abuse
Among 13–17-year-olds who had been in a relationship in the previous year, 39% reported emotional or physical abuse in YEF’s 2025 survey.
Physical or sexual abuse
YEF reported that 15% of teenagers who had been in a relationship experienced physical or sexual abuse.
Average reduction
YEF’s evidence review estimates that dating and relationship violence prevention education reduces violence by around 17% on average.
The Relationship Health Check: RESPECT → CHOICE → TRUST → COMMUNICATION → SAFETY
A distinctive feature of our Healthy Relationships Workshops is the Relationship Health Check. It gives participants a practical way to think about relationships without asking them to label people as “good” or “bad”.
Are feelings, boundaries, privacy and identity treated seriously, even during disagreement?
Genuine choice means somebody can refuse, change their mind or make independent decisions without fear of punishment.
Healthy trust does not require constant access to somebody’s phone, location, passwords or social media.
Healthy communication allows disagreement, questions and boundaries without threats, guilt or humiliation.
If a person is frightened to disagree, leave, say no or seek support, the relationship needs to be taken seriously.
Healthy, Unhealthy or Abusive? Understanding the Difference
One of the most important skills in relationship education is understanding that not every disagreement is abuse — but not every harmful behaviour should be dismissed as “normal relationship drama” either.
HEALTHY
Respect, independence, listening, boundaries, honest disagreement, mutual decision-making and support.
UNHEALTHY
Repeated jealousy, pressure, put-downs, poor communication, guilt, disrespect or boundary-testing that may need challenge and support.
ABUSIVE
Patterns involving fear, coercion, threats, violence, sexual pressure, intimidation, isolation, stalking, surveillance or control.
The workshop helps participants recognise patterns and impact rather than relying on one isolated example. A single disagreement does not automatically define a relationship, but repeated control, fear or coercion should never be normalised.
Relationship Decision Lab: Respect, Pressure or Control?
Definitions become more useful when participants can apply them. Our Relationship Decision Lab uses realistic examples to examine what is happening, who has genuine choice and what a safer response could look like.
“Why Haven’t You Replied?”
One person becomes angry if messages are not answered immediately and expects constant updates throughout the day.
Question: Is this closeness, insecurity, pressure or an attempt to control access to somebody’s time?
“If You Trust Me, Give Me Your Password”
A partner says refusal to share a password proves that somebody is hiding something.
Question: Is trust being built, or is privacy being turned into evidence of disloyalty?
“You Always Choose Them Over Me”
A person repeatedly creates arguments whenever their partner spends time with friends and gradually makes social plans difficult.
Question: When does insecurity become isolation?
“It’s Not a Big Deal — Everyone Sends Them”
Somebody is repeatedly pressured to send an intimate image after already saying they do not want to.
Question: Does repetition turn a no into consent, or does it increase the pressure?
Healthy Relationships Include Friendships, Families and Peer Groups
Relationship education should not begin and end with dating. For many primary pupils — and many older young people — friendships and family relationships are the most immediate places to learn about trust, boundaries, communication and respect.
Healthy Relationships Workshops can explore supportive friendship, exclusion, pressure to choose sides, rumours, giving people space, respectful disagreement, family boundaries, trusted adults and when loyalty should not mean keeping unsafe secrets.
This gives younger pupils a strong foundation before conversations later become more focused on romantic and intimate relationships.
Communication Skills for Healthy Relationships
Good communication is not about always agreeing. It means being able to speak, listen, question and disagree without turning conflict into punishment or control.
Participants can practise expressing a boundary clearly, listening without immediately defending, asking rather than assuming, recognising tone and context online, explaining impact rather than attacking character, taking time away from an argument, returning to a conversation when calm and accepting that somebody may still disagree.
Conflict Resolution: Arguments Are Not the Same as Abuse
Relationships involve disagreements. Teaching young people that every argument is toxic can be as unhelpful as teaching them to tolerate intimidation.
A healthy disagreement may involve frustration, different priorities or misunderstanding while both people remain able to speak and make choices. Abuse is different because fear, power or control becomes central.
DISAGREEMENT asks: “How do we solve this?”
CONTROL asks: “How do I make you do what I want?”
This distinction helps participants recognise the difference between ordinary relationship friction and behaviour that limits somebody else’s freedom or safety.
