Public Health

NHS inform provides information for the public about sickle cell and thalassaemia disorders. Scroll down the each programme pages for access to translated information, Easy Read, and explanatory videos.

• About sickle cell disease
• Screening for sickle cell and thalassaemia disorders

See also:

• Sickle cell and thalassaemia screening: your baby carries a gene for sickle cell – GOV.UK

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• Understanding haemoglobinopathies
• UK Thalassaemia Society
• Sickle Cell Society

• NSD Pregnancy and Newborn Screening Programmes in Scotland
• Healthcare Improvement Scotland Pregnancy and newborn screening standards – to be updated
• GGC Paediatric Guidelines on Newborn Blood Spot Screening

If a patient is a carrier, give the appropriate information leaflets. Copies of leaflets can be download via the links below:

• UK Government guidance: Understanding Haemoglobinopathies
• Information for fathers invited for a screening test for sickle cell disease and thalassaemia major
• Sickle Cell (HbAS) carrier
• Haemoglobin C carrier
• Haemoglobin D carrier
• Haemoglobin E carrier
• Haemoglobin Lepore carrier
• Haemoglobin O Arab carrier
• Beta Thalassaemia carrier

• NHS GGG Clinical Genetics
• Telephone: 0141-354 9201 (receptionist)/0141-354 9229 (secretary) Email: geneticsreferrals@ggc.scot.nhs.uk

NHS inform provides information for the public about screening programmes in Scotland. Scroll down the each programme pages for access to translated information, Easy Read, and explanatory videos.

• Pregnancy screening
• Newborn screening
• Pre-school vision screening

Meet Your Midwife: midwife appointments can be booked here as soon as pregnancy is confirmed.

NHSGGC Public Health Resources Directory (PHRD)

An online catalogue of materials to order or download including pregnancy and newborn.

NHS inform provides information for the public about screening programmes in Scotland. Scroll down the each programme pages for access to translated information, Easy Read, and explanatory video

• Overview of adult screening programmes
• Abdominal aortic aneurysm (AAA) screening
• Bowel screening
• Breast screening
• Cervical screening
• Diabetic eye screening

• NHS inform easy read resources
• Screening information for the transgender community
• NHSGGC is improving access to life-saving cancer screening: Cheryl Pollock shares her experience of cervical screening in order to help people with learning disabilities to decide. Watch the video below:

NHS GGC Public Health Resources Directory (PHRD)

An online catalogue of materials to order or download including cancer resources, screening information and posters. When the breast screening mobile unit is in your areas, you can order posters listing the location.

Public Health Scotland campaign resources

Resources for national campaigns to promote screening. These can be downloaded for use in social media, newsletters, etc.

Participating in risk taking behaviours is natural and essential for child and youth development. For most this will be low risk, but for a small number of young people, adolescence can cause harm and impact wellbeing. 

Risk behaviours are usually considered individually. It is widely recognised that behaviours often interact and develop as a response to life circumstances. Many risk behaviours tend to cluster together, particularly in young people from the most socio-economically deprived backgrounds. Those young people engaged in multiple risk behaviours are therefore impacted by greater inequalities in health and wellbeing and this poses increasing concern for those who are more vulnerable.  

A number of factors have been identified that can protect children and young people or, alternatively, can put them at risk during this stage. These factors relate to different personal and environmental factors, for example personal assets, the community, school, family, peer groups and individual characteristics. 

The Which Way curricular pack was originally developed by Glasgow Council on Alcohol (commissioned by Glasgow City HSCP Health Improvement) in 2017. The Which Way curricular resource has been reviewed and updated by the Glasgow City HSCP Health Improvement team in 2023/24 to reflect up to date data, guidance and policy. 

The Which Way curricular resource is made up of ten sessions which each detail a lesson plan and activities. These lessons plans should be used alongside the Resources and Handout document to complete activities. The Glasgow City HWB Education website provides background knowledge and information for educators to carry out these sessions and makes links to other health topics (such as mental health, sexual health etc.). Educators should refer to the Multiple Risk page of the HWB website (linked below) where the information aims to build educators knowledge and confidence in facilitating discussions with young people on multiple risk. 

