Impact Heroes
Human Security
You want your school to spot warning signs early and know what to do next, before violence occurs.
N.01Who we work withN.01
Who we work with
- Commissioners
- Local authorities responsible for schools, teacher development centres, foundations and institutions running school programmes, schools with professional development budgets and youth organisations.
- Participants
- School leaders, teaching staff, school counsellors and psychologists, form tutors and safeguarding teams; optionally parents.
- Beneficiaries
- Pupils who receive support sooner without being stigmatised; families; the whole school community.
N.02The challengeN.02
The challenge
Online radicalisation has accelerated, and AI increases young people’s ability to act, including in dangerous ways. A chatbot can become their only confidant and shorten the path from thought to action for someone with harmful intent.
Teachers fear two mistakes at once: missing a warning sign and overreacting in a way that harms a pupil. Without shared criteria and a response pathway, each person must decide alone.
We work with adults responsible for young people’s safety. A safe school notices early, starts a conversation and knows what to do next.
N.03Why work with usN.03
Why work with us
We bring together the psychology of radicalisation, young people’s resilience and responsible AI practice. Adrian Michalczuk is a social psychologist working with people in crisis and teams under pressure. We have delivered youth training in Erasmus+ projects and workshops for parents on children’s agency.
The training adds online and AI-related risks to the safeguarding standards schools have been required to apply since 15 August 2024.
N.04What we doN.04
What we do
- AI, radicalisation and young people’s psychological safetyA workshop for teaching staff: shared language and criteria across the school.pilot 2026
- Programme for the school safety teamProcedures, an AI code, conversation guides and preventive lesson scenarios.pilot 2026
- Review of safeguarding practiceWhether staff know and apply the standards; support for the school’s own review.in development
We do not diagnose individual pupils, build offender profiles or show violent material. The training does not replace school procedures or the work of emergency and specialist services.
N.05How it worksN.05
How it works
- 01
Brief survey and conversation with school leaders
What the school already has and what is missing.
- 02
Workshop or programme
70% practice with fictional cases, pupil conversations and a response pathway.
- 03
Follow-up conversation
Which agreed practices the school has put in place.
After each step, you decide whether we continue.
N.06What you take awayN.06
What you take away
- A three-level warning-sign card for the staffroom.
- The Polish 4×Z conversation model: notice, ask, stay, report.
- A response pathway tailored to the school and one implementation decision with an owner and deadline.
- The programme also provides an AI safety checklist, a school AI code template, lesson scenarios and an incident response outline.
The cost of waiting
Without shared criteria, the school learns of a problem too late or responds in a way that loses the pupil’s trust.
N.07Let’s talkN.07
Let’s talk about working together.
We can deliver workshops in your school programme, pilot in several schools or co-design a grant-funded project.