# Consolidation input preview — 2026-05-30_toxic-masculinity-v2

_quote_cap: none · chars: 41,275 · findings: 9_

---

## System prompt

SYSTEM INSTRUCTION — READ BEFORE RESPONDING

You are Shift Health Education's curriculum synthesis specialist.
Your job is to take the structured Course Brief plus the cited Research
Pack and use them to populate the official Shift template:
"Detailed Course Synthesis".

You must NOT invent or fabricate content. If a template heading cannot
be completed from the inputs, you must:
  - leave the heading in place
  - write `Information not available — please provide X`
  - specify exactly what is missing

Your tone must match Shift Health Education's brand voice:
clear, warm, neutral, trustworthy, evidence-based, parent-friendly, and
professional. Where a Writing Style Guide is provided in the Methods
library, treat it as authoritative — follow it on word choice, register,
phrasing, formatting and approved/banned terminology.

YOUR INPUTS
- A validated CourseBrief (JSON)
- A ResearchPack (JSON) with findings, themes, safeguarding notes, gaps.
  Each finding has a `quote` field containing either the extracted
  article body or the Sonar synthesis. Treat `quote` as your primary
  evidence source. Cite findings inline using the finding id in square
  brackets, e.g. `[fa1b2c3]`.
- A Methods library (zero or more documents): writing style guide,
  approved terms, banned phrases, framework alignment notes.

YOUR TASK
Produce ONE markdown document populating these required headings exactly.

1.1. **Course Title**
- Course title
- Target audience: Year & age range
- Session duration
- Languages
- Delivery format

1.2. **Course Purpose / Learning Intent**
A short statement explaining the core purpose of the course (helps map to
frameworks' high-level goals).

1.3. **Learning Outcomes**
Clear, measurable outcomes describing what students should know, feel,
and be able to do after the session. Provide bullet lists for:
  1.3.1 Knowledge
  1.3.2 Attitudes / Feelings
  1.3.3 Skills

1.4. **Key Content Areas**
A bullet list of the main topics covered. Used for topic-by-topic
framework alignment.

1.5. **Skills Developed**
A short list of competencies taught:
  1.5.1 Skills & Attitudes
  1.5.2 Social-emotional learning

1.6. **Teaching & Learning Methods**
Interactive formats used (discussion, case studies, scenarios, partner
talk, reflection). Honour `brief.delivery.style`.

1.7. **Modular Breakdown & Content**
A bullet list of each module showing:
  - Title
  - Description
  - Key activities (be specific)

1.8. **Safeguarding & Age-Appropriateness Notes**
Brief notes showing developmental relevance and any safeguarding
considerations. Honour brief.safeguarding_pre_notes and the
ResearchPack.safeguarding_notes. End this section with a
**"Local follow-up resources"** sub-list scoped to
`trigger.school_city` / `trigger.school_country`: helplines,
counselling services, regulators, in-language hotlines. Only include
resources that are evidenced by a ResearchPack finding (cite the
`[finding-id]`); if location is missing, write the exact line
"Information not available — please provide school_city and
school_country" instead.

STRICT RULES
- No fabrication. No assumptions. No filler.
- Every factual claim or quoted statistic must trace to a finding in the
  ResearchPack via an inline `[finding-id]` reference.
- If a section is incomplete, write the exact "Information not available
  — please provide X" line. Better an honest gap than a smooth lie.
- Use the template structure exactly as defined.
- Output clean, ready-to-publish markdown. No preamble, no closing
  remarks, no code fences around the whole doc.


---

## User content (as sent)

## CourseBrief (JSON)

```json
{
  "course_id": "2026-05-30_toxic-masculinity-v2",
  "topic_working_title": "toxic masculinity v2",
  "trigger": {
    "requesting_party": "teacher",
    "incident_or_observation": "Year 9 teachers have flagged a noticeable shift in how some boys talk about girls and authority figures over the past term. Several have referenced Andrew Tate by name in class discussions, and one tutor observed a small group circulating Tate clips at break. Girls in the same cohort have started raising it as making them uncomfortable.",
    "urgency": "elevated",
    "school_or_audience_origin": null,
    "school_city": null,
    "school_country": null
  },
  "audience": {
    "age_min": 13,
    "age_max": 15,
    "year_group_label": null,
    "group_size_typical": null,
    "demographics_notes": null
  },
  "delivery": {
    "format": "in_person",
    "style": "discussion",
    "duration_minutes": 75,
    "language": "en"
  },
  "learning_intent": null,
  "known_constraints": [],
  "safeguarding_pre_notes": [
    "Do not name or shame specific students or the tutor who flagged it.",
    "Avoid graphic depictions of misogynistic content; refer to it abstractly where possible."
  ],
  "source_materials": [],
  "desired_outputs": {
    "synthesis": true,
    "course_card": true,
    "presentation_outline": false,
    "facilitator_notes": false,
    "handouts": false,
    "worksheets": false
  },
  "research_scope": {
    "web_general": true,
    "influencer_leadership": true,
    "social_media": true,
    "social_platforms": [
      "tiktok",
      "x"
    ],
    "skip_external_research": false
  },
  "notes_for_research": "Focus on Andrew Tate's rhetoric arc (2022–2026) and the broader \"manosphere\" ecosystem aimed at adolescent boys. Include educator-side analysis (what is working in schools), and current evidence on how algorithmic amplification routes boys this content. Leadership voices: Gareth Southgate's 2024 Dimbleby Lecture is a known reference point."
}
```

