Endocrine and endocrine disrupters (copy)

# Endocrine System and Endocrine Disruptors

_In-person workshop · 80 min · English · ages 12–14_

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## Slide 1 — Title

- **Endocrine System and Endocrine Disruptors**
- Understanding hormones and making informed choices
- Facilitator: _________

_Speaker note: Welcome students warmly. This session is about understanding how their bodies work and making practical, realistic choices about everyday products — not about fear or perfection._

---

## Slide 2 — Why we're here today

- Your body uses hormones to grow, develop, feel energetic and manage mood.
- Some chemicals in everyday products can interfere with how hormones work.
- You can learn to spot these chemicals and find simple swaps that feel right for you.
- This is about making informed choices, not about being perfect or anxious.

_Speaker note: Frame this as empowerment, not alarm. Hormones are relevant to Year 8 students because they are experiencing rapid hormonal change. The goal is to help them feel in control of their choices, not worried about invisible threats._

---

## Slide 3 — What we'll cover today

- What the endocrine system is and why it matters
- What endocrine disruptors are and where they hide
- A hands-on hunt through everyday products
- What the evidence actually shows
- Simple, affordable swaps you can try
- How to cope if worry creeps in

_Speaker note: This agenda signals that the session is practical and grounded. It also signals that mental health support is part of the conversation — not an afterthought._

---

## Slide 4 — The endocrine system: your body's chemical messenger

- Glands throughout your body release hormones (chemical messengers).
- Hormones control growth, development, energy, mood, metabolism and reproduction.
- Main glands: hypothalamus, pituitary, thyroid, adrenal, pancreas, ovaries and testes.
- Hormones work in tiny amounts — but they have big effects.

_Speaker note: Use a simple diagram showing the main glands and their locations. Emphasise that hormones are natural and essential — this is not about hormones being "bad." The point is that the system is finely tuned and can be disrupted by certain chemicals._

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## Slide 5 — What are endocrine disruptors?

- Chemicals that mimic, block or interfere with how hormones work.
- Common examples: phthalates, parabens, BPA, synthetic fragrances.
- They are found in personal care products, food packaging, plastics and textiles.
- Even tiny amounts can interfere with the endocrine system.

_Speaker note: Keep this factual and straightforward. Do not dramatise. The key point is that these are identifiable chemicals in identifiable places — which means students can make informed choices._

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## Slide 6 — Where do we find endocrine disruptors?

- **Personal care:** shampoo, conditioner, deodorant, moisturiser, makeup, sunscreen.
- **Food and drink:** plastic containers, food packaging, cling film.
- **Clothing and textiles:** dyes, water-resistant coatings.
- **Toys and electronics:** older plastics, some electronic components.

_Speaker note: Make this concrete by showing real product labels or packaging. Ask students to think about which products they use daily. This grounds the topic in their actual lives._

---

## Slide 7 — The hormone-disruptor hunt: how it works

- In small groups, you will examine labels from products you actually use.
- Look for ingredients to avoid: fragrance/parfum, parabens, phthalates, BPA.
- Use a simple checklist or app (e.g., EWG's Skin Deep) to rate products.
- Find one safer alternative for each product.

_Speaker note: This is the core activity. Provide real product labels or ask students to bring their own. Keep the tone curious and exploratory, not judgmental. Emphasise that "safer" does not mean "perfect" — it means a step in the right direction._

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## Slide 8 — What does the evidence actually show?

- Studies show that switching to lower-chemical products for just 3 days reduced phthalate and paraben levels by 25–45% in teenagers.
- Small changes can make a measurable difference.
- But we don't need to be perfect — most everyday anxiety is multi-factorial.
- Some online claims are exaggerated or based on weak evidence.

_Speaker note: This slide is crucial for building critical thinking. Emphasise that evidence supports reducing exposure, but that the science is not saying "one chemical will ruin your health." Help students distinguish between "this matters" and "this is a crisis."_

---

## Slide 9 — Spotting weak evidence: a quick guide

- **Strong evidence:** human studies, multiple studies, published in peer-reviewed journals.
- **Weak evidence:** animal studies only, one small study, anecdotes or influencer claims.
- **Red flags:** "doctors hate this one trick", "banned in Europe" (often false), extreme before-and-after claims.
- Ask: "Is this based on real human evidence or just hype?"

