pshe teacher training CPD hero

PSHE Teacher Training and CPD Courses for Primary Schools

Authored by the Muse Wellbeing Team

First Published on the 27th of July, 2026.

Lead Writer

David is a qualified British teacher and the Muse Wellbeing director and lead curriculum developer. His main passions include education, surfing (badly) and travel.

Editorial Review

With over 15 years of experience teaching in primary schools in northern England, Charlotte has played a key role in shaping many lessons across the Muse Wellbeing curriculum.
Effective PSHE teacher training should give staff the subject knowledge, confidence and practical strategies to lead discussions, respond appropriately to sensitive questions and recognise when a pupil’s comment or disclosure may indicate a safeguarding concern.

For SLT, the question is not whether every teacher needs the same course. It is whether each adult who teaches PSHE has the knowledge, practical guidance and safeguarding understanding their role requires.

Primary schools can choose from free national materials, specialist paid courses, whole-staff training and role-specific PSHE CPD. The best option depends on the school's current gaps, who teaches PSHE and whether the priority is statutory knowledge, classroom practice or subject leadership. This article compares the main options and gives SLT a practical process for identifying needs, selecting training and checking its impact. Teachers who want to see how this translates into classroom practice may also find our guide to PSHE lessons useful.

Contents

  • PSHE teacher training and CPD courses: free and paid options
  • What you'll need before choosing training
  • How PSHE fits with statutory RSHE requirements
  • Why generic CPD is rarely enough for PSHE
  • Audit staff confidence and role needs
  • Match staff to the right training
  • Choosing a training format: what works best for primary?
  • Check what the training actually covers
  • How PSHE training should prepare staff for sensitive topics
  • Turn training into classroom practice
  • Review impact without making it burdensome
  • Common PSHE CPD risks to avoid
  • What to do next
  • Frequently asked questions
  • Key takeaways
  • Conclusion
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PSHE Teacher Training and CPD Courses: Free and Paid Options

PSHE teacher training ranges from free DfE materials and subject-lead courses to paid specialist training and topic-specific CPD. The comparison below shows what each option covers, who it is most useful for and where schools may still need additional support.

Course information, prices and availability were checked in July 2026 and may change. Schools should always confirm the current details, eligibility and primary-phase relevance with the provider before booking.

Provider or course Cost and format Best for Possible limitations
DfE teacher training modules Free; downloadable staff-training modules Whole-staff RSHE introduction and internal INSET Main hub last updated in 2021; some modules were updated later. Cross-check against the September 2026 guidance.
Chameleon PDE Primary PSHE Subject Lead Training Free; online; approximately 2 hours New or developing PSHE leads Lead-focused rather than whole-staff classroom training
Place2Be Mental Health Champions – Foundation Free; five-week online programme Mental health and wellbeing UK eligibility restrictions; bookings were paused when checked in July 2026
NSPCC online safety webinars Free; eight on-demand webinars; around 1 hour each Online safety and safeguarding Does not cover wider PSHE teaching
Anti-Bullying Alliance online CPD £30 per course; online; annual and bulk packages available Bullying, SEND and cyberbullying Does not cover wider PSHE teaching
Brook How to Deliver RSE £40; online; approximately 3 hours; 2 years of access RSE planning and delivery Not labelled as primary-only; check age-phase suitability
PSHE Association live CPD 2026 online examples: £195; 3 hours; members only PSHE leads, statutory updates and classroom delivery Membership and course-specific availability
Anna Freud 5 Steps Free framework; free action-planning tool requires registration Whole-school mental health planning A framework rather than PSHE-specific training

PSHE and RSHE teacher training courses

... Department for Education primary teacher training modules: free materials designed for subject leads or other staff to use when training groups of teachers. They include key knowledge, activities, templates and guidance on difficult questions across Relationships Education and Health Education. The main hub was last updated in March 2021, although some modules have been updated since.

... Chameleon PDE Primary PSHE Subject Lead Training: a free online course of approximately two hours, divided into four assignments. It covers needs-led curriculum planning, staff support, internal CPD, assessment, monitoring, inspection and workload priorities. It is most relevant to new or developing PSHE leads rather than whole-staff classroom training.