Consent and Boundaries in Healthy Relationships
Consent is part of healthy relationships because it is fundamentally about choice, autonomy and respect. For older pupils and adult audiences, this includes sexual consent. For younger pupils, the same foundations can be taught through personal space, privacy, touch, boundaries and the right to ask for help.
Our Healthy Relationships and Consent Workshops reinforce that consent must be freely given, can be withdrawn, applies to specific acts rather than everything, and is not created by pressure, guilt, fear, previous consent or relationship status.
For settings needing greater depth, this content can be combined with our Consent Workshops.
Jealousy, Possessiveness and Control
Jealousy is an emotion. Control is a behaviour. Feeling insecure does not automatically make somebody abusive, but insecurity does not justify monitoring, threats, humiliation or restricting another person’s choices.
The workshop examines statements such as “I only check because I care”, “If you loved me, you wouldn’t need those friends”, “Why did you turn your location off?” and “If you’ve got nothing to hide, give me your phone”. Rather than simply labelling phrases, participants discuss the wider pattern: frequency, fear, pressure, consequences and whether the other person is still free to make choices.
Coercive Control and Teenage Abusive Relationships
Coercive control can develop gradually. A relationship may start positively before monitoring, isolation, pressure and intimidation increase over time.
Our Healthy Relationships Workshops for Secondary Schools, colleges and universities can explore constant messaging, monitoring location, controlling friendships, password demands, criticism of clothing or appearance, threats if somebody leaves, emotional blackmail, pressure for sex or intimate images, humiliation, violence, intimidation, damaging belongings and stalking after a break-up.
The aim is not to encourage pupils to diagnose relationships. It is to give them enough understanding to recognise concerning patterns and seek appropriate support.
For focused safeguarding work, see our Teenage Relationship Abuse Workshops.
Relationship Abuse Can Affect Girls and Boys
Healthy Relationships Workshops should be inclusive and evidence-led. Relationship abuse can affect girls, boys, women, men and people in different types of relationships.
YEF’s 2025 survey found only a small gender difference in the overall proportion of teenagers reporting emotional or physical abuse within relationships: 41% among girls compared with 37% among boys who had been in a relationship during the previous year.
The forms of harm reported were not identical. Girls were more likely to report behaviours such as feeling unable to leave, fear of disagreeing, appearance criticism and sexual pressure. Boys were more likely to report explicit images of themselves being posted online.
The learning point is important: prevention should recognise gendered patterns without assuming that only one gender can be harmed or only one gender can behave abusively. Every participant should know that controlling, coercive, sexual, physical or emotional abuse deserves to be taken seriously.
Digital Relationships: Phones, Passwords and Location Sharing
Young people’s relationships now operate across both physical and digital spaces. A disagreement at school can continue through messages late at night. Location sharing can be supportive in one relationship and controlling in another. Social media can create additional pressure around public displays of affection, who somebody follows and how quickly they respond.
Our Healthy Relationships Workshops explore password pressure, location tracking, reply expectations, checking followers and likes, demands to access private conversations, screenshot sharing, public humiliation, repeated contact through new accounts, intimate image pressure, threats to share private material and online stalking.
Technology is not automatically the problem. The key question is whether it supports communication and choice or is being used to create pressure, surveillance or fear.
Intimate Images, Sextortion and Image-Based Pressure
Where age appropriate, healthy relationship education should include the reality that sexual or intimate pressure may occur through phones and messaging apps.
Participants can explore pressure to send intimate images, repeated asking after refusal, guilt such as “if you loved me, you would”, sharing images without agreement, threats to share images, sextortion, AI-generated intimate images and routes to support.
The person depicted in an intimate image should not be blamed when somebody else chooses to misuse it. Workshop content focuses on consent, responsibility, safeguarding and support.
Break-Ups, Rejection and Respectful Endings
Young people are often taught how relationships begin but far less about how they end. Break-ups can bring strong emotions, embarrassment, anger or grief. Those feelings are real, but they do not create a right to punish, threaten, stalk or humiliate somebody.
Our workshops can explore accepting that a relationship can end without mutual agreement, respecting requests for space, avoiding repeated messaging after somebody has asked for no contact, not using images or secrets for revenge, managing rejection without retaliation and recognising when post-break-up behaviour has become harassment or stalking.
Peer Pressure and Relationship Culture
Relationships do not exist in isolation. Friends and peer groups can influence how people think they are supposed to behave, what they should tolerate and what makes someone “successful” in dating.