_Speaker note: This builds media literacy and resilience against misinformation. Use a real example from social media or influencer marketing if possible — something students will recognise._

---

## Slide 10 — Simple swaps that actually work

- **Fragrance-free cleanser** instead of heavily scented body wash.
- **Basic moisturiser** (fewer ingredients = fewer disruptors).
- **Mineral sunscreen** (SPF 30+) instead of chemical sunscreen.
- **Stainless steel or glass food containers** instead of plastic.
- **Unscented deodorant** instead of heavily fragranced spray.

_Speaker note: Emphasise affordability and accessibility. These are not luxury swaps — they are often cheaper than heavily marketed products. Avoid creating the impression that "safer" means "more expensive."_

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## Slide 11 — Partner talk: which swap feels right for you?

- Turn to a partner and discuss: "Which of these swaps feels easiest for you to try?"
- Why does that one feel doable?
- What would make it harder to try the others?

_Speaker note: This is a low-pressure reflection. Listen for barriers (cost, availability, family habits, peer pressure) and validate them. The goal is not to commit everyone to every swap — it is to help them identify one realistic change._

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## Slide 12 — What if worry creeps in?

- It is normal to feel worried about chemicals in the environment.
- But most everyday anxiety is multi-factorial — not caused by one thing.
- **If worry becomes overwhelming:** talk to a trusted adult, use school counselling, check reliable sources.
- **Coping strategies:** limit social media doomscrolling, focus on what you can control, practise grounding techniques.

_Speaker note: This is safeguarding. Acknowledge that worry is valid, but signal that support is available and that students are not alone. Normalise seeking help. Do not imply that anxiety is "silly" or "overblown."_

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## Slide 13 — Where to get help in Geneva

- **School counsellor:** your first port of call for any worry or health question.
- **Trusted adult:** parent, guardian, teacher, coach or family member.
- **SOS Amitié (Geneva):** 143 (free, confidential, 24/7 support).
- **Infoset (Swiss health information):** www.infoset.ch (reliable health information in French and German).
- **EWG's Skin Deep:** free online database to check product ingredients.

_Speaker note: Provide these resources in writing (handout or poster). Emphasise that the school counsellor is the easiest first step — they are there, they know the student, and they can connect them to other support if needed. If students have questions about specific products or health concerns, the counsellor can help them find reliable answers._

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## Slide 14 — Reflection: what you learned and what you'll try

- Write or share: one thing you learned today that surprised you.
- Write or share: one small swap you could try in the next week.
- Optional: one thing you would do if worry about chemicals started to feel overwhelming.

_Speaker note: Keep this brief and low-pressure. Not every student needs to share aloud. Collect written reflections if possible — they help you gauge understanding and identify students who may need follow-up support._

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## Slide 15 — Thank you

- You now know what endocrine disruptors are, where they hide, and how to make informed choices.
- Small changes add up. You are in control.
- Questions? Ask your school counsellor or a trusted adult.

_Speaker note: End on an empowering note. Reinforce that this is not about perfection — it is about awareness and choice. Thank students for their engagement and curiosity._

---

**End of Presentation Outline**

# Facilitator notes — Endocrine System and Endocrine Disruptors

_In-person workshop · 80 min · English · ages 12–14_

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## Before you start

### What this course is for

This session helps Year 8 students understand what the endocrine system is, why it matters in everyday life, and how certain chemicals in common products can interfere with hormones. Students will learn to make informed, practical choices about personal care and food storage without fear or overwhelm, and to recognise reliable information sources. The course is grounded in evidence and designed to empower students to reduce avoidable exposures while building critical thinking skills.

### What you need to know about this group

- **Age and development:** Year 8 students (12–14) are experiencing rapid hormonal change. The endocrine system is directly relevant to their lived experience — growth, mood shifts, energy levels, and the beginning of independent personal care choices.
- **Mixed gender, international school:** Students come from diverse family backgrounds and may have different access to products and resources. Avoid assumptions about what is "normal" or affordable in any household.
- **Peer influence and social media:** This age group is highly exposed to marketing, influencer content, and online claims about beauty, health and "clean" products. They are beginning to make independent choices but may not yet have strong critical thinking skills about product claims.
- **Typical group size:** 24 students. Plan for pair work and small-group activities to keep engagement high and allow for individual reflection.
- **Sensitivity to judgment:** Students at this age are self-conscious about their bodies and choices. Frame all content as non-judgmental exploration, not criticism of what they currently use.

