Peacemakers
Creating Peace Together
Learning for Peace is Peacemakers’ award-nominated peace education programme for primary schools. Building on its proven impact, this project will create and test our first universal peace curriculum for secondary settings. In partnership with Oasis Multi-Academy Trust, we will co-develop/pilot a scalable programme across some of its secondary schools, focusing on emotional intelligence, conflict resolution, empathy, identity, systemic issues and online/offline conflict. Through training, co-delivery, mentoring and reflective practice, we will equip teachers to embed peacebuilding across their schools and refine a new secondary resource for wider use. This timely collaboration offers a major step forward for secondary peace education.
We’re developing and piloting a universal peace education curriculum for secondary schools, something we have long recognised as a gap in our work. While Learning for Peace has demonstrated strong impact in primary settings, structural challenges have prevented us from testing a comparable resource at scale for older students. This project changes that. In partnership with Oasis Multi-Academy Trust, we will collaborate with secondary schools to co-create trial and refine a practical programme that builds peacemaking skills among young people.
Our work will blend training, mentoring and co-delivery with teachers, who will become the internal champions for peace education within their schools. Together, we will model effective pedagogy, facilitate reflective practice, and support staff to cascade learning across whole-school communities. Themes explored with students will include emotional intelligence, conflict literacy, empathy, needs-based approaches, identity, systemic issues and both in-person and online conflict, reflecting the realities young people face daily.
We are undertaking this project because secondary schools urgently need structured, evidence-based approaches that help students navigate conflict, build healthy relationships and engage with issues of justice. By the end of the project, we hope to achieve three key outcomes:
We’re developing and piloting a universal peace education curriculum for secondary schools, something we have long recognised as a gap in our work. While Learning for Peace has demonstrated strong impact in primary settings, structural challenges have prevented us from testing a comparable resource at scale for older students. This project changes that. In partnership with Oasis Multi-Academy Trust, we will collaborate with secondary schools to co-create trial and refine a practical programme that builds peacemaking skills among young people.
Our work will blend training, mentoring and co-delivery with teachers, who will become the internal champions for peace education within their schools. Together, we will model effective pedagogy, facilitate reflective practice, and support staff to cascade learning across whole-school communities. Themes explored with students will include emotional intelligence, conflict literacy, empathy, needs-based approaches, identity, systemic issues and both in-person and online conflict, reflecting the realities young people face daily.
We are undertaking this project because secondary schools urgently need structured, evidence-based approaches that help students navigate conflict, build healthy relationships and engage with issues of justice. By the end of the project, we hope to achieve three key outcomes:
- A robust, co-created and trialled peace curriculum for secondary schools.
- Strengthened capacity within the pilot schools through trained and confident staff leads.
- A publishable resource that can be shared across the Trust and ultimately with a wider national audience—to expand access to high-quality peace education.
This project represents a pivotal step toward embedding peacebuilding in secondary settings and enabling young people to become empathetic, skilled and reflective contributors to their communities.
For more information please click here to access the Peacemakers Website.