Glasgow City Health and Social Care Partnership (HSCP) Health Improvement staff have created this HWB Website for all Education staff in Glasgow City. This provides Health Improvement an opportunity to streamline communication, share quality assured resources and create a consistent health and wellbeing offer across the City. It also provides Education staff with an enhanced experience when delivering various aspects of the Curriculum. 

At the beginning of each session, educators should discuss safeguarding, confidentiality and respect with learners this discussion may influence a class/group agreement that will support learning and delivery of lessons. Activities can be completed using a smart board/whiteboard or alternatively using flip chart paper and pens.  

This resource should be used alongside other quality health and wellbeing curricular resources, all of Health Improvement’s quality assured curricular resources can be found on the Glasgow City HWB Education Website under each topic area. Each learner will have their own experiences and varied understanding of the topics included within Which Way and some of the lessons and activities may be emotive for young people therefore should be approached sensitively. It’s important to provide a safe space for young people to explore emotions that have been brought up. The NHSGGC Healthy Minds resource can be used to facilitate discussions around mental health with children and young people and covers a range topics (e.g. Emotional Literacy). 

Young people engaging in multiple risk behaviours that are impacting on their health and wellbeing can seek support from the Glasgow City Youth Health Service which offers confidential, personalised support for young people aged 12-19 years in Glasgow City. Young people can be referred to the Youth Health Service by a Parent, Carer or Professional. Please note there are other services and support organisations available across Glasgow City that offer support to children, young people and families, find more information via Useful Contacts.

Which Way – Primary 7 (P7) includes four lesson plan documents and one document containing worksheets to support activities within the lesson plans. To support delivery of these lessons and activities, we encourage educators to review the information on Multiple Risk included on the HWB Website.

Which Way – Secondary 2 (S2) includes six lesson plan documents and one document containing worksheets to support activities within the lesson plans. To support delivery of these lessons and activities, we encourage educators to review the information on Multiple Risk included on the HWB Website.

Glasgow City Health and Social Care Partnership (HSCP) Health Improvement staff have created the HWB Website for all Education staff working in Glasgow City. This provides Health Improvement an opportunity to streamline communication, share quality assured resources and create a consistent health and wellbeing offer across the City. It also provides Education staff with an enhanced experience when delivering various aspects of the Curriculum, joining the dots between topic areas and relevant resources and training. The website hosts quality assured information and resources on priority health topics for early years, primary and secondary aged children and young people and is updated every 6 months. The HWB website includes:

• Health Improvement Training Calendar (no cost attached) – Health Improvement courses are no longer featured on CPD manager and should now be booked via the HWB Website.
• Quality assured curricular resources
• Non-curricular resources and publications relevant to priority health topics
• Information on health priorities for children and young people in Glasgow
• Information on services and support for children and young people
• Useful Contact information

Sign up to the HWB Mailing List to receive updates from the Glasgow City HSCP Health Improvement Team on any information, resources or training for education staff. Click here to sign up.

Please consider the Education Scotland Health and Wellbeing Responsibility for All approach which outlines the following Health and Wellbeing (HWB) organisers: 

1. Mental, emotional, social and physical wellbeing 

2. Planning for choices and changes 

3. Physical education, physical activity and sport 

4. Food and health 

5. Substance misuse 

6. Relationships, sexual health and parenthood 

The following Experiences and Outcomes can be met by completing Sessions 1-6 of the Which Way Multiple Risk Curricular Resource – Secondary 2. 

Health and Wellbeing – Mental, emotional, social and physical wellbeing: 

• HWB3-01a I am aware of and able to express my feelings and am developing the ability to talk about them.  
• HWB 3-02a I know that we all experience a variety of thoughts and emotions that affect how we feel and behave, and I am learning ways of managing them.  
• HWB 3-03a I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.  
• HWB 3-06a I understand the importance of mental health & wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available.  
• HWB 3-09a As I explore the rights to which I and others are entitled. I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.  
• HWB 3-12a Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.  
• HWB 3-16a I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.  