### Safeguarding flags

**Health anxiety and chemical worry** — Some students may already feel anxious about chemicals in products, or may develop anxiety during the session if messaging is fear-based.
- **What to do:** Keep language reassuring and evidence-grounded. Emphasise that small changes are reversible and that most everyday anxiety is multi-factorial. Pair all EDC education with mental health support resources. If a student expresses significant worry, normalise it ("That's a valid feeling") and offer the school counsellor as a first step.

**Socioeconomic pressure** — Discussing "safer" products can inadvertently create shame or pressure if students cannot afford alternatives.
- **What to do:** Emphasise that basic, affordable options work just as well as expensive ones. A supermarket moisturiser is fine. A stainless steel water bottle is often cheaper than branded alternatives. Avoid language that implies "better" products are premium or trendy.

**Body image and puberty sensitivity** — Discussing hormones and endocrine disruptors can touch on puberty, development and body changes, which are sensitive topics for this age group.
- **What to do:** Keep language clinical and matter-of-fact. Normalise hormonal change as a healthy part of development. Do not link endocrine disruptors to appearance or weight — focus on function (growth, mood, energy, metabolism) rather than aesthetics.

**Disclosure of worry or mental health concerns** — A student may disclose that they are already anxious about their health, chemicals, or body.
- **What to do:** Listen without judgment. Validate their feelings ("That makes sense — lots of people feel that way"). Do not try to reassure them out of their worry or minimise it. Offer concrete next steps: "Would it help to talk to the school counsellor about this? I can help you set that up." Follow your school's safeguarding protocol for any disclosure.

**Misinformation and conspiracy thinking** — Some students may have encountered exaggerated or false claims online about chemicals causing serious harm.
- **What to do:** Teach critical thinking gently. "Some claims online are real, but many are exaggerated or based on weak evidence. Here's how to tell the difference." Use the evidence slide to show what studies actually show (a 25–45% reduction in 3 days) — real but not catastrophic. Do not shame students for believing misinformation; instead, model how to check sources.

### Materials checklist

- **Slides:** Presentation deck (12 slides) loaded and tested on your device and projector.
- **Product labels:** Bring 5–8 real product labels (or printed images of labels) from common items: shampoo, deodorant, moisturiser, sunscreen, food packaging, clothing tag. Ask students to bring their own if possible.
- **Ingredient checklist:** Print or display a simple one-page checklist of ingredients to avoid (fragrance/parfum, parabens, phthalates, BPA). One per student or pair.
- **Swap list handout:** A one-page list of practical swaps (fragrance-free cleanser, basic moisturiser, mineral sunscreen, stainless steel containers). Optional but helpful for students to take away.
- **Reflection worksheet:** A simple one-page sheet with two prompts: "One swap I could try this week is..." and "One thing I learned today that surprised me is...". One per student.
- **Digital tools (optional):** If you have internet access, have EWG's Skin Deep or SkinSAFE open in a browser tab so you can demo how to look up a product during the hunt activity.
- **Space setup:** Arrange desks or tables so students can work in pairs or small groups (4–5 people). Ensure you have a clear space for the "hormone-disruptor hunt" activity — a table or area where product labels can be laid out and examined.
- **Timer:** Have a visible timer (phone, watch, or projected) so you can keep activities to time.
- **Safeguarding contact info:** Have the school counsellor's name and contact details written down. Know how to refer a student if needed.

---

## Running the session

### Slide 1 — Endocrine System and Endocrine Disruptors

- **Goal:** Set the tone as warm, relatable and empowering. Signal that this is about real choices, not fear.
- **Key points:**
  - This is about understanding your body and making smarter choices.
  - Hormones are normal and necessary — they're working right now.
  - You're in control of these choices; this is not about panic.
- **Suggested phrasing:** "Today we're going to talk about something that's actually happening in your body right now — hormones. And we're going to learn about some chemicals that can get in the way of how hormones work. The good news? You can spot them and make swaps. You're in control."
- **Watch for:** Students who look anxious or disengaged. If you see worry, reassure early: "This isn't scary stuff — it's practical stuff."
- **Time:** 1 minute.