Healthy Relationships Workshops examine pressure to start relationships before somebody is ready, pressure to have sex or send images, embarrassment about setting boundaries, objectifying or scoring people, sharing private information, treating controlling behaviour as proof of love, encouraging retaliation after rejection and filming or sharing relationship conflict.
Participants learn how a supportive peer group can instead reduce pressure, challenge harmful behaviour and make it easier for friends to ask for help.
Healthy Relationships, Sexual Harassment and Respecting Boundaries
Healthy relationship education should make clear that sexual harassment is not separate from respect, consent and boundaries. Sexualised comments, persistent propositions, unwanted touching, pressure for images, sexual rumours and other unwanted behaviour can all signal that another person’s dignity or autonomy is not being respected.
Participants learn that attraction does not create entitlement, flirting is not permission to ignore a refusal, a relationship does not create automatic access to somebody’s body or sexual images, and peer approval does not make unwanted sexual behaviour acceptable.
Where sexual harassment or sexual violence is the main safeguarding concern, schools, colleges and universities can combine this programme with our dedicated Sexual Harassment Workshops.
Supporting a Friend in an Unhealthy Relationship
Young people frequently notice relationship problems before adults do. A friend may become withdrawn, anxious about messages, afraid to disagree with a partner or suddenly disconnected from their usual social group.
LISTEN → DON’T BLAME → DON’T DIAGNOSE → DON’T PROMISE UNSAFE SECRECY → INVOLVE SUPPORT
Being a supportive friend does not mean becoming somebody’s counsellor or investigator. Where there is fear, coercion, abuse, exploitation or serious harm, trusted adults and safeguarding professionals need to be involved.
Online Influencers, Misogyny and Relationship Advice
Young people encounter large volumes of online content about dating, masculinity, femininity, sex, attraction, status and rejection. Some of this content is helpful; some is entertainment; some promotes resentment, entitlement or control.
The revised RSHE guidance introduced from September 2026 strengthens teaching around harmful online influences, misogyny, pornography, incel culture, AI and deepfakes. The Government’s VAWG strategy also identifies misogynistic online content as a significant prevention issue.
Our Healthy Relationships Workshops help participants ask whether advice promotes mutual respect or domination, treats rejection as normal or humiliating, encourages communication or manipulation, supports boundaries or entitlement, and whether repeated exposure could make an unhealthy idea feel normal.
We do not assume that watching a particular influencer directly causes abusive behaviour. The focus is critical thinking, repeated narratives and how ideas may influence expectations.
For specialist sessions, see our Manosphere Workshops and Misogyny Workshops.
Pornography and Relationship Expectations
Where age appropriate, pornography can be discussed as one influence on expectations about bodies, sex, consent, performance and power. Participants do not view pornographic material during our workshops.
The focus is on helping young people separate sexual entertainment from real relationships and understand that healthy intimacy depends on communication, choice, respect and care.
For greater depth, see our Pornography Workshops.
Equality, Gender Stereotypes and Healthy Relationships
Rigid ideas about how boys and girls “should” behave can affect relationships. Boys may feel pressure to appear dominant, unemotional or sexually experienced. Girls may feel pressure to tolerate jealousy, sexual attention or possessiveness as normal.
Healthy relationship education gives all participants permission to reject those expectations: confidence does not require dominance, masculinity does not require aggression, femininity does not require compliance, attraction does not create entitlement, and a relationship does not make one person responsible for regulating the other’s emotions.
Where sexist attitudes, gendered double standards, sexual entitlement or hostility towards women and girls are a particular concern, this work connects directly with our Misogyny Workshops. The programmes complement each other: Healthy Relationships Workshops build positive skills around respect, trust, communication, boundaries and consent, while Misogyny Workshops examine the gender attitudes, stereotypes and online influences that can undermine those behaviours.
Healthy Relationships Workshop Overview
Healthy Relationships, RSHE 2026 and Safeguarding
The revised Relationships Education, Relationships and Sex Education and Health Education guidance is introduced from 1 September 2026. Relationships Education remains compulsory in primary schools and RSE compulsory in secondary schools in England.
The revised guidance places strong emphasis on building skills for healthy relationships from primary school onwards and strengthens secondary content around consent, power dynamics, coercive behaviour, misogyny, harmful online influences, pornography, incels, AI and deepfakes.
KCSIE 2026 also comes into force on 1 September 2026. Until 31 August 2026, KCSIE 2025 remains the operative statutory guidance. Schools and colleges must continue to follow their established safeguarding procedures where a pupil discloses or staff identify a concern.
