A filmed version of M6 Theatre’s The Incident designed for students over 13, with teaching guidance, discussion prompts and signposted support
The M6 Theatre production The Incident has been adapted into a specially created film version to support teaching in Relationships and Sex Education. The films are intended for use with students aged over 13 and form part of the company’s Curriculum for Life materials.
Teachers and facilitators are asked to view each film segment beforehand and to read the accompanying guidance carefully to judge suitability for their particular cohort. The filmed resource aims to encourage discussion about relationship behaviours while also recognising that some content may be upsetting for students who have had direct or indirect experience of an unhealthy or controlling relationship.
About the filmed production and classroom fit
The Incident explores the dynamics of a young relationship and highlights patterns that can become harmful over time. While the on-screen relationship involves a young man and woman, it is important to note that unhealthy behaviours and coercive control can appear in any relationship, regardless of gender, sexual orientation, age, disability or background.
Each film segment is paired with discussion prompts designed to help students reflect on what makes a healthy relationship and to recognise warning signs. Teachers should consider the developmental stage, prior learning and safeguarding context of their group before showing the films.
Using the films: guidance for safe delivery
Prioritising a safe learning environment is essential. Before screening, create or revisit clear ground rules so conversations concentrate on the characters and actions rather than personal disclosures. Practical ground rules might include: discuss the film content rather than personal stories, base comments on observation not assumption, and allow anyone to pass. During discussion, use impartial, open questions to encourage critical thinking—for example, ‘What might Erin be feeling?’ or ‘What pressures might Blake be under?’ Remind students of earlier teaching about steps to take if a relationship feels unhealthy and make sure named staff members are available as points of contact.
Establishing a safe and supportive classroom
Sensitivity is crucial because at least one student in any class may have lived experience of abuse; approach the topic on the assumption that vulnerability exists. If a student discloses abuse, follow your school’s safeguarding and confidentiality policies and procedures, and consult your Designated Safeguarding Lead. If you need external advice, contact the NSPCC on 0808 800 5000. Encourage students to report concerns and reassure them that they will be believed and supported. Emphasise that access to help is confidential where appropriate and that school staff can signpost specialist services.
Discussion prompts, consent and learning aims
Use the films to prompt reflection on what makes a good relationship: respect, trust, shared decision-making and independence. After compiling students’ ideas, return to those qualities when analysing the characters’ behaviour. Introduce or revisit the concept of coercive control as a repeated pattern of manipulative actions that remove a person’s freedom and safety. Typical controlling behaviours to explore include isolation from friends or family, monitoring or tracking (including via phones), controlling appearance or finances, humiliating remarks, and creating fear around non-compliance. Ask students to identify which behaviours appear in the film and to consider whether intimate actions shown are mutual and consensual.
Consent and the FRIES model
When discussing consent, use the FRIES acronym as a practical tool: Freely given (no pressure or coercion), Reversible (anyone can change their mind), Informed (knowing what you agree to), Enthusiastic (genuine desire to participate) and Specific (clear boundaries). Encourage students to apply FRIES to the scenes they have watched and to debate whether consent appears to be present in each moment. The aim is to build students’ vocabulary for identifying safe and unsafe behaviours and to strengthen their confidence in seeking help if needed.
Support, contacts and practical information
Provide students with local and national sources of help before and after lessons. Local services include Resolve@, an emotional health and wellbeing service for young people aged 8–18 in Rochdale who have experienced domestic violence or abuse. Resolve@ can be contacted by phone on 0161 393 7824 or by email at [email protected]. LoveRespect offers online guidance about recognising unhealthy dynamics and staying safe online. The Rochdale Council website lists further support for stalking, drugs and alcohol, online counselling, confidential helplines, honour-based abuse and LGBT+ services. If you have technical or access problems with the film password, call 01706 355898 or email [email protected]. Always signpost students to named adults within school for ongoing support.