---

### Slide 2 — Why we're here today

- **Goal:** Anchor the relevance of the topic to their lives and build agency.
- **Key points:**
  - Hormones are real and they affect growth, mood, energy and development.
  - Some chemicals can interfere with hormones, but you can learn to spot them.
  - Small changes add up; you're not aiming for perfection.
  - This is about empowerment, not overwhelm.
- **Suggested phrasing:** "Your body uses hormones to grow, develop and feel like yourself. Some chemicals in everyday products can get in the way of that. But here's the thing — you can learn to spot these chemicals and make smarter swaps. And you don't have to be perfect. Small changes add up, and you're in control."
- **Watch for:** Glazed expressions or side conversations. If engagement is low, ask a quick question: "Who here uses deodorant or moisturiser?" (Most will.) "Good — we're going to look at what's in those things today."
- **Time:** 1 minute.

---

### Slide 3 — What we'll cover today

- **Goal:** Set clear expectations and signal that this is active, not passive.
- **Key points:**
  - The agenda is concrete and activity-focused.
  - Students will be doing hands-on work (the hunt), not just listening.
  - There's a clear path from understanding to action.
- **Suggested phrasing:** "Here's what we're doing today. We'll start with the basics — what hormones are and why they matter. Then we'll look at chemicals that can mess with them. And then — this is the fun part — we're going to do a hunt through some of your favourite products to see what's in them. We'll look at what the science actually shows, talk about swaps you can try, and make sure you know where to get help if you feel worried. Let's go."
- **Watch for:** Students checking the time or looking restless. Reassure them: "We've got activities coming up — not just talking."
- **Time:** 1 minute.

---

### Slide 4 — Meet your endocrine system

- **Goal:** Make the endocrine system relatable and concrete. Anchor it to their lived experience.
- **Key points:**
  - The endocrine system is a network of glands that make hormones.
  - Hormones are chemical messengers — they carry instructions around your body.
  - Main glands: hypothalamus, pituitary, thyroid, adrenal, pancreas, ovaries and testes.
  - Hormones control growth, mood, energy, metabolism and reproduction — things they're experiencing right now.
- **Suggested phrasing:** "Your endocrine system is like a communication network inside your body. It's made up of glands — little organs that make chemicals called hormones. Hormones are messengers. They travel around your body telling it what to do. Right now, your hormones are telling your body to grow. They're affecting your mood, your energy, how hungry you feel, how you sleep. They're working 24/7, even when you're not thinking about them. That's why understanding them matters — they're part of what makes you, you."
- **Watch for:** Students who look confused or disconnected. Use the diagram to point to specific glands. Ask: "Who's experienced a mood shift today?" (Most will laugh and nod.) "That's hormones. Who's felt a growth spurt or noticed their body changing?" (Normalize this.) "Hormones again."
- **Time:** 3 minutes. Allow time for the diagram to sink in and for one or two quick questions.

---

### Slide 5 — What are endocrine disruptors?

- **Goal:** Define the problem clearly and concretely, without fear-mongering.
- **Key points:**
  - Endocrine disruptors are chemicals that mimic, block or interfere with how hormones work.
  - Common examples: phthalates, parabens, BPA, synthetic fragrances.
  - They're in products because they're cheap and do a job (make things smell nice, last longer, feel smooth).
  - The problem is they can confuse your body's chemical messaging system.
- **Suggested phrasing:** "So here's the thing. Some chemicals can get into your body and pretend to be hormones, or block real hormones from doing their job. We call these endocrine disruptors. Think of it like a radio signal — hormones are the message, and disruptors are static that scrambles the signal. Common ones are phthalates, parabens, BPA and synthetic fragrances. They're in products because they're cheap and they do a job — they make things smell nice, last longer, feel smooth. But they can confuse your body's messaging system. That's why we're learning to spot them."
- **Watch for:** Students who look worried or overwhelmed. Reassure: "This isn't about panic. It's about knowing what to look for so you can make smarter choices."
- **Time:** 2 minutes.