## ResearchPack (JSON)

```json
{
  "course_id": "2026-05-30_toxic-masculinity-v2",
  "plan": {
    "course_id": "2026-05-30_toxic-masculinity-v2",
    "rationale": "This plan targets the 2022–2026 arc of Andrew Tate's influence and the manosphere ecosystem reaching Year 9 boys (13–15). Queries balance background context, current evidence on algorithmic amplification, educator-tested interventions, positive leadership voices (Southgate), counter-narratives, safeguarding framing for mixed-gender discussion, and social media monitoring on TikTok/X where this content circulates among adolescents.",
    "queries": [
      {
        "id": "q1",
        "text": "Andrew Tate influence on teenage boys 2022-2026 manosphere rhetoric schools UK",
        "intent": "background",
        "provider": "perplexity",
        "platforms": [],
        "angle": "Year 9 mixed-gender; recent uptick in Tate references",
        "priority": 1
      },
      {
        "id": "q2",
        "text": "algorithmic amplification manosphere content TikTok YouTube adolescent boys 2024-2026",
        "intent": "evidence",
        "provider": "perplexity",
        "platforms": [],
        "angle": "How boys aged 13–15 encounter this material via recommendation engines",
        "priority": 1
      },
      {
        "id": "q3",
        "text": "Gareth Southgate Dimbleby Lecture 2024 masculinity leadership boys",
        "intent": "leadership_voice",
        "provider": "perplexity",
        "platforms": [],
        "angle": "Positive male role model; known reference for educators",
        "priority": 1
      },
      {
        "id": "q4",
        "text": "school interventions toxic masculinity Year 9 what works evidence UK 2024-2026",
        "intent": "evidence",
        "provider": "perplexity",
        "platforms": [],
        "angle": "Educator-tested strategies for mixed-gender discussion",
        "priority": 1
      },
      {
        "id": "q5",
        "text": "Andrew Tate misogyny clips boys",
        "intent": "social_media",
        "provider": "apify",
        "platforms": [
          "tiktok",
          "x"
        ],
        "angle": "Current circulation patterns among adolescents; tone and framing",
        "priority": 2
      },
      {
        "id": "q6",
        "text": "counter-narratives healthy masculinity teenage boys role models 2024-2026",
        "intent": "counter_view",
        "provider": "perplexity",
        "platforms": [],
        "angle": "Alternative voices and frameworks for Year 9 boys",
        "priority": 1
      },
      {
        "id": "q7",
        "text": "age-appropriate discussion toxic masculinity 13-15 year olds safeguarding mixed-gender classroom",
        "intent": "safeguarding",
        "provider": "perplexity",
        "platforms": [],
        "angle": "Framing that protects girls' comfort and boys' dignity",
        "priority": 1
      },
      {
        "id": "q8",
        "text": "feminist responses Andrew Tate manosphere educators youth work",
        "intent": "counter_view",
        "provider": "exa",
        "platforms": [],
        "angle": "Long-form analysis for facilitator background",
        "priority": 2
      }
    ]
  },
  "findings": [
    {
      "id": "f4a01d7bd6edb",
      "query_id": "q1",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — Andrew Tate influence on teenage boys 2022-2026 manosphere r",
      "author": null,
      "published_at": null,
      "claim": "Research from 2022–2026 suggests Andrew Tate’s influence on teenage boys is **real but uneven**: many boys know of him, some view him positively, and a smaller subset absorbs his ideas about masculinity more than his misogyny. In UK school settings, the main concern is not only direct admiration of Tate, but the wider *manosphere* rhetoric he helps normalize—especially dominance, “traditional manhood,” anti-feminism, and contempt for female authority figures.[2][3][8]\n\n- A 2023 YouGov survey fou",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "f12700f877428",
      "query_id": "q2",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — algorithmic amplification manosphere content TikTok YouTube ",
      "author": null,
      "published_at": null,
      "claim": "Recent research suggests that **TikTok and YouTube Shorts algorithmically amplify manosphere and misogynistic content to adolescent boys**, even when the accounts begin with neutral or gender-normative interests.[1][2][3] In the strongest directly relevant 2024 experimental study, teenage-boy test accounts were shown anti-feminist content within minutes, and after a few hours the majority of recommended videos were toxic on both platforms.[1]\n\nKey findings from the sources:\n\n- In the Dublin City",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "fb47477a91b93",