A Healthy Relationships Workshop can support RSHE, PSHE and safeguarding education, but an external workshop does not by itself make a school compliant with all statutory duties. Curriculum planning, policy, parental engagement, staff training and individual safeguarding responses remain the responsibility of the setting.
Healthy Relationships Workshops for Primary Schools
Healthy Relationships Workshops for Primary Schools focus on the foundations of respectful relationships rather than adult relationship scenarios.
Age-appropriate themes can include friendship and kindness, respect and fairness, personal boundaries, privacy, healthy disagreement, inclusion and exclusion, peer pressure, stereotypes about boys and girls, online communication, trusted adults, unsafe secrets and preparing for greater independence in secondary school.
Primary delivery is positive and practical. It does not rely on frightening pupils with adult descriptions of domestic or sexual abuse.
Healthy Relationships Workshops for Secondary Schools
Healthy Relationships Workshops for Secondary Schools can move into more complex relationship dynamics while remaining age appropriate.
Sessions can explore dating relationships, consent, sexual pressure, jealousy and possessiveness, coercive control, location tracking, password pressure, intimate images, online harassment, break-ups, misogyny, gender stereotypes, manosphere and influencer content, pornography, supportive friendships and safeguarding.
Healthy Relationships Workshops for Sixth Forms and Colleges
Healthy Relationships Workshops for Colleges and Sixth Forms support learners as relationships become more independent and adult responsibilities increase.
Post-16 content can include intimate relationships, coercive control, consent, sexual ethics, digital monitoring, online dating, intimate image abuse, stalking, nightlife, alcohol, spiking awareness, break-ups, bystander responsibility and accessing support.
The Government’s current VAWG strategy also recognises that healthy relationship education should continue into further and higher education rather than ending at secondary school.
Healthy Relationships Workshops for Universities
Healthy Relationships Workshops for Universities can support Freshers programmes, student induction, residences, consent campaigns, student societies, wellbeing programmes and safeguarding initiatives.
University sessions can explore adult relationships, consent, sexual harassment, coercive control, stalking, spiking, online dating, supporting housemates and friends, reporting routes and professional boundaries.
Healthy Relationships Workshops for SEND, SEMH, PRUs and Alternative Provision
Healthy Relationships Workshops can be adapted for SEND, SEMH, PRUs and alternative provision through concrete examples, visual scenarios, repetition, smaller-group discussion and explicit teaching around boundaries and social situations.
Depending on need, sessions may place additional emphasis on recognising respectful and disrespectful behaviour, personal space, privacy, saying no, understanding consent, online contact, pressure and manipulation, friendships and social groups and who to ask for help.
Content is adapted to the actual learners rather than assuming that all people with additional needs require the same approach.
Healthy Relationships Staff Training
Healthy Relationships Staff Training is available for teachers, DSLs, safeguarding teams, pastoral staff, youth workers, university teams, charities and other professionals.
Training can cover current RSHE expectations, recognising unhealthy relationship patterns, coercive control and teenage relationship abuse, digital abuse and intimate images, misogyny and harmful online influences, responding to disclosures, avoiding victim-blaming, supporting boys and girls appropriately, whole-setting language and referral pathways.
External staff training supports professional development but does not replace statutory safeguarding training or local safeguarding procedures.
Healthy Relationships Corporate Workshops and Professional Events
Healthy Relationships Workshops can also be adapted for workplaces, professional teams, charities and corporate events. Adult-focused sessions do not simply reuse school material; they are shaped around workplace culture, boundaries, communication, harassment, professional conduct and support.
Corporate and professional topics can include respectful workplace relationships, professional boundaries, healthy communication, conflict and difficult conversations, sexual harassment awareness, sexism and misogyny, bystander responsibility, online and messaging conduct, supporting colleagues experiencing domestic abuse or stalking and internal reporting routes.
For wider programmes, see our Staff Training options.
Safeguarding Disclosures During Healthy Relationships Workshops
Relationship content can lead participants to recognise experiences in their own lives. Workshops should therefore be planned with safeguarding routes in place.
We encourage settings to identify the DSL or safeguarding contact before delivery, avoid asking participants to disclose personal experiences publicly, provide a clear private route for seeking help, follow normal safeguarding procedures, escalate immediate risk appropriately and avoid turning a workshop into an investigation of an individual relationship.
Workshop leaders focus on education and safeguarding awareness, not diagnosis, counselling or investigation.