---

### Slide 6 — Where do we find them?

- **Goal:** Make the hunt activity concrete by showing real examples first.
- **Key points:**
  - Personal care: shampoo, deodorant, moisturiser, makeup, sunscreen.
  - Food packaging: plastic containers, cling film, takeaway boxes.
  - Everyday items: toys, electronics, textiles, clothing.
  - "Fragrance" or "parfum" on a label often hides multiple chemicals.
- **Suggested phrasing:** "Endocrine disruptors are hiding in places you wouldn't expect. Your shampoo, your deodorant, your moisturiser — they might have them. Food packaging, plastic containers, even your clothes. And here's a sneaky one: when a label says 'fragrance' or 'parfum', that's actually a code word for a bunch of chemicals mixed together. Companies don't have to list them individually. So 'fragrance' could be 10 different chemicals. That's why we're about to do a hunt."
- **Watch for:** Students who are already using products with disruptors. Do not shame them. "Most of us are using these products — that's not your fault. The point is, now you know, and you can make different choices if you want to."
- **Time:** 2 minutes. Use this as a bridge into the hunt activity.

---

### Slide 7 — ACTIVITY: Hormone-disruptor hunt (15 minutes)

**This is the core hands-on activity. Plan for it carefully.**

- **Goal:** Students actively examine real product labels, identify disruptors, and build confidence in reading ingredients.
- **Setup:**
  - Divide the class into pairs or small groups (4–5 people).
  - Lay out 5–8 product labels on a central table or distribute them to groups.
  - Give each pair or group a printed checklist of ingredients to avoid (fragrance/parfum, parabens, phthalates, BPA).
  - If you have internet access, have EWG's Skin Deep or SkinSAFE open so you can demo how to look up a product.
- **Instructions:**
  - "You're going to be detectives. Each group gets a product label. Your job is to read the ingredient list and spot any disruptors using this checklist. Mark them with a highlighter or pen. Then, we'll talk about what you found."
  - If students brought their own products, prioritise those — it makes the hunt more personal and relevant.
- **Suggested phrasing:** "Okay, detective time. You've got a product label and a checklist. Read the ingredients and see if you can spot any of the chemicals on the checklist. Don't worry if you can't pronounce them — just look for the names. If you find one, mark it. If you're not sure, ask me or use the app on my laptop. You've got 10 minutes. Go."
- **Watch for:**
  - Students who are frustrated by long ingredient lists. Reassure: "Yeah, there are a lot of ingredients. That's normal. Just look for the ones on the checklist."
  - Students who find disruptors in their own products and feel upset. Normalize: "Most products have them. That's not your fault. The point is, now you know, and you can choose something different next time."
  - Students who finish early. Ask them to find one safer alternative (you can help them search online or suggest a basic option).
- **Debrief (5 minutes):**
  - Ask each group to share one product they looked at and one disruptor they found.
  - Ask: "Did anything surprise you?" (Often students are surprised by how many disruptors are in common products.)
  - Reassure: "This is normal. Most products have them. The good news is, you now know what to look for."
- **Time:** 15 minutes total (10 minutes hunt, 5 minutes debrief).

---

### Slide 8 — What does the evidence show?

- **Goal:** Provide reassurance grounded in real science. Show that small changes matter, but perfection is not required.
- **Key points:**
  - Studies show switching to lower-chemical products for just 3 days reduced phthalate and paraben levels by 25–45% in teens.
  - Small changes can make a measurable difference.
  - We don't need to be perfect or throw everything away.
  - Some online claims are exaggerated; teach critical thinking.
- **Suggested phrasing:** "Okay, so here's what the science actually shows. Researchers looked at teens who switched to lower-chemical products for just 3 days. And you know what? Their phthalate and paraben levels dropped by 25 to 45 per cent. That's real. That's measurable. Small changes work. But here's the other part: you don't have to be perfect. You don't have to throw everything away. You don't have to buy expensive 'clean' products. One swap can make a difference. And that's the point. Now, you'll see a lot of claims online about chemicals being super dangerous. Some of those claims are real, but many are exaggerated or based on weak evidence. Here's how to tell the difference. Is it based on animal studies, cell studies, or actual human evidence? If it's just animal studies, it's interesting but not proof. If it's human evidence, that's stronger. And if it's from a reliable source — like a university, a health organisation, or a government regulator — that's better than a random website or influencer."
- **Watch for:** Students who are still worried despite the reassurance. Acknowledge: "It's okay to feel worried. That's valid. But you now have tools to make smarter choices, and you know where to get help if the worry gets too big."
- **Time:** 3 minutes. This is a reassurance slide, so take time to let the message land.