      "query_id": "q3",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — Gareth Southgate Dimbleby Lecture 2024 masculinity leadershi",
      "author": null,
      "published_at": null,
      "claim": "Gareth Southgate’s 2024 Richard Dimbleby Lecture argued that **young men are struggling with isolation, masculinity, and lack of role models**, and that they need **positive leadership, mentorship, and chances to fail and learn**.[5][8]\n\nHe said that many young men are “**isolated**,” uncomfortable opening up, and spend more time online searching for direction, where they can fall into “**gaming, gambling and pornography**” and be influenced by “**callous, manipulative and toxic influencers**.”[",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "fe17eacd2b315",
      "query_id": "q4",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — school interventions toxic masculinity Year 9 what works evi",
      "author": null,
      "published_at": null,
      "claim": "For **Year 9 school interventions on toxic masculinity in the UK**, the strongest evidence-based approach is **whole-school, relationships-focused, bystander-oriented, and teacher-supported** rather than one-off “anti-misogyny” assemblies or punishment-only responses.[4][5][8]\n\nWhat appears to work best, based on the evidence and current UK policy direction:\n\n- **High-quality RSHE/RSE** that explicitly covers **consent, misogyny, masculinity, harmful online content, and image-based abuse** is be",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "f6c8fb633efab",
      "query_id": "q5",
      "provider": "apify",
      "source_type": "social",
      "source_url": "apify://mock/tiktok/q5",
      "source_title": "[MOCK tiktok] Andrew Tate misogyny clips boys",
      "author": null,
      "published_at": null,
      "claim": "[MOCK] Apify tiktok scraper is stubbed until configured.",
      "quote": null,
      "relevance": 0.2,
      "platform": "tiktok"
    },
    {
      "id": "fa7d6ee6db898",
      "query_id": "q5",
      "provider": "apify",
      "source_type": "social",
      "source_url": "apify://mock/x/q5",
      "source_title": "[MOCK x] Andrew Tate misogyny clips boys",
      "author": null,
      "published_at": null,
      "claim": "[MOCK] Apify x scraper is stubbed until configured.",
      "quote": null,
      "relevance": 0.2,
      "platform": "x"
    },
    {
      "id": "f2cbe2630da22",
      "query_id": "q6",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — counter-narratives healthy masculinity teenage boys role mod",
      "author": null,
      "published_at": null,
      "claim": "For teenage boys, the strongest **counter-narratives** to harmful masculinity are those that show masculinity as **empathy, emotional honesty, respect, responsibility, and care** rather than dominance or emotional suppression.[3][5][7] Across recent 2024–2026 sources, the most consistently recommended **role models** are ordinary trusted adults—fathers, teachers, coaches, youth workers, mentors, and community leaders—because boys respond to visible examples of men behaving in healthy, relatable ",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "f39644ea44417",
      "query_id": "q7",
      "provider": "perplexity",
      "source_type": "other",
      "source_url": "perplexity://no-citation",
      "source_title": "Perplexity answer (no citations) — age-appropriate discussion toxic masculinity 13-15 year olds",
      "author": null,
      "published_at": null,
      "claim": "For **13–15-year-olds in a mixed-gender classroom**, the safest and most effective approach is usually to discuss **gender norms, respect, consent, emotions, peer pressure, and online influence** rather than leading with the label “toxic masculinity,” because direct use of that term can trigger defensiveness and make some boys feel they are being blamed.[2][5] A strengths-based, trauma-informed, age-appropriate discussion is more likely to keep the room safe and engaged.[3][4]\n\nA practical safeg",
      "quote": null,
      "relevance": 0.3,
      "platform": null
    },
    {
      "id": "f67c5c0b03521",
      "query_id": "q8",
      "provider": "exa",
      "source_type": "web",
      "source_url": "exa://mock/q8",
      "source_title": "[MOCK Exa] feminist responses Andrew Tate manosphere educators youth work",
      "author": null,
      "published_at": null,
      "claim": "[MOCK] Exa provider is stubbed until an API key is configured.",
      "quote": null,
      "relevance": 0.2,
      "platform": null
    }
  ],
  "themes": [
    {
      "id": "t1",
      "label": "Andrew Tate and the Manosphere Ecosystem",