... PSHE Association training: offers live CPD, School Plus on-demand courses and school staff training covering leadership, curriculum planning, statutory RSHE, assessment, parent engagement and classroom delivery. Live primary and cross-phase course examples in 2026 were listed at £195 per person for three hours and were available to members only. On-demand access and school staff training use different membership and pricing arrangements, so leaders should check the current route before booking.

... Brook How to Deliver RSE: a £40 online course taking approximately three hours, with two years of access. Brook states that the updated course aligns with the latest RSHE guidance and covers planning, delivery, safeguarding and professional values. It is presented for RSE leads and teachers, but it is not labelled as primary-only, so leaders should check that the examples and depth suit their phase.

Topic-specific CPD that supports PSHE

... Place2Be Mental Health Champions – Foundation: a free, CPD-certified online programme focused on children's mental health and wellbeing. It provides topic-specific development rather than training in PSHE teaching as a whole. Bookings were temporarily paused when this article was checked.

... NSPCC Learning online safety webinars: a free eight-part on-demand series for education professionals, with each webinar lasting around one hour. Topics include harmful content, grooming, scams, social media, online gaming and digital footprints. It is useful online-safety and safeguarding CPD, not complete PSHE training.

... Anti-Bullying Alliance online CPD: courses covering bullying, the law, prevention, response, cyberbullying, difference and SEND. Individual access costs £30 per course, and one course on appearance-targeted bullying is free. Annual and bulk-access packages are also available. This is targeted CPD rather than training in PSHE teaching as a whole.

... Anna Freud 5 Steps to Mental Health and Wellbeing: a free, evidence-based whole-school framework with a free action-planning tool that requires registration. It supports leadership, staff development and mental health planning, but it is a framework rather than a PSHE-specific training course.

Local and funded training

Local authorities, academy trusts, Healthy Schools programmes, public health teams and teaching school hubs may offer free or subsidised RSHE briefings, subject networks or bespoke training. Availability differs by area, so the PSHE lead should check local and trust-wide provision before purchasing an external course.

No single free option reviewed here covers all the subject knowledge, leadership and classroom practice a primary school may need. For many schools, the most proportionate approach is to combine free DfE materials or subject-lead training with one or two targeted courses, then use internal follow-up so staff can apply the learning in the lessons they teach.

Which PSHE training route is right for your school?

  • No CPD budget: use the free DfE modules as a starting point, check them against the September 2026 guidance and add Chameleon's subject-lead course or carefully selected charity training where a gap remains.
  • A new PSHE lead: prioritise curriculum mapping, progression, assessment, monitoring and strategies for supporting colleagues.
  • Inconsistent whole-school delivery: use a shared twilight or INSET session to establish common language, routines and safeguarding boundaries.
  • Low confidence around sensitive RSE: select primary-relevant training that includes practical examples, likely pupil questions and parent communication.
  • A specific online-safety gap: use focused NSPCC or other safeguarding CPD alongside the wider PSHE plan.
  • Mental health as a school priority: use Place2Be or Anna Freud development alongside PSHE-specific training rather than treating it as a substitute.

The right route should be proportionate to the identified gap. SLT and the PSHE lead should record the priority, who will attend, what should change in planning or teaching and when the impact will be reviewed.
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What you'll need before choosing training

  • A clear picture of who teaches PSHE, including class teachers, PPA cover staff, HLTAs and subject leaders
  • Your current PSHE overview, policy and teaching resources
  • A short staff confidence audit, even if it is only a simple form or structured conversation
  • A check of statutory Relationships Education and Health Education coverage against the guidance that applies when the training will be used
  • A realistic CPD slot, such as a staff meeting, INSET session, twilight or phased termly plan
  • Agreement on whether the priority is a whole-staff baseline, development for the PSHE lead or a combination of both
  • A budget that includes course fees, staff cover and protected follow-up time
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How PSHE fits with statutory RSHE requirements

In primary schools, PSHE is commonly used as the umbrella term for personal, social, health and economic education. In state-funded primary schools in England, Relationships Education and Health Education are statutory. Independent primary schools must teach Relationships Education and meet the Independent School Standards for PSHE, while the separate statutory Health Education duty does not apply to them. Primary sex education beyond the science curriculum is not compulsory, although schools may teach it where appropriate to pupils' needs.

