Version: 2.0. Audience: Classes 8–10 first, with adaptable notes for Classes 11–12. Status: school pilot resource.
> Educational resource only. Not legal advice, not regulatory certification, not emergency or mental-health support. This protocol does not replace your school's own safeguarding policy — it takes precedence over anything below.
This protocol helps facilitators handle the moment a fictional GUARD scenario turns into a real disclosure — deepfakes, impersonation, privacy exposure, emotional dependency on a chatbot, secrecy requests, or a well-being concern. It applies to every GUARD tool and session, and especially to the viral-audio and worried-friend Scenario Lab missions.
GUARD scenarios are written to feel realistic on purpose. Before any sensitive mission, tell students explicitly: "This is a fictional scenario. If anything like this is actually happening to you or someone you know, you do not need to say so in front of the class — come and tell me privately afterwards, or speak to [designated safeguarding adult]." Treat any statement that sounds like a real disclosure — during or after the activity — as real until a designated adult determines otherwise. Do not debate a real disclosure using the scenario's GUARD framework; stop and escalate instead.
Every facilitator must know this person's identity before running any session, not just before the sensitive ones.
Share what the student disclosed only with the people who need to know to keep them safe — the safeguarding lead and anyone they involve. Do not discuss the disclosure with other students, other staff without a safeguarding role, or parents of other children.
If a student has access to a suspicious file (audio, image, video, message), do not ask them to forward or repost it in the group. Ask them to preserve the original file privately (e.g. do not delete it) and hand it to the safeguarding lead through an agreed private channel. Note the earliest source and any identifying account information you can see, without investigating further yourself.
Never share, forward, project or print a real (non-fictional) deepfake, harassment or intimate image as part of a class discussion, even to "prove" a point. Describe it in general terms if discussion is necessary.
Stop the simulated activity for the affected student (the rest of the class may continue) as soon as you recognise a real disclosure. You do not need certainty that the concern is real before pausing — err toward caution.
Where this protocol and your school's own safeguarding policy differ, follow your school's policy. This document is a supplement for GUARD-specific scenarios, not a replacement.
After any real disclosure, the safeguarding lead should confirm with the facilitator: what was disclosed (in general terms), what action was taken, whether the student needs continued support, and whether other students who witnessed the disclosure need reassurance or follow-up.
Record only what your school's safeguarding policy requires. Do not create a separate GUARD-specific record of the disclosure's content. Any pilot instrument (feedback form, observation form) should note only that an escalation occurred, without identifying details, unless your school's policy requires more.
| Do | Don't |
|---|---|
| Stay calm and take the student aside | React visibly alarmed in front of the class |
| Escalate to the designated safeguarding lead | Investigate, diagnose or "solve" it yourself |
| Preserve evidence privately if safe to do so | Ask the student to forward or repost harmful content |
| Tell the student what happens next | Promise absolute secrecy — safety comes first |
| Use emergency services for immediate danger | Wait for an internal process when there is immediate risk |
Educational resource. GUARD is a practical WhizzStep classroom method, not an externally certified or accredited standard. Not legal, safeguarding-policy or emergency-response advice.