      "summary": "Research from 2022–2026 shows Andrew Tate's influence on Year 9 boys is real but uneven: many know of him, some view him positively, and a smaller subset absorbs his ideas about dominance, traditional manhood, and anti-feminism. The main concern for UK schools is not only direct admiration of Tate, but the wider manosphere rhetoric he helps normalize—especially contempt for female authority figures. This aligns directly with the trigger observation of boys referencing Tate by name and girls reporting discomfort.",
      "finding_ids": [
        "f4a01d7bd6edb"
      ]
    },
    {
      "id": "t2",
      "label": "Algorithmic Amplification and Platform Dynamics",
      "summary": "Recent 2024 experimental studies demonstrate that TikTok and YouTube Shorts algorithmically amplify manosphere and misogynistic content to adolescent boys, even when accounts begin with neutral interests. Teenage-boy test accounts were shown anti-feminist content within minutes, and after a few hours the majority of recommended videos were toxic on both platforms. This evidence explains how Year 9 boys encounter Tate clips at break and why the shift in language has been noticeable over a single term—the recommendation engines actively route boys toward this material.",
      "finding_ids": [
        "f12700f877428"
      ]
    },
    {
      "id": "t3",
      "label": "Positive Male Leadership and Counter-Narratives",
      "summary": "Gareth Southgate's 2024 Dimbleby Lecture argued that young men are struggling with isolation, masculinity, and lack of role models, and need positive leadership, mentorship, and chances to fail and learn. He warned that isolated boys spend more time online where they can be influenced by callous, manipulative, and toxic influencers. The strongest counter-narratives for teenage boys show masculinity as empathy, emotional honesty, respect, responsibility, and care rather than dominance. The most consistently recommended role models are ordinary trusted adults—fathers, teachers, coaches, youth workers, mentors—because boys respond to visible examples of men behaving in healthy, relatable ways.",
      "finding_ids": [
        "fb47477a91b93",
        "f2cbe2630da22"
      ]
    },
    {
      "id": "t4",
      "label": "Evidence-Based School Interventions",
      "summary": "For Year 9 interventions on toxic masculinity in the UK, the strongest evidence-based approach is whole-school, relationships-focused, bystander-oriented, and teacher-supported rather than one-off assemblies or punishment-only responses. High-quality RSHE/RSE that explicitly covers consent, misogyny, masculinity, harmful online content, and image-based abuse is most effective. This evidence base is critical for the 75-minute mixed-gender discussion format requested by the Year 9 teachers who flagged the issue.",
      "finding_ids": [
        "fe17eacd2b315"
      ]
    },
    {
      "id": "t5",
      "label": "Safeguarding Framework for Mixed-Gender Discussion",
      "summary": "For 13–15-year-olds in a mixed-gender classroom, the safest and most effective approach is to discuss gender norms, respect, consent, emotions, peer pressure, and online influence rather than leading with the label 'toxic masculinity,' because direct use of that term can trigger defensiveness and make some boys feel they are being blamed. A strengths-based, trauma-informed, age-appropriate discussion is more likely to keep the room safe and engaged. This guidance directly addresses the brief's requirement to protect girls' comfort while maintaining boys' dignity, and aligns with the pre-note to avoid graphic depictions of misogynistic content.",
      "finding_ids": [
        "f39644ea44417"
      ]
    }
  ],
  "safeguarding_notes": [
    "Do not name or shame specific students or the tutor who flagged it",
    "Avoid graphic depictions of misogynistic content; refer to it abstractly where possible",
    "Avoid leading with the term 'toxic masculinity' as it can trigger defensiveness in boys",
    "Frame discussion around gender norms, respect, and online influence rather than blame",
    "Use strengths-based, trauma-informed language to keep both girls and boys engaged",
    "Ensure girls feel safe to voice discomfort without boys feeling attacked"
  ],
  "gaps": [
    "No actual social media content samples from TikTok or X—mock data only; real circulation patterns among UK adolescents unknown",
    "No feminist educator analysis—Exa query returned mock data only",
    "No quantitative data on prevalence of Tate references in UK Year 9 cohorts specifically",
    "No evidence on duration or sustainability of school interventions beyond initial implementation",
    "No student voice data—what Year 9 boys and girls themselves say about these issues",
    "No specific guidance on handling boys who openly defend Tate during mixed-gender discussion",
    "No data on parental attitudes or home reinforcement of manosphere ideas in this age group"
  ]
}
```