The Department for Education has published one version of the statutory guidance for teaching until 31 August 2026 and revised guidance for introduction from 1 September 2026. Schools should ensure that their PSHE teaching and staff training reflect the version that applies at the time, particularly when using courses or materials produced before the revised guidance was published.

The wider PSHE curriculum can extend beyond the statutory minimum. Depending on the school's needs and curriculum model, it may include economic wellbeing, age-appropriate careers learning, wider personal safety, citizenship and other non-statutory content. 

This distinction matters when SLT commissions CPD. Training that focuses only on statutory RSHE may strengthen compliance but still leave gaps in the wider PSHE curriculum. Training that is too broad may inspire staff without clarifying what schools must teach.

Before approving a course, school leaders should ask:

  • Does the training clearly distinguish statutory Relationships Education and Health Education from wider PSHE content?
  • Does it explain which guidance applies before and from 1 September 2026?
  • Does it show progression from KS1 to KS2 rather than treating primary as one phase?
  • Does it translate outcomes into age-appropriate classroom practice?
  • Does it address SEND, safeguarding and parent communication?
  • Will staff leave knowing what they are expected to do differently?

Effective training should clarify statutory requirements while also making everyday teaching safer, clearer and more manageable.
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Why generic CPD is rarely enough for PSHE

PSHE draws on familiar themes such as feelings, friendships, safety and respect, but teaching them well requires specific preparation. Staff need to lead discussion safely, respond to unexpected questions, maintain appropriate professional boundaries, use age-appropriate language and understand how learning develops across year groups.

PSHE CPD should therefore address the particular demands of the subject. Training in wellbeing, behaviour or safeguarding can provide valuable supporting knowledge, but it may not prepare staff for the practical decisions involved in teaching PSHE lessons. Primary teachers usually need development in subject knowledge, classroom practice and professional boundaries.

For SLT, the practical test is whether the training will improve what staff do. Will it help a Year 2 teacher teach pupils how to recognise when something feels unsafe and ask for help? Will it help a Year 5 teacher respond calmly to awkward reactions during puberty teaching? Will it help the PSHE lead identify gaps or unnecessary repetition across year groups? Training that does not address these needs may still be useful, but it should not be the school’s only PSHE professional development.
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Audit staff confidence and role needs

pshe training confidence audit

Identify current staff needs

Start small and keep the audit manageable. Ask staff to rate their confidence in teaching the key areas of the school’s PSHE curriculum, leading discussion, answering pupil questions, adapting lessons for SEND and recognising when a concern should be passed to the designated safeguarding lead. An anonymous form may produce more honest responses than a whole-staff discussion. The PSHE lead should compare the findings with the curriculum map and recent monitoring, then select two or three priorities rather than trying to address every issue at once.

The audit may reveal different needs across the team. Early career teachers may benefit from clear lesson structures and modelled practice. Some experienced teachers may be confident leading discussion but less certain about statutory expectations or newer areas of guidance. Support staff who teach or cover PSHE may need clear guidance on lesson routines, sensitive questions and professional boundaries.

Separate whole-staff needs from role-specific needs

Not everybody needs the same training at the same time. Whole-staff training may be appropriate where expectations or classroom practice are inconsistent, or where several adults teach PSHE. More focused development may be needed for the PSHE lead and for leaders responsible for safeguarding, curriculum monitoring or parent communication.

Many primary teachers are skilled classroom practitioners but have received limited subject-specific development in PSHE. Treating this as a professional development need helps SLT provide appropriate support without suggesting that uncertainty reflects poor teaching.
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Match staff to the right training

Separate shared training from role-specific development

Once the main needs are clear, decide which staff need shared core training and which need more focused development. One session is unlikely to meet the needs of classroom teachers, subject leaders and senior leaders equally.

