There are more than 1 million resources on Tes, created by educators around the world, all with different lived experiences. This means that our platform hosts a diverse range of content on a variety of subjects and topics, and this is something we are proud of. However, it does mean that people occasionally need to report content to us that they have found offensive or inappropriate. Many of these reports are centred around sensitive, emotionally charged topics.
This article will provide information on common issues with reported content, share advice that we have received from subject matter experts, and cover some best practice tips to help you to minimise the risk of inadvertently creating content that may cause offence or be considered inappropriate.
We take all content reports seriously. We assess every case individually and take any necessary steps to rectify issues. You will find information on how we deal with content reports towards the end of the article.
What do we mean by sensitive topics?
We believe that any topic that may lead to a strong emotional response by a user or that engenders strong and/or polarised opinions and beliefs must be carefully considered.
Examples of such topics include gender identity, sexuality, cultural heritage, race, religion, politics, trauma, war/conflict, immigration and asylum, grief and loss, rape, abortion, drug abuse and addiction, disability, and poverty.
This list is not exhaustive, and you should consider all your content through the lens of the information provided below.
What are the most common issues with reported content?
Not all content reports are upheld, but these are some of the most common reasons for content to ultimately be considered inappropriate and/or offensive.
- Clear bias towards one viewpoint or lack of balance when discussing differing opinions or viewpoints (eg not following the Department for Education’s political impartiality guidelines).
- Inappropriate types of content for the serious nature of the subject matter (generally games and ‘fun’ activities)
- Inappropriate content for the age listed (age is often too young or too broad)
- Use of loaded, leading or stereotyped language (particularly with ongoing conflicts)
- Inappropriate images and/or videos (usually graphic or distressing)
How can you ensure that your content covers sensitive issues appropriately?
The following best practice tips and ideas will help you to ensure that your content remains appropriate and helpful for all teachers and students.
Bias and political impartiality
Schools and teachers have a legal duty to provide impartial and balanced teaching and learning content for their students. The Department for Education has provided detailed guidance to support teachers and schools in the UK to fulfil this duty, which means that schools:
- must prohibit the promotion of partisan political views
- should take steps to ensure the balanced presentation of opposing views on political issues when they are brought to the attention of pupils
We expect all content uploaded to Tes to be free of political bias, in line with the Author Code of Conduct. Please read the DfE's guidance and consider the points raised in it, particularly when creating resources on sensitive issues.
Bias can be difficult to detect in your own content. Much of the guidance raised in the rest of this article will help you to create unbiased and balanced content. It can also be useful to share your content for review with others before publishing, especially if it is on sensitive topics – another pair of eyes can sometimes reveal issues that you had not noticed yourself.
Teacher guidance
It is good practice to provide guidance for teachers on how to deliver your lesson or activities, particularly when the topic is sensitive. Some teachers may not be as experienced, or as confident in teaching certain topics, and guidance on how to use your resource can really support the delivery of the lesson.
You can use the guidance to give context to parts of the lesson that are not covered by the resource, to provide strategies to support students who may be struggling with the content, or to flag certain parts of the lesson that may need particularly careful handling, for example.
Detailed descriptions and trigger warnings
Be clear in your description and provide plenty of detail about the topic(s) covered in the resource. Where applicable, include trigger warnings within your description so that the downloader is fully aware of the content covered and can make an informed decision about whether to download or purchase your resource. Also consider using trigger warnings within your teacher guidance or the lesson content itself – this will allow the teacher to break if they need to and consider the potential impact of the content on their students.
Games and activities
Avoid creating games and fun activities that could be seen to make light of sensitive topics. We understand that games and fun activities are important tools for engagement and consolidation of knowledge. However, using them when teaching sensitive topics can be upsetting for students and is dismissive of the complexities involved.
Language
Be mindful of the language that you use and consider how somebody with a different viewpoint to your own may interpret your content. Use of loaded, challenging or emotionally charged language may be attention grabbing but can cause upset and divisions within the classroom. Use of blanket statements and labels can have the same impact. Always strive for dispassionate, moderate and objective language when discussing sensitive topics.
Consider providing definitions for any key terms included in your content. This is particularly useful where terms are contested and may be viewed differently by different groups.
Fact checking and historical content
Take the time to fact check the information that you include and ensure that any research is carried out using reputable sources. Where necessary, consider historical context and strive to provide an unbiased and accurate representation. Remember to check maps and map labels as well as written content.
Images and videos
Be careful and selective with use of images and videos. The visual nature of images and videos is often more powerful than words alone and can help to engage students, but graphic images can be distressing. Always consider the appropriacy of images or video for use in the classroom and for the age range your resource is aimed at. Err on the side of caution and only include such content if it is necessary to achieve the learning objective.
Inclusivity and representation
Consider whether the language and imagery that you use in your resources is inclusive. Does it represent the different groups of people who may be teaching or learning from your resource?
Age appropriacy
Make sure that your content is appropriate for the age that you’re listing it for. If you find that our age categories are too broad for your content, please indicate more specifically in your description so that the user considering your resource can make an informed decision.
Review and remove
We live in an ever-changing world, with ongoing new developments in world politics and conflicts, changes to acceptable usage of terminology, medical and technological developments, and changing societal attitudes and expectations. Resources can quickly become outdated and even inappropriate; ensure that your content stays relevant and appropriate by regularly reviewing, updating or removing it.
How does Tes deal with reports of offensive/inappropriate content?
Due to the nature of these types of report, discussions can quickly spread to social media, or even the wider media. To ensure that you are protected while we investigate and to prevent content being shared further, our first step is to privatise the content and inform you of the concerns raised. This does not mean that Tes agrees with the report raised; we privatise the content simply to protect both you and Tes from reputational damage while we review it.
We will review the content against the concerns raised in the report and in some cases, we may consult with an external panel of subject matter experts. You may also review your content and provide any commentary that you would like us to take into consideration.
Once a decision is made, we will inform all parties; the outcome will generally fall into one of three categories:
- Content complaint not upheld - resource republished on to Tes with no changes
- Content complaint not upheld – recommendations for good practice provided to the author. Resource remains private for the author to republish after making any amendments.
- Content complaint upheld – resource removed from the site permanently.
In most instances where content is removed, the author is still able to continue to share on Tes. Where we see repeated issues, where authors re-publish content without making requested changes, or where it is evident that the resource was maliciously created, rather than being the result of error or misjudgement, Tes will ban the author.
As a precautionary measure, we are currently reviewing content that relates specifically to the Israel/Palestine conflict, and to conflict and terrorism more broadly. We will be removing some old content and some content that has not been purchased and/or downloaded for some time. This is in line with our ‘Review and remove’ advice listed above.
Please let us know if you have any questions or feedback on this advice.