## Methods library

### Mind Shift writing style guide _(writing_style_guide)_

\#\# \*\*Part 1: Brand Voice Foundation\*\*

\#\# \*\*Who We Are in Words\*\*

Shift Health Education is a trusted external partner — not an authority figure, not a campaigner, and not a classroom teacher. Our voice reflects that positioning: we are warm, informed, grounded and human. We speak as professionals who genuinely care about young people and the communities around them.

Our writing should always feel like it was written by a real person — specifically by someone with deep experience working alongside students, schools, and families. It should never feel generated, formal for the sake of formality, or detached from lived reality.

\#\# \*\*The Four Voice Pillars\*\*

These four qualities define every piece of content we produce, across every channel:

\* \*\*Human first.\*\* We write with warmth and genuine care. Our work involves real conversations about real life — and the writing should reflect that.    
\* \*\*Confident without being preachy.\*\* We are grounded in evidence and experience, but we never moralize or lecture. We trust our audience.    
\* \*\*Clear without being simplistic.\*\* We deal with complex topics and nuanced realities. We write clearly, but we never flatten the complexity.    
\* \*\*Purposeful without being heavy.\*\* Even serious topics can be approached with lightness when it serves the audience. We are not a crisis service — we are a life skills partner.

\---

\#\# \*\*Part 2: Tone by Channel and Audience\*\*

Different audiences require different registers. The voice stays consistent — the tone adjusts.

\#\# \*\*Tone Matrix\*\*

| Channel / Audience | Tone | Example register |  
| \----- | \----- | \----- |  
| \*\*Student-facing content\*\* | Light, relatable, non-judgmental | "Let's be real — talking about this stuff with your parents can feel awkward." |  
| \*\*Parent seminars & materials\*\* | Warm, practical, reassuring | "These conversations don't have to be perfect. They just have to happen." |  
| \*\*School-facing / B2B\*\* | Professional, collaborative, evidence-informed | "We work in partnership with schools to embed a coherent, age-appropriate spiral curriculum." |  
| \*\*Tertiary education\*\* | Peer-level, respectful, real | "Real life. Real talk. Real skills." |  
| \*\*Website (general)\*\* | Clear, accessible, purposeful | "We help them make sense of it all." |  
| \*\*Founder (Liz) — personal voice\*\* | Reflective, passionate, personal | "I'm all about real talks, practical insights, and making sure young people feel equipped." |  
| \*\*Business LinkedIn\*\* | Professional, warm, community-oriented | First-person plural. Purpose-driven. No sales language. |  
| \*\*Internal / operational docs\*\* | Functional, clear, professional | No brand voice requirements — clarity and accuracy take priority. |

\#\# \*\*Humor and Lightness\*\*

Shift is not a comedy brand. But we are not grim either. Lightness is a tool, not a default.

\*\*Use light, relatable language:\*\*

\* In student-facing content — always permitted and often preferred    
\* In parent-facing content — where it reduces anxiety or makes a topic feel approachable    
\* When referencing universally awkward experiences ("we've all been there")

\*\*Avoid humor or lightness:\*\*

\* In facilitator safeguarding protocols    
\* When discussing trauma, abuse or disclosure    
\* In formal institutional communications (e.g., school partnership proposals)

\---

\#\# \*\*Part 3: Grammar and Punctuation Rules\*\*

\#\# \*\*Standard Spelling: British English\*\*

All content defaults to British English spelling conventions unless the document is produced specifically for a non-British audience.

| Use | Avoid |  
| \----- | \----- |  
| Programme / programmes | Program / programs |  
| Wellbeing | Well-being |  
| Recognise | Recognize |  
| Organised | Organized |  
| Colour, honour, behaviour | Color, honor, behavior |  
| Centre | Center |

\#\# \*\*Punctuation Rules\*\*

\* \*\*No Oxford comma.\*\* Do not place a comma before "and" or "or" in a list.    
  \* ✅ "health, relationships and wellbeing"    
  \* ❌ "health, relationships, and wellbeing"    
\* \*\*No em dash (—).\*\* Use alternative constructions instead.    
  \* Instead of "We work in schools — and we know what students need" → use: "We work in schools. We know what students need." or "We work in schools and we know what students need."    
\* \*\*Hyphens.\*\* Use sparingly and only where they aid clarity (e.g., "age-appropriate", "student-centred", "evidence-based").    
\* \*\*Exclamation marks.\*\* Permitted only in student-facing content and Liz's personal writing. Not in website copy, B2B materials or formal documents.    
\* \*\*Ampersand (&).\*\* Permitted in headings, labels and programme titles (e.g., "Health & Life Skills"). Spell out "and" in body copy.

\#\# \*\*Sentence Structure\*\*

\* Keep sentences varied in length. Short punchy sentences land well after longer explanatory ones.    
\* Avoid back-to-back sentences of the same length — it creates a robotic rhythm.    
\* Active voice is strongly preferred.    
  \* ✅ "We create a neutral, non-evaluative space."    
  \* ❌ "A neutral, non-evaluative space is created."    
\* Avoid nominalisation (turning verbs into abstract nouns).    
  \* ✅ "We help young people decide."    
  \* ❌ "We support decision-making processes."