  Health and Wellbeing – Substance misuse: 

• HWB 3-38a I understand the effect that a range of substances including tobacco and alcohol can have on the body    
• HWB 3-39a I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions    
• HWB 3-40a I know that alcohol and drugs can affect people’s ability to make decisions.   
• HWB 3-41a After assessing options and the consequences of my decisions, I can identify safe and unsafe behaviours and actions.  
• HWB 3-42a I know the action I should take in the management of incidents and emergencies related to substance misuse.  
• HWB 3-43a I understand the impact that ongoing misuse of substances can have on a person’s health, future life choices and options.  

Health and Wellbeing – Relationships, sexual health and parenthood: 

• HWB 3-44a I understand the importance of being cared for and caring for others in relationships and can explain why.  
• HWB 3-44b I understand and can demonstrate the qualities and skills required to sustain different types of relationships.  

Literacy and English – Listening and talking: 

• LIT 3-02a When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.  

Literacy and English – Writing  

• LIT 3-26a By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. 

Expressive arts – Drama  

EXA 3-12a I can create, develop and sustain a realistic or stylised character through the use of voice, movement and language. 

The information included in this pack has been developed based on current guidance and policy for health and wellbeing of primary school aged children in Glasgow (see Multiple Risk Strategy/Policy Links). However, we recognise that children, classrooms and schools will all have varying needs for learners and adaptations may have to be considered to meet needs. Each session includes links to useful websites which may offer further learning or information to expand on the activities/topics covered or to adapt activities to suit the needs of the learners in the classroom. 

Glasgow City HSCP Health Improvement have carried out an Equalities Impact Assessment on this curricular pack and have made the following considerations in relation to protected characteristics: 

• Age: P7 and S7 age groups are at higher risk of early initiation of risky behaviours and so this resource has been targeted at these stages as an early intervention approach. However, we do recognise that learners may experience this at different ages and stages for a number of reasons and this should be taken into consideration by educators and adapted appropriately. 
• Disability: suggestions and amendments have been made throughout the Which Way resource to support the inclusion of learners with a disability in activities as much as possible. This includes consideration of learners who are neurodiverse.  
• Gender reassignment: In order to reduce stigma, the curricular pack has used gender neutral names and pronouns throughout the activities.   
• Marriage and civil partnership: this characteristic is not identified or explored within the pack. 
• Pregnancy and maternity: Which Way makes links to additional quality assured learning and curricular resources (e.g. RSHP) covering topics of sexual health – which can be used as appropriate to support further learning and development around pregnancy and maternity.     
• Race: Which Way recognises the influence race may have on learners knowledge, experience and understanding of multiple risk. Educators are encouraged to consider how this might influence at-home learning and to be mindful of the varying experiences within the classroom. 
• Religion and belief: Which Way recognises the influence religion and belief may have on learners knowledge, experience and understanding of multiple risk. Educators are encouraged to consider how this might influence at-home learning and to be mindful of the varying experiences within the classroom. 
• Sex: this characteristic is not identified or explored within the pack. 
• Sexual orientation: Which Way encourages educators to explore further learning around relationships, sexual health and parenthood using the RSHP curricular resource.  
• Socio – Economic Status & Social Class: Which Way recognises that socio-economic status and social class influences learners engagement in multiple risk behaviours. Which Way offers a universal approach to education around multiple risk but can be used alongside targeted approaches i.e. CRAFFT 
• Other marginalised groups: Which Way recognises the impact multiple risk education may have on other marginalised groups (e.g. learners experiencing addiction at home, young carers, looked after and accommodated children) and educators are encouraged to be mindful of the experiences and circumstances for learners taking part in lessons and activities. 

You can find out about the Equality Act (2010) by clicking here and view the Which Way Equality Impact Assessment by clicking here.