Stay Safe



The ‘Stay Safe’ Programme is a personal safety skills programme for Primary Schools.


  • Aims:


The aims of the Stay Safe programme is to reduce vulnerability to child abuse and bullying.  The programme develops children’s ability to recognise, resist and report risk situations or abusive encounters.


The Stay Safe programme teaches children prevention, while preserving their sense of the world around them as a basically safe and secure place.  This approach allows children to exercise control, to be assertive, and enables them to seek help for any problem they may encounter.


The programme teaches simple strategies for dealing with various potentially dangerous situations and children are given the opportunity to practise these strategies in the classroom.  Thus, the concepts are translated into skills which become part of the child’s repertoire of self-protective behaviour.


Parallel to the development of safety strategies must be the nurturing of self-esteem, confidence building and help in identification and expression of feelings which are integral elements in the broader SPHE curriculum.


B: Guidelines


Help children to identify and express safe and unsafe feelings.


Teach children safety skills for dealing with common unsafe situations like getting lost.


Encourage children to value friendship and to teach them skills for making and keeping friends.


Teach children that it is not acceptable to bully others.


Encourage children to value and enjoy normal affection.


Teach children how to deal with an unsafe or an inappropriate touch.

Teach the rule – never to keep secrets about touching.


Help children to recognise the difference between a good secret and a bad secret.


Help children identify the adults they could tell if they had a bad secret and to give them the opportunity to practise telling.


Clarify for the children who strangers are.


Give children safety strategies for dealing appropriately with strangers.


C: Procedures:


Parents of infant class children, without others in the school or of any newly enroled pupil are given a copy of the parents’ booklet.


Parents of each newly enroled child are given a consent form.


Participation in this programme is optional and as with other sensitive areas of SPHE, parents have a right to withdraw their child.


D: Resourses.


The kit consists of:-


  • User’s handbook.
  • 4 Teachers books.


Senior Infants   – 9 x 20 minute lessons.

1st and 2nd         – 9 x 30 minute lessons.

3rd and 4th         – 9 x 30 minute lessons.

5th and 6th         – 5 x 40 minute lessons.


  • Worksheet templates (for homework)
  • Video
  • Audio Cassette,
  • Parent’s booklet.



  1. E) Content:


Lesson plans are divided into the five ‘stay safe’ topics


  • Feeling safe and unsafe.
  • Secrets and telling.


The programme is developmentally tailored and compatible with the structure of the SPHE curriculum.  The above topics can be subdivided into the following themes:




Myself.                                    Myself and others.                Myself & the wider world.


Identifying safe and                 My friends.                          My 5 senses.

unsafe feelings.                        I am a good friend when…      Good secrets.

If I am bullied it is not my       What is bullying.                  Bad secret.

fault.                             What to do if bullied.               Getting lost – what to do.

Touches I like.                          I must not bully :it hurts          Knowing my name, address,

Touches I don’t like.                 others.                                      And telephone number.

If I see it happening to

someone else.

My special helpers.



1ST or  2ND CLASS.


Identifying ‘yes’ and               Friendship.                               Strangers – who are they?

‘no’ feelings.                              Bullying – safety rules.         The rules about strangers.

Touches I like/dislike.              The rule is – never bully         Other safety rules.

Unsafe touches-                        anyone –being considerate.     Answering the door & telephone.

Inappropriate touches.              What to do if others are           How to make a telephone call.

Touches and secrecy.                Being bullied.

If someone makes me feel         My helpers – adults I can

Unsafe it’s not my fault.            trust – telling.





3rd or 4th CLASS.



Myself.                               Myself & others.                 Myself and the wider world.


Feelings and emotions        Treating others with              At home alone – answering

with specific reference        respect – their right to           the door/telephone.

to safety.                             privacy.                                  How to contact emergency services.

My right to privacy             What to do about bullying.   Rules for being out and about.

-personal boundaries.          Telling – asking for help –    Rules if in a large gathering.

Unsafe touches,                   who, when,where, how.        Strangers – safety strategies.

Inappropriate touches.         Safety strategies to deal        Threats and bribes and what to do.

My right to be safe –            with unsafe or

If someone touches me        inappropriate touches.

In a way that makes me

feel unsafe it is not my





5th or 6th CLASS.


My feelings.                       Friends and different               Safety strategies when I’m out

If I don’t feel safe I            groups.                                     and about; alone; in large crowds.

can…………                      Making and changing              travelling.

My right and that of            friends – friends confiding      What to do about approaches or

others to personal               in one another.                         requests from strangers, adults

boundaries and body          Bullying – understanding        I know, friends.

space.                                  and dealing with it as the

My safety strategies.          injured party, the onlooker

the perpetrator.

Difficult secrets – it’s still

OK to ask for help.

Choosing the appropriate

time to talk, the best person

to help.

Dilemmas about telling – feel

Culpable, won’t be believed,

It’s disloyal, adults not

Listening, telling and nothing






  1. F) Methods.


Role play.                     Artwork.

Circle time.                   Classroom discussion.

Stories/poems.              Games and groupwork.