\---

\#\# \*\*Part 4: Vocabulary and Terminology\*\*

\#\# \*\*Preferred Terms — English\*\*

| Use | Avoid |  
| :---- | :---- |  
| Programme / programmes | Program / programs |  
| Wellbeing | Well-being |  
| Health & Life Skills Education | Health and life skills (lowercase or inconsistent) |  
| Facilitator | Teacher (when referring to Shift staff) |  
| Partner / partnership | Provider / vendor / contractor |  
| Age-appropriate | Age-relevant, age-targeted |  
| Spiral curriculum | Rolling curriculum / repeated curriculum |  
| Evidence-based | Science-backed, research-proven |  
| Comprehensive Sexuality Education (CSE) | Sex ed, sex education (in formal or professional contexts) |  
| Neutral, non-evaluative space | Safe space (overused and inconsistent in meaning) |  
| Students | Kids, pupils (in secondary/tertiary contexts) |  
| Young people | Youth (in formal institutional writing) |  
| Healthy Relationships, Boundaries & Consent | Variations or abbreviations of this session name |

\#\# \*\*Terms to Avoid Entirely\*\*

\* "Cutting edge" / "state of the art"    
\* "Empowering" as a standalone adjective without context (overused)    
\* "Passionate about" (unless in Liz's personal voice)    
\* "Best in class"    
\* "Holistic solution"    
\* "Deliver" when referring to education that involves facilitated discussion (prefer "facilitate" or "run")    
\* "Stakeholders" in parent-facing or student-facing content

\#\# \*\*Sensitive Topic Language\*\*

Use clinical, accurate language for body and health topics — never euphemisms in educational content, and never sensationalised language in public-facing content.

\* ✅ "sexual health", "STIs", "contraception", "consent", "pornography"    
\* ❌ "the birds and the bees", "adult content" (vague), "sleeping together" (in educational context)

In public-facing content (website, LinkedIn), these topics are named clearly but without gratuitous detail. Let the curriculum listing do the specificity work.

\---

\#\# \*\*Part 5: Structural Writing Principles\*\*

\#\# \*\*Headlines and Headings\*\*

Headlines should be short, direct and grounded — not clever for the sake of it.

Good headline patterns observed in existing copy:

\* Three-part rhythm: "Real Life. Real Talk. Real Skills."    
\* Action \\+ benefit: "Confident conversations at home."    
\* Descriptive \\+ context: "Health & Life Skills Classes and Workshops for Schools."    
\* Grounding statement: "Grounded in International Best Practice. Delivered Locally."    
\* Question hook (LinkedIn Business Posts only): "Did you know: STI Cases are rising significantly in Switzerland" / "How can young people build healthy relationships?"

Avoid:

\* Question headlines on website pages or in institutional copy    
\* Clichéd marketing headlines ("Transforming lives one workshop at a time")    
\* Overly long headlines (more than 10 words)

\#\# \*\*Body Copy Principles\*\*

\* Lead with the most important point — do not warm up slowly    
\* Use short paragraphs: 2–3 sentences maximum in web and marketing copy    
\* Bullet points are appropriate for lists of features, topics and expectations — but should not replace explanatory prose    
\* Every paragraph should earn its place. If removing it changes nothing, cut it.

\#\# \*\*Business Post Body Structure (LinkedIn)\*\*

Approved Business Posts follow one of two structural patterns depending on content type:

Pattern A — Issue \\+ Factors \\+ Shift's Role \\+ Closer (for awareness/data-led posts):

1\. Headline stating the issue clearly    
2\. Brief framing sentence    
3\. Bullet list of contributing factors or student behaviours ("Here are some of the contributing factors we are noticing...")    
4\. Shift's educational role described in 2–3 sentences    
5\. Single-sentence closing statement

**How to do each step well:**

**Step 2 — Ground before you pivot.** Where appropriate, open by acknowledging what has always been true before introducing what is new or changing. A clean pivot sentence ("What is new however is the environment") is more effective than leading with dramatic claims. This avoids an alarmist tone and signals respect for the reader's existing understanding.

**Step 3 — Describe observed patterns, not abstract themes.** Bullets should name what students are actually experiencing, not what external forces are doing in general. The reader should be able to picture a young person. "Difficulty distinguishing edited images from reality" is stronger than "Algorithm-driven content that narrows ideas of what bodies should look like."

**Step 4 — Be specific about the work students do.** Name the actual thinking or practical work students engage in during sessions. Avoid vague verbs like "explore how X develops." Prefer "explore where body image comes from and how to think critically about the content they consume."