---

### Slide 9 — Practical swaps you can try

- **Goal:** Empower students with concrete, affordable, achievable options.
- **Key points:**
  - Fragrance-free cleanser instead of scented body wash.
  - Basic moisturiser (fewer ingredients = fewer disruptors).
  - Mineral sunscreen (SPF 30+) instead of chemical sunscreen.
  - Stainless steel or glass food containers instead of plastic.
  - Choose one swap that feels easiest.
- **Suggested phrasing:** "Okay, so what can you actually do? Here are some swaps that work. A fragrance-free cleanser from the supermarket is fine — you don't need an expensive one. A basic moisturiser with fewer ingredients is better than one with 20 ingredients. Mineral sunscreen is better than chemical sunscreen — and you can find it at any pharmacy. Stainless steel or glass containers for food instead of plastic. These aren't expensive. They're not trendy. They're just smarter. Now, I'm not saying you have to do all of these. Pick one. Just one. What feels easiest for you? What's something you could actually try this week?"
- **Watch for:**
  - Students who feel overwhelmed by too many options. Simplify: "Just pick one. That's it."
  - Students who feel they can't afford alternatives. Reassure: "A basic moisturiser from the supermarket is cheaper than a fancy one. A stainless steel water bottle is often cheaper than a branded one. You don't need to spend more money."
  - Students who are excited and want to do everything. Encourage: "That's great. But start with one. Small changes add up."
- **Partner talk (5 minutes):**
  - Ask students to turn to a partner and discuss: "Which swap feels easiest for you? Why?"
  - Invite a few pairs to share their choice.
  - This builds self-efficacy and prevents overwhelm.
- **Time:** 3 minutes for the slide, 5 minutes for partner talk.

---

### Slide 10 — If worry creeps in

- **Goal:** Normalize worry, validate it, and provide concrete support pathways.
- **Key points:**
  - Some chemicals in the environment may affect health, but most everyday anxiety is multi-factorial.
  - You can reduce avoidable exposures and check reliable sources.
  - If worry becomes overwhelming, talk to a trusted adult.
  - School counsellor, parent, GP or trusted teacher are all good first steps.
- **Suggested phrasing:** "Here's something important. Some chemicals in the environment may affect health. That's real. But most everyday anxiety — worry about your health, your body, your future — has lots of causes. It's not just chemicals. And here's the good news: you can reduce avoidable exposures. You can check reliable sources. And if worry becomes overwhelming, you can get help. Talk to a trusted adult. Your school counsellor is a great first step. Your parent or carer. Your GP. A trusted teacher. These people want to help. And they know how to help. So if you're feeling worried, that's okay. That's valid. But you don't have to carry it alone."
- **Watch for:**
  - Students who disclose worry or anxiety. Listen without judgment. Validate: "That makes sense. Lots of people feel that way." Offer next steps: "Would it help to talk to the school counsellor? I can help you set that up."
  - Students who seem to be minimizing their worry. Normalize: "It's okay to feel worried. You don't have to be fine."
- **Time:** 2 minutes. This is a safeguarding slide, so take time to make it clear and warm.

---

### Slide 11 — Where to get help in Geneva

- **Goal:** Provide concrete, local, accessible support pathways.
- **Key points:**
  - School counsellor — your first stop for any worry or questions.
  - SOS Amitié — confidential support line: 143 (call or text).
  - Aide Suisse contre le Sida — sexual health and wellbeing information.
  - Pharmacist — can answer questions about product ingredients and safer alternatives.
  - Parents or trusted adult — they want to help.
- **Suggested phrasing:** "If you're feeling worried or you have questions, here's where you can go. Your school counsellor is the first stop. They're here for you. SOS Amitié is a confidential helpline — you can call or text 143 anytime. Aide Suisse contre le Sida has information about sexual health and wellbeing. Your pharmacist can answer questions about product ingredients — they're really knowledgeable. And your parents or a trusted adult. They want to help, even if conversations feel awkward. You're not alone."
- **Watch for:** Students who look uncertain about how to access support. Offer to help: "If you want to talk to the school counsellor, I can help you set that up. Or you can go to their office during break."
- **Time:** 2 minutes.

