Empowering Primary Aged Children: Insights from the Speak Out Project Evaluation

Speak Out Project: Evaluation Summary

Domestic abuse affects many families, and its impact on children can be profound and lasting. Recognising the urgent need to support primary-aged children facing these challenges, the Speak Out project was developed to address their needs through education, awareness, and community involvement. After months of dedicated work by a committed team, including Sarah Cooke, Philippa Briggs, and many others, the project evaluation offers valuable insights into how schools and communities can better support children affected by domestic abuse.

This post shares key findings from the Speak Out project evaluation, highlights the four stages of the initiative, and explores how this work can expand to reach more children and schools in the future.

The Four Stages of the Speak Out Project

The Speak Out project was designed with four interconnected stages to provide comprehensive support for children, school staff, and the wider community. Each stage plays a vital role in creating a safe and informed environment for children to express themselves and receive help.

1. Twilight Sessions for Staff

The project began with twilight sessions aimed at school staff. These sessions provided teachers and support staff with essential knowledge about domestic abuse and its effects on children. The training helped staff recognise signs of distress and equipped them with strategies to support affected pupils sensitively.

Key outcomes included:

• Increased confidence among staff to discuss domestic abuse-related issues.

• Improved understanding of how trauma can affect learning and behaviour.

• Practical tools for creating a supportive classroom environment.

2. E-Learning for Teaching Staff

To reach a wider audience, the project developed an e-learning module accessible to teaching staff across seven schools. This flexible format allowed educators to learn at their own pace and revisit materials as needed.

The e-learning covered:

• The dynamics of domestic abuse.

• How to identify children who may be affected.

• Ways to approach conversations with children and parents.

• Referral pathways and support services available.

3. Children’s Workshops (Year 6)

One of the most impactful parts of the project was the workshops designed for Year 6 students. These created a safe space for children to learn about healthy relationships, understand feelings, and know where to seek help.

The workshops focused on:

• Building children’s awareness of their rights and feelings.

• Encouraging open communication about difficult topics.

• Empowering children to speak out and seek support.

4. Community Sessions

The final stage involved community sessions to raise awareness beyond the school gates. These brought together parents, carers, local organisations, and professionals to discuss the impact on families.

The Role of Key Stakeholders

The success of the Speak Out project depended on the collaboration of many individuals. Special thanks go to Sarah Cooke and Philippa Briggs for their leadership and dedication. Their work transformed an initial conversation with Julie Turner about the emerging needs of primary-aged children into a fully realised project.

Alison Lowe OBE also played a crucial role by supporting the initiative and acting as an ally in this sensitive area of work. Her involvement helped raise the profile of the project and secure necessary backing.

Practical Lessons from the Evaluation

• Training is essential: Staff need ongoing support to feel confident.

• Flexible learning works: Combining in-person sessions with e-learning increases accessibility.

• Child-centred approaches matter: Engaging children directly and respectfully encourages openness.

• Community involvement strengthens impact: Engaging parents and local organisations creates a broader safety net.

• Sustained funding is critical: Consistent funding must be secured to maintain and expand the project.

Looking Ahead

The evaluation highlights the potential to reach many more schools. Expanding the project will require securing additional funding, developing tailored resources for different age groups, and strengthening partnerships with local agencies. By building on this foundation, schools can create safer environments where children feel heard and supported.