  • Core training for all staff who teach PSHE: statutory expectations, agreed discussion routines, handling pupil questions, lesson structure and safeguarding boundaries
  • Training for non-specialists and occasional teachers: key vocabulary, using lesson plans and resources, modelling discussion and adapting content appropriately
  • Training for PSHE leads: curriculum mapping and progression, policy, assessment, proportionate subject monitoring, supporting colleagues and planning improvements
  • Training for upper KS2 staff: puberty, body changes, respectful relationships, managing sensitive questions and communicating with parents
  • Training on inclusion and adaptation: meaningful adjustments for SEND, mixed-age classes, small schools and the needs of the local cohort
  • Training for SLT, DSLs and governors: role-appropriate oversight, including statutory duties, safeguarding procedures, curriculum assurance, parent engagement, resourcing and evaluating impact

Plan CPD across the year

A single autumn INSET is unlikely to provide all the PSHE professional development staff need. A more sustainable model is an initial session followed by short revisit points. This could include a September launch, a spring term case-study discussion and a summer review of impact and priorities.

This approach allows staff to try agreed routines, return with real questions and build confidence through use. Between formal sessions, a shared bank of PSHE teaching ideas can help staff translate training into practical classroom activity.

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Choosing a training format: what works best for primary?

Format matters because two courses can cover similar content on paper but lead to very different levels of participation and follow-through. SLT should consider who needs to attend, whether cover is required, how much practice staff will receive and how the learning will be revisited.

  • One-off whole-staff sessions, including INSET or twilight: useful for establishing shared understanding, consistent language and common routines.
  • Lead-only or small-team training: better suited to curriculum mapping, monitoring, implementation planning and preparing internal staff development.
  • Short live webinars: helpful for targeted updates or themes such as assessment, parent communication or managing questions.
  • Recorded modules: flexible for part-time staff, new starters and PPA cover, although completion and follow-up need to be planned.
  • Ongoing online portals: useful where staff turnover is high or schools need repeatable induction content.
  • Bespoke school or trust training: appropriate where training must align with the school's existing curriculum, policy, community context or an identified weakness.

Before booking, check the practicalities. What is the total cost once course fees, staff cover and staff time are included? Will all adults who teach PSHE be able to attend? If the training is recorded, when will staff complete it? Who will lead the follow-up? A cheaper course is poor value if staff have no opportunity to use or revisit the learning.

Before booking, leaders should be able to see clear evidence that the training is suitable for primary staff. Strong provision distinguishes early years, KS1 and KS2 where relevant, includes meaningful SEND adaptation, provides practical classroom language and reflects the statutory guidance that applies when it will be used. It should also address unexpected questions, disclosures and parent communication rather than focusing only on subject content.

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Check what the training actually covers

Look beyond a broad course title

A course called 'PSHE update' may be useful, but SLT needs to know what participants will leave able to do. Good primary PSHE training should connect statutory and subject knowledge to classroom practice rather than remaining at the level of general principles.

For classroom teachers, useful coverage includes statutory expectations, safe discussion, handling questions, assessment, SEND adaptation, parent communication and safeguarding boundaries. Training for PSHE leads should also cover curriculum intent and progression, policy review, action planning, supporting colleagues and proportionate subject monitoring.

Questions to ask before committing

  • Will this help staff teach their next PSHE lesson, not just think more broadly?
  • Does it address primary phases clearly, including differences between KS1 and KS2?
  • Is there appropriate support for non-specialists as well as subject leaders?
  • Does it cover sensitive content calmly and in age-appropriate language?
  • Will staff leave with examples, routines or planning approaches they can use immediately?
  • Does it include meaningful SEND adaptation?
  • Does it fit the way the school teaches PSHE, whether through weekly lessons, blocked units or a combination of lessons and wider provision?
  • Can the learning be shared with colleagues who do not attend?
  • How will updated materials be provided when statutory guidance changes?

Training should lead to a clear change in practice. After CPD, the PSHE lead should identify where staff will use the learning, such as lesson preparation, question-handling routines, SEND adaptations or safeguarding procedures. Schools can use our PSHE resources for primary schools and the Muse Wellbeing PSHE curriculum as practical starting points when reviewing curriculum coverage and classroom resources.
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How PSHE training should prepare staff for sensitive topics

pshe training sensitive
PSHE training should prepare staff for sensitive or unexpected moments in any phase, not only for planned RSE content. Staff need clear routines for managing discussion, protecting pupils’ privacy and responding when a question, comment or disclosure suggests that further support or safeguarding action may be needed. This is particularly important in upper KS2, mixed-age classes and cohorts where pupils may have personal experience linked to the topic.