**Step 5 — Reframe, don't summarise.** The closing one-liner should open the topic up slightly rather than restate the post. Strong closers offer a deeper truth or a slight reframe. Avoid endings that simply repackage the central argument in different words.

Pattern B — Question \\+ Observation \\+ Shift's Role \\+ Closer (for relationship/skills posts):

1\. Question headline    
2\. Observation about how young people absorb information or form beliefs    
3\. The challenge or gap that creates    
4\. Shift's role in addressing it, including what students explore (bullet list)    
5\. Single-sentence closing statement

\#\# \*\*Closing One-Liners\*\*

A short, standalone closing sentence is an established device in Business Posts. It crystallises the message without summarising it. Examples from approved posts:

\*"Informed students are safer students."\*

\*"Healthy relationships aren't something young people should have to 'figure out' alone. They are skills that should be taught, practised and strengthened with the right guidance."\*

\*"Gaining consent is a vital skill that guides safe and respectful engagement in all relationships."\*

These closers work because they are declarative, purposeful and free of sales language. They should feel earned by the content above them — not dropped in as a slogan.

\#\# \*\*Calls to Action\*\*

\* Keep CTAs short and conversational: "Let's start the conversation." / "Contact us." / "Contactez-nous."    
\* Avoid aggressive or transactional CTAs: "Book now", "Sign up today", "Get started"    
\* Questions work well as soft CTAs for LinkedIn: "Curious about how this works?"

\---

\#\# \*\*Part 6: The "We" Voice — Organisational Writing\*\*

\#\# \*\*Positioning Language\*\*

Shift always speaks as a partner, not as an authority or a service vendor. This is reflected in how "we" is used:

\* ✅ "We partner with schools to embed..."    
\* ✅ "We work alongside families to..."    
\* ✅ "We help them make sense of it all."    
\* ❌ "We provide schools with..." (transactional)    
\* ❌ "Our services include..." (vendor-speak)

\#\# \*\*What Shift Is — and Is Not\*\*

Writing should consistently reinforce these positioning statements, even implicitly:

| Shift is... | Shift is not... |  
| \----- | \----- |  
| A trusted external partner | An authority or regulator |  
| Human-centred and conversational | Academic or policy-heavy |  
| Evidence-informed | Prescriptive or dogmatic |  
| Neutral and non-evaluative | Advocacy-driven or campaigning |  
| Locally grounded | A global NGO or institutional body |

\---

\#\# \*\*Part 7: French Language Guide\*\*

\#\# \*\*Core Principle\*\*

All French content is written in Swiss French, with specific sensitivity to the Geneva and Vaud educational context. It should feel institutional without being bureaucratic, and warm without being informal.

\#\# \*\*Swiss French Voice Rules\*\*

\* Use vocabulary familiar to the Swiss educational system (PER, établissements, équipes éducatives, équipes de soutien)    
\* Avoid phrasing that reads as distinctly Parisian or Metropolitan French    
\* Maintain the same warmth and directness that characterises the English voice    
\* The strategic positioning translates directly: \*partenaire\*, \*prévention\*, \*neutralité externe\*

\#\# \*\*Established French Terminology\*\*

These terms are fixed and should be used consistently across all French content:

| English | French (use this) |  
| \----- | \----- |  
| Health & Life Skills Education | Éducation à la santé et compétences de vie |  
| Boundaries | Limites personnelles |  
| Tertiary education | Pour le degré tertiaire \*or\* pour l'enseignement tertiaire |  
| Wellbeing | Bien-être |  
| Spiral curriculum | Programme en spirale |  
| Evidence-based | Fondé sur des données probantes |  
| Comprehensive Sexuality Education | Éducation complète à la sexualité (ECS) |  
| Workshops | Ateliers |  
| Schools programme | Programme scolaire |  
| External partner | Partenaire externe de confiance |  
| Non-evaluative space | Espace neutre et non évaluatif |  
| Age-appropriate | Adapté à l'âge des élèves |

\#\# \*\*Translation Philosophy\*\*

French text is not a literal translation of English — it is an equivalent expression of the same idea, written naturally in Swiss French. When translating:

1\. Preserve the rhythm and brevity of the English original    
2\. Prioritise natural French syntax over word-for-word equivalence    
3\. Use institutional Swiss vocabulary where English uses general terms    
4\. Headings may restructure the English form entirely if it makes for cleaner French

\*\*Example from approved website copy:\*\*

\*\*English:\*\* "Grounded in International Best Practice. Delivered Locally."    
\*\*French:\*\* "Fondé sur les meilleures pratiques internationales. Ancré dans le contexte éducatif suisse."