---

### Slide 12 — One small swap, one thing you learned

- **Goal:** Consolidate learning and build agency through reflection.
- **Key points:**
  - Students write or share one product swap they could try this week.
  - Students write or share one thing they learned that surprised them.
  - Optional: create a short video or poster to share with friends or family.
- **Suggested phrasing:** "Okay, last thing. I want you to write down or think about two things. One: what's one product swap you could try this week? Just one. Something that feels doable. Two: what's one thing you learned today that surprised you? You can write it down, or you can share it with a partner. If you want, you can create a short video or poster to share with your friends or family — that's optional, but it's a cool way to spread what you've learned."
- **Reflection worksheet (5 minutes):**
  - Hand out the reflection worksheet (or display the prompts).
  - Give students 5 minutes to write or think.
  - Invite a few volunteers to share aloud.
  - Collect the worksheets so you can see what students learned and what they're planning to try.
- **Watch for:**
  - Students who struggle to think of a swap. Offer suggestions: "What about switching to a fragrance-free cleanser? Or a basic moisturiser?"
  - Students who are excited and want to share. Make space for them.
  - Students who are quiet or withdrawn. Reassure: "You don't have to share aloud. You can just write it down."
- **Time:** 5 minutes.

---

### Slide 13 — Thank you

- **Goal:** Close warmly and confidently. Reinforce empowerment.
- **Key points:**
  - Students now have practical, usable skills.
  - They are in control of these choices.
  - They know where to get help if they need it.
- **Suggested phrasing:** "You now know what endocrine disruptors are. You know where they hide. You know how to read labels and spot them. You know which swaps are easy and affordable. And you know where to get help if you feel worried. That's real power. You're in control of these choices. Thank you for being here and for thinking about this stuff. It matters."
- **Watch for:** Students who have questions. Leave space for them. If a question is complex or sensitive, offer to follow up one-to-one: "That's a great question. Let's talk about it after class."
- **Time:** 1 minute.

---

## Discussion management

### Likely questions and how to handle them

**Q: "If these chemicals are so bad, why are they still in products?"**
- **Response stance:** Regulation is catching up, but companies use them because they're cheap and effective. Switzerland and the EU have stricter rules than some countries, but there's still work to do. The good news is, you can choose products without them.

**Q: "Does this mean I'm going to get sick from my deodorant?"**
- **Response stance:** Most everyday anxiety about chemicals is multi-factorial — it's not just one product. Switching to lower-chemical products can help, but it's not a guarantee against illness. The point is to reduce avoidable exposures, not to panic about what you've already used.

**Q: "Are 'natural' or 'organic' products always safer?"**
- **Response stance:** Not always. "Natural" doesn't mean safe, and "organic" doesn't mean it has no disruptors. Read the ingredient list, not the marketing. A basic supermarket moisturiser with few ingredients is often better than an expensive "natural" one with lots of stuff in it.

**Q: "What about products that say 'paraben-free' or 'phthalate-free'?"**
- **Response stance:** That's good — it means the company has removed those chemicals. But check the full ingredient list to see what they've replaced them with. Sometimes they swap one disruptor for another.

**Q: "Can I get sick from touching plastic?"**
- **Response stance:** Touching plastic is fine. The concern is when chemicals leach into food or water, especially if plastic is heated or old. That's why we suggest stainless steel or glass for food and drink, but it's not an emergency if you use plastic sometimes.

**Q: "My parents use products with these chemicals. Should I tell them to stop?"**
- **Response stance:** You can share what you've learned, but gently. "Hey, I learned about this in school. Did you know this product has phthalates? There are alternatives if you want to try them." Don't shame them. They're doing their best with the information they have.