Benefits of Healthy Relationships Workshops
Participants learn what healthy relationships look like, not only what abuse looks like.
Young people gain language for recognising pressure, control, manipulation and unhealthy patterns.
Participants explore boundaries, listening, disagreement and respectful ways to express concerns.
Location sharing, passwords, intimate images and online communication are examined through a relationship lens.
Young people learn how friends can challenge pressure, avoid normalising abuse and help somebody access support.
Participants understand when a problem needs support from trusted adults, safeguarding teams or specialist services.
How We Deliver Healthy Relationships Workshops
RESPECT → CHOICE → TRUST → COMMUNICATION → SAFETY gives participants a positive framework for evaluating relationship dynamics.
Participants distinguish ordinary conflict from repeated harmful patterns and abuse.
Realistic scenarios explore passwords, location sharing, jealousy, isolation and image pressure.
Phones, messages, online status and social media are examined through the lens of choice and control.
LISTEN → DON’T BLAME → DON’T DIAGNOSE → DON’T PROMISE UNSAFE SECRECY → INVOLVE SUPPORT.
Primary, secondary, post-16, university, SEND, staff and corporate audiences receive different examples, language and depth.
Related Healthy Relationships, RSE and Safeguarding Workshops
Schools, colleges, universities and organisations can combine Healthy Relationships Workshops with related programmes where a particular safeguarding or curriculum issue needs greater depth.
Sexual Harassment Workshops
Consent, unwanted sexual behaviour, sexual violence, online harassment, bystander skills, image-based abuse and safeguarding.
Consent Workshops
Consent, boundaries, pressure, capacity, withdrawal of consent and sexual ethics.
Teenage Relationship Abuse
Coercive control, monitoring, isolation, fear, sexual pressure and safeguarding support.
VAWG Workshops
Violence Against Women and Girls, misogyny, harassment, coercion, online abuse and prevention.
Misogyny Workshops
Sexism, entitlement, harmful gender attitudes and online misogyny.
Manosphere Workshops
Influencer culture, incel narratives, grievance, dating advice and gender stereotypes.
Toxic Masculinity Workshops
Rigid masculinity pressures, emotional suppression, aggression, status and positive alternatives.
Online Safety Workshops
Online grooming, sextortion, privacy, deepfakes, harassment and digital safeguarding.
Pornography Workshops
Pornography, consent, expectations, sexual scripts, entitlement and relationships.
Staff Training
Bespoke RSHE, safeguarding, VAWG and relationship-awareness professional development.
Healthy Relationships Workshops FAQ
Book Healthy Relationships Workshops
Bring Healthy Relationships Workshops to your school, college, sixth form, university, SEND or SEMH setting, youth service, charity, staff team, workplace or corporate event. Tell us the audience, number of participants, location, preferred dates and the relationship or safeguarding issues you would most like the session to address.
We can provide Healthy Relationships Workshops for Schools, age-specific pupil sessions, post-16 and university programmes, Healthy Relationships Staff Training, charity and youth-sector delivery or bespoke corporate and professional workshops.
Healthy Relationships Workshops – References and Current Guidance
Our Healthy Relationships Workshops draw on current statutory education guidance, safeguarding expectations and evidence on relationship violence prevention:
- Department for Education – Relationships Education, Relationships and Sex Education and Health Education – revised statutory guidance for introduction from 1 September 2026.
- Department for Education – Keeping Children Safe in Education – KCSIE 2025 remains in force until 31 August 2026 and KCSIE 2026 comes into force on 1 September 2026.
- Youth Endowment Fund – Children, Violence and Vulnerability 2025: Violence in Relationships – current evidence on teenage relationships, emotional, physical and sexual abuse, online pressure and gender patterns.
- Youth Endowment Fund – Relationship Violence Prevention Lessons and Activities – evidence review on the effectiveness of structured dating and relationship violence prevention education.
- Home Office – Freedom from Violence and Abuse: A Cross-Government Strategy – current VAWG strategy, including healthy relationships education, misogyny prevention and harmful online influences.
- Department for Education – Relationships and Sex Education Evidence Review – 2026 evidence publication on RSE teaching, delivery and age-appropriate practice.
These sources inform an evidence-led, safeguarding-focused approach. Healthy Relationships Workshops provide education and prevention; they do not replace statutory curriculum responsibilities, safeguarding procedures, specialist victim support, legal advice or therapeutic intervention.