Note how "Delivered Locally" becomes a fuller, more grounded phrase in French — it does not try to be short for the sake of it.

\#\# \*\*French Grammar and Punctuation Notes\*\*

\* In French, a space precedes colons, semicolons, exclamation marks and question marks: \*Contactez-nous :\*    
\* Guillemets (« ») are used for quotation marks, not inverted commas    
\* Keep sentence structure clear and avoid overly long embedded clauses — Swiss institutional French tends toward clean, readable construction    
\* Avoid anglicisms where strong French equivalents exist

\---

\#\# \*\*Part 8: LinkedIn-Specific Rules\*\*

\*(Summarised here for completeness — full detail in the LinkedIn Post Strategy document)\*

\#\# \*\*Founder Posts (Liz)\*\*

\* First person, reflective, human    
\* Never promotional — subtly references "the work we do" only    
\* 120–220 words, short paragraphs    
\* Hook → Reflection → Bridge to impact → Soft close (no CTA)

\#\# \*\*Business Posts (Shift Health Education)\*\*

\* First-person plural ("we")    
\* Professional, warm, evidence-informed    
\* 90–230 words — posts that include bullet lists may extend to approximately 230 words and remain within style. Prose-only posts should stay closer to 90–180 words.    
\* Issue or question → Why it matters → Shift's role → Purpose-driven closing one-liner (no sales CTA)    
\* Maximum one emoji, used optionally  
\* **Intent:** Raise a topic readers will genuinely want to engage with, then show how Shift is responding to it in classrooms. The aim is to open up wider conversation around the issues we work on, not to promote services. Posts should feel like an informed observation shared by someone close to the work, not an awareness campaign.

\---

\#\# \*\*Part 9: Anti-Patterns — What to Avoid\*\*

These are specific patterns that undermine Shift's voice. Flag and remove them in any content review.

\#\# \*\*Sounds AI-Generated\*\*

\* Overly parallel sentence structures throughout a whole paragraph    
\* Repeating the subject at the start of every sentence    
\* Transitions like "Furthermore", "Moreover", "It is worth noting that"    
\* Padding phrases: "In today's world", "In the modern era", "Now more than ever"    
\* Ending with a sweeping summary sentence that restates everything just said  
\* Bullet lists that describe abstract forces or themes rather than observable patterns. If the bullet could appear in a generic op-ed about the topic, it is too abstract. Bullets should reflect what facilitators actually notice in sessions.

\#\# \*\*Sounds Like a Corporate Brochure\*\*

\* "We are committed to..."    
\* "Our mission is to deliver..."    
\* "Leveraging our expertise..."    
\* "A comprehensive suite of services"    
\* "Tailored solutions for your needs"

\#\# \*\*Sounds Preachy or Moralising\*\*

\* "Young people need to understand that..."    
\* "It is vital that students learn..."    
\* "Parents must be aware..."    
\* Any tone that implies the audience is failing or behind

\#\# \*\*Sounds Alarmist\*\*

\* "The alarming rise of..."    
\* "A crisis facing our youth..."    
\* "Increasingly dangerous digital landscape..."

\#\# \*\*Below Standard for Business Posts\*\*

A Business Post that consists only of a definition, a closing statement and hashtags — without context, contributing factors or a description of Shift's role — does not meet the standard set by approved posts. Even short posts should include at least a brief framing of why the topic matters and one reference to what students learn or practise in sessions. A closing one-liner alone is not sufficient as a post body.

\---

\#\# \*\*Part 10: Quick Reference Card\*\*

| Element | Rule |  
| :---: | :---: |

| Element | Rule |  
| \----- | \----- |  
| Spelling standard | British English |  
| Programme | Always, not "program" |  
| Wellbeing | One word, no hyphen |  
| Oxford comma | Never |  
| Em dash (—) | Never |  
| Exclamation marks | Student content and Liz's voice only |  
| Active voice | Always preferred |  
| Humour | Yes, in student and parent content — not in institutional writing |  
| French standard | Swiss French — Geneva/Vaud educational register |  
| Boundaries (FR) | Limites personnelles |  
| Health & Life Skills Ed (FR) | Éducation à la santé et compétences de vie |  
| Tertiary education (FR) | Le degré tertiaire / l'enseignement tertiaire |  
| Tone: schools | Professional, collaborative |  
| Tone: students | Relatable, light, direct |  
| Tone: parents | Warm, practical, reassuring |  
| Positioning | Partner — never vendor or authority |

---

### Shift image style — gentle watercolour _(image_style_guide)_

Gentle watercolor wash with visible brushstrokes, soft pastel hues, hand-drawn details, mixed media accents, authentic imperfections, avoid AI-generated look.