Good training should make these lessons safer and more manageable. It should keep staff safeguarding-aware while making their professional role clear: teach the planned content, use appropriate distancing techniques, respond calmly to questions and follow the school’s procedures when a concern arises. Examples and advice should align with the school’s current child protection policy and the version of Keeping Children Safe in Education in force at the time.

A practical checklist for safer delivery
  • Pre-brief pupils where appropriate: explain the topic in calm, age-appropriate language and remind pupils how questions and personal concerns will be handled.
  • Revisit ground rules: include respectful listening, the right to pass and an agreement not to share personal information about themselves or other people in whole-class discussion.
  • Provide anonymous question options: use a question box or anonymous form, check questions before answering them and follow safeguarding procedures where a question raises concern.
  • Check resources carefully: review images, videos and scenarios for age suitability, accessibility, tone and the possibility of unintended or distressing interpretation.
  • Plan a contained ending: recap the key learning, use a neutral closing activity and remind pupils where they can seek help or ask a private question.
  • Know the safeguarding route: ensure staff know how to respond if a disclosure begins, make an accurate record and report concerns to the DSL or deputy without delay.

Managing distress or disclosures
  • Even with strong routines, a pupil may become distressed or begin to disclose something personal. Staff need a clear process that keeps the pupil safe, protects their privacy and allows the concern to be passed on promptly.
  • Respond calmly and acknowledge the pupil without asking for further details in front of the class
  • Keep the rest of the class settled and move the conversation out of the whole-class setting where appropriate
  • Listen, but do not investigate or ask leading questions
  • Do not promise confidentiality; explain that the concern may need to be shared with someone who can help
  • Make an accurate record and report the concern to the DSL or deputy without delay
  • Follow the school’s safeguarding procedure and any direction from the DSL about further contact or support

Professional boundaries should be explicit. Staff are responsible for listening, responding calmly, recording the concern and following the school’s safeguarding procedure. They should not investigate, decide the outcome themselves or provide therapeutic support beyond their role.
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Turn training into classroom practice

Keep the first implementation move small

PSHE teacher CPD can have limited impact when the follow-up is vague. Rather than asking staff to transform everything, SLT should agree one or two implementation expectations. These might be a shared lesson structure, consistent ground rules or agreed language for handling unexpected questions.

Small changes are more likely to survive busy periods. One clear routine used consistently across the school will usually have more impact than ten strategies introduced once and never revisited.

Pair training with practical classroom support

Training is more likely to stick when staff can apply it immediately to real lessons. If teachers leave a CPD session and then have to create resources from scratch, confidence can fall quickly. Pairing training with a clear sequence of lessons, slides, prompts and vocabulary reduces this friction.

Schools should connect CPD with the lessons and routines staff use in practice. Muse Wellbeing provides a structured and progressive primary PSHE and RSE curriculum with fully resourced lessons, teacher guidance, clear year-group coverage and supporting documents for subject leads. It does not replace teacher training, but it gives staff consistent language and practical materials to use after CPD.
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Review impact without making it burdensome

Decide what better practice should look like

Schools do not need a complicated data system to judge whether PSHE lead training or whole-staff CPD is helping. Agree a small number of visible signs of improvement. Staff may report greater confidence, planning may show clearer progression, pupil discussion may become more respectful and teachers may feel more secure about the boundary between teaching and safeguarding.

Early signs of improvement may include more confident lesson openings, consistent vocabulary, better handling of questions and clearer progression between year groups. These practical changes are more useful than adding extra paperwork.

Use light-touch review points

A termly check-in is a proportionate starting point for many schools. Ask staff what feels easier, what remains difficult and where another short input would help. The PSHE lead can sample a small number of plans or resources, discuss practice with staff, gather age-appropriate pupil voice and review whether the original priorities have changed.