### If the conversation goes off-topic

**If students start talking about other health worries (anxiety, body image, etc.):**
- Acknowledge: "That's a really important topic, and I'm glad you brought it up. But it's a bit outside what we're covering today. If you want to talk about it more, the school counsellor is a great person to chat with."
- Redirect: "Let's bring it back to endocrine disruptors for now. But remember, if you're feeling worried about your health or your body, that's something you can talk to a trusted adult about."

**If students want to debate whether chemicals are "really" dangerous:**
- Validate: "That's a good question. The science is still evolving, and there's debate about how much exposure matters."
- Redirect: "What we know is that small changes can reduce exposure, and that's something you can control. Let's focus on what you can actually do."

**If students start sharing personal product recommendations or brand loyalty:**
- Acknowledge: "It's great that you've found products you like. The point isn't to shame what you're using — it's to know what's in it and make choices that feel right for you."
- Redirect: "Let's focus on reading labels and understanding ingredients, rather than specific brands."

### If a student discloses something concerning

**Disclosure of significant health anxiety or worry:**
- Listen without judgment.
- Validate: "That makes sense. Lots of people feel worried about chemicals and health."
- Do not try to reassure them out of their worry or minimize it.
- Offer concrete next steps: "I think it would help to talk to the school counsellor about this. They're really good at helping people manage worry. Would you like me to help you set that up?"
- Follow your school's safeguarding protocol. If the worry seems severe or is affecting their daily life, inform the school counsellor or safeguarding lead.

**Disclosure of disordered eating, body image concerns, or self-harm:**
- Listen without judgment.
- Do not try to fix it or offer advice.
- Validate: "Thank you for telling me. That's important."
- Offer immediate support: "I want to make sure you get help. Let's talk to the school counsellor together. They know how to help."
- Follow your school's safeguarding protocol immediately. Inform the school counsellor or safeguarding lead. Do not keep this confidential.

**Disclosure of abuse or neglect:**
- Listen without judgment.
- Do not ask leading questions or investigate.
- Validate: "Thank you for telling me. That's not okay, and it's not your fault."
- Inform the school safeguarding lead immediately. Follow your school's protocol.
- Do not promise confidentiality. Explain: "I need to tell the safeguarding team so they can help keep you safe."

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## After the session

### What to log

After the session, capture brief notes on:

- **Engagement:** Did students participate in the hunt? Did they ask questions? Were they engaged or distracted?
- **Reactions to content:** Did any students seem anxious, upset, or particularly interested? Did any disclose worry or concerns?
- **Practical learning:** Did students understand how to read labels? Could they identify disruptors? Did they choose a swap?
- **Safeguarding flags:** Did any student disclose something concerning? Did you refer anyone to the school counsellor?
- **Timing:** Did the session fit into 80 minutes? Which activities took longer than expected?
- **Materials:** Did you have everything you needed? What worked well? What would you change next time?

Share these notes with the school or with Shift so that future facilitators can learn from your experience.

### Follow-up resources

**Local resources for Geneva, Switzerland:**

- **School counsellor** — Your first point of contact for any student concern. Name and contact details should be provided by the school.
- **SOS Amitié** — Confidential support line: 143 (call or text, available 24/7). Supports young people with anxiety, worry, and general wellbeing.
- **Aide Suisse contre le Sida** — Sexual health and wellbeing information: www.aids.ch. Offers resources in French and English.
- **Pharmacist** — Local pharmacy. Can answer questions about product ingredients and recommend safer alternatives.
- **Hôpital Universitaire de Genève (HUG)** — Main hospital in Geneva. Has adolescent health services and mental health support.
- **Fondation Officielle de la Jeunesse (FOJ)** — Youth support organisation in Geneva. Offers counselling and support services.

**Additional resources to hand to students:**

- **EWG's Skin Deep** (www.ewg.org/skindeep) — Free database to look up product ingredients and safety ratings.
- **SkinSAFE** (www.skinsafeproducts.com) — Another free tool to check product ingredients.
- **Cosmetics Regulation in Switzerland** — Information from the Swiss State Secretariat for Economic Affairs (SECO) on how cosmetics are regulated.

**If location information is missing:**

The CourseBrief specifies Geneva, Switzerland, but if you are delivering this course in a different location, you will need to research and provide local resources specific to that area. Contact Shift or your school's safeguarding lead for guidance on local helplines, counselling services, and health resources.

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**End of Facilitator Notes**