For institutions
What we claim, and what we don’t.
If you are responsible for selecting materials, the second half of that sentence is the part that matters, so it comes first.
What this programme is not
- It is not approved, accredited or endorsed by the Ministry of Education, by any school board, or by any child-protection organisation.
- It has not been evaluated. No study has been designed or completed, and no efficacy claim is made.
- It is not a curriculum and not a replacement for your board’s approved programme, safeguarding policy, or reporting procedures.
- The classroom materials are an unreviewed draft, marked as not for delivery.
- We will not name your board as a partner, reviewer or supporter without written authorisation on file.
If a supplier in this category tells you something stronger than that without showing you a study, ask to see the study.
The requirement this is designed to support
Ontario’s Bill 123, Erin’s Law (Child Sexual Abuse Prevention and Reporting), 2024, was enacted as Chapter 33 of the Statutes of Ontario 2024 and adds section 170.0.1 to the Education Act. In summary, every board must ensure a policy under which:
- pupils are engaged annually, in a developmentally appropriate manner, on child sexual abuse prevention and reporting — including age-appropriate techniques to recognise abuse and tell a trusted adult;
- information is made available to all parents and guardians;
- information is provided annually to teachers and other staff.
This is a plain-language summary and not legal advice. The Act governs, and your board’s counsel and policy team determine what compliance looks like for you.
Where the gap sits
Board implementations published so far tend to anchor in the Healthy Living strand of the Health and Physical Education curriculum from Grade 1 upward. That leaves Kindergarten — ages four to six — as the band with the least ready-made, developmentally appropriate material.
That is the only band this programme addresses, and it is why it exists.
How it is meant to fit
As a story-led reinforcement layer, not a replacement. A read-aloud a class will ask for again, carrying the same vocabulary your existing programme already teaches, plus a version of that vocabulary going home to families so it is heard in both places.
Established, evaluated CSA-prevention programmes exist in Canada and are delivered by organisations with decades of subject expertise. If you are choosing between them and this, choose them. If you are looking for something to sit alongside them in the Kindergarten year, that is the conversation we can usefully have.
What is available, and when
| Item | Status |
|---|---|
| Family materials, printable | Available now. Free, openly licensed, no account needed. |
| Read-aloud permission for staff and librarians | Available now. Standing public grant. |
| Picture book, trade and hardcover editions | In production |
| Classroom kit and physical materials | Draft — gated behind review |
| Bulk and classroom packs | Quoted once the book is published |
| Staff briefing and implementation support | Gated behind review |
| Pilot with measurement | Requires research ethics approval and safeguarding sign-off |
The review gate, stated plainly
No classroom delivery to real children will happen before child-development, CSA-prevention, survivor-informed, legal and institutional safeguarding review are complete. That applies to pilots, to informal try-outs, and to favours. If you offer us a classroom before those are done, we will decline.
We publish our own harm assessment — every way this could damage a child, what we did about each one, and which reviews are outstanding. It is the most useful document we have for anyone doing due diligence.
If you want to help rather than buy
The most valuable thing a board, principal or early years lead can give this project right now is criticism. Tell us what would not survive contact with a real Kindergarten room, a real parent complaint, or a real disclosure.