The aim is not perfect delivery after one course. It is steady professional development that makes PSHE safer, more consistent and more teachable across the school.
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Common PSHE CPD risks to avoid

  • Choosing training that is too broad, leaving staff inspired but no better prepared for the next lesson
  • Training only the PSHE lead and expecting practice to change across the whole school
  • Assuming experienced or confident teachers do not need updates on statutory content, progression or sensitive topics
  • Booking a course without checking whether it is primary-specific
  • Failing to connect CPD with the lessons, routines and guidance staff use
  • Failing to include PPA cover staff, HLTAs or new starters who teach PSHE
  • Treating course completion or a certificate as proof that classroom practice has improved
  • Reviewing impact only through paperwork rather than staff confidence and classroom consistency
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What to do next

pshe training and cpd what next
Start with a short staff confidence audit and separate whole-staff, classroom-teacher, PSHE-lead and topic-specific needs. Then review the free national options before deciding whether paid specialist training is necessary.

Where PSHE materials are already in place, check whether current CPD helps staff use them safely and consistently. The final output should be a short plan recording the priority, staff group, chosen training, one or two implementation actions, the PSHE lead or SLT owner and a review date. This keeps CPD connected to classroom practice and subject priorities rather than treating it as a one-off event.
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Frequently Asked Questions

What is PSHE teacher training for primary schools?

PSHE teacher training is professional development that helps staff teach personal, social, health and economic education safely and consistently. It may cover subject knowledge, statutory Relationships Education and Health Education, discussion routines, sensitive questions, progression, assessment and safeguarding boundaries.

Are there free PSHE teacher training courses?

Yes, although most free options cover either statutory RSHE, subject leadership or one area of PSHE rather than the full range of teaching and leadership needs. The DfE modules can provide a starting point when cross-checked against the September 2026 guidance. Chameleon's subject-lead course and charity training can then address specific leadership or topic gaps.

How much does PSHE teacher training cost?

Costs range from free national materials to paid specialist courses. Examples checked in July 2026 include £30 for one Anti-Bullying Alliance course, £40 for Brook's How to Deliver RSE and £195 for 2026 three-hour PSHE Association live online courses, with membership requirements applying to some provision.

Does PSHE training need to reflect the September 2026 RSHE guidance?

From 1 September 2026, schools should ensure that curriculum delivery and staff training reflect the revised guidance. The earlier guidance applies to teaching until 31 August 2026. Older training materials may still be useful, but leaders should cross-check them against the version that applies when they are used.

How often should primary teachers have PSHE professional development?

The statutory guidance does not set a required frequency for PSHE CPD. An initial session followed by short revisit points across the year is often more useful than one annual event because staff can apply learning, identify difficulties and return with real questions.

How can Year 6 PSHE activities prepare pupils well for transition?

Use realistic situations such as changing friendships, organisation, travel, asking for help, online reputation and managing worry. Give pupils opportunities to test advice, weigh choices and identify support rather than introducing a large amount of new content at the end of the year.

What qualifications do teachers need to teach PSHE?

The statutory guidance does not prescribe a separate PSHE qualification for primary teachers. Schools should instead ensure that staff have appropriate subject knowledge, can teach age-appropriately and understand the school's curriculum, safeguarding procedures and professional boundaries.
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Key takeaways

  • Audit staff confidence before booking PSHE teacher training
  • Separate whole-staff, non-specialist, PSHE lead and SLT development needs
  • Review free DfE modules and reputable topic-specific training before deciding whether paid provision is needed
  • Check that every course is primary-specific, practical and aligned with the guidance in force when it will be used
  • Pair CPD with practical lesson materials, shared routines and clear staff guidance
  • Revisit learning across the year rather than relying on one INSET session
  • Review impact through staff confidence and classroom consistency, not certificates alone
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Conclusion

Good PSHE teaching depends on staff having the subject knowledge, practical routines and safeguarding confidence to deliver lessons consistently. Training should also match the age phase and the realities of the school's timetable, team and community. For SLT, the most useful starting question is not simply 'Which course should we buy?' It is 'What would help our staff teach the next PSHE lesson more safely and confidently?'

For some schools, the answer will be an introductory whole-staff session using free national materials. For others, it will be specialist PSHE lead training or targeted work on mental health and online safety, followed by clear expectations for classroom practice. The strongest plan is proportionate, role-specific and revisited after staff have used the learning.

Muse Wellbeing provides a structured and progressive primary PSHE and RSE curriculum with fully resourced lessons, teacher guidance, clear year-group coverage and supporting documents for subject leads. Schools can review it alongside their CPD plan so that professional learning is linked to consistent curriculum language and classroom materials.

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