A film and resource pack for use by professionals working with young people aged 13+.
The Incident follows the developing relationship between Blake and Erin (16). It shows their first meetings and traces their growing intimacy through a series of 6 short scenes.
Each scene aims to provide an opportunity for young people to consider the question: ‘Is this behaviour appropriate in a healthy relationship’.
Below you will find a specially created film version of M6 Theatre’s live production The Incident, by Mary Cooper, that toured into Rochdale schools in 2025 to support teaching and learning in Relationships and Sex Education.
PLEASE NOTE: These films are intended for use with students over 13.The films contain age-appropriate content and behaviours, but some students may find them upsetting, especially if they have had direct or indirect experience of a controlling relationship.
The Incident is part of M6’s Curriculum for Life programme.
You should view each part and read the accompanying guidance on creating a safe teaching and learning environment before using with students, considering its suitability for your cohort with care.
Each part is accompanied by discussion questions, which are for guidance. You may wish to use different questions or statements to stimulate discussion, depending on your cohort.
During discussion it is important to revisit and emphasise any previous teaching about what to do if a relationship feels unhealthy or unsafe, including speaking to someone about it. It is also important to signpost students to sources of help should they or anyone they know need it, including named members of staff in school. Students should be reassured throughout that if they, or someone they know, find themselves in a controlling relationship, then if they report it, they will be believed and helped.
Students should also be made aware that although the films show a relationship between a young man and woman, unhealthy behaviours including coercive control can happen in a relationship regardless of gender, age or sexual orientation, disability or background.
Before watching The Incident with your group, ask the students to consider what makes a good relationship. What qualities are we looking for? Make a note of the words or qualities offered.
Part One Introduction and First Date
Blake and Erin meet each other online and then decide to meet up face to face.
Notes for discussion
Are Blake and Erin happy?
What do they like about each other?
What do they hope will happen in the future?
What do you think will happen in the future?
What might get in the way of them getting what they want?
Is it safe to meet someone you’ve only met online?
Notes for discussion
How would Erin describe what happened if she was telling her best friend, Jazmine?
What would Jazmine say?
Who might Blake talk to, if anyone?
Who would Erin blame for the argument?
Who do you think will apologise?
Who do you think should apologise and what should they apologise for?
Will they see each other again? Should they?
Part 3 The School concert
Erin is excited to be performing in the upcoming school concert.
Notes for discussion
Do you think Erin should take part in the school concert?
How would her friendship with Jazmine be affected if she drops out?
Do you think Blake is genuinely concerned about Erin?
What does Blake think about what is on social media about Jazmine?
What does it mean to ‘have a rep?’
Would it be the same for a boy to ‘have a rep?’
Is it okay to tell someone what to wear?
Part 4 The phone call
Erin is chatting to her cousin, Kobi, on the phone, when Blake surprises her.
Notes for discussion
Why did Erin decide not to do the school show and how has this affected
her friendship with Jasmine?
Why does Blake grab Erin’s phone?
What does Blake fear?
Is it ever okay to look at someone’s phone without their consent?
Why is the party so important to Blake?
Is the party important for Erin?
What has Blake told his friends about Erin?
Do they know she’s staying over at his house?
Notes for discussion
How do Blake and Erin feel at the beginning of the party?
What things help them to relax and start to have a good time?
Why does Blake get angry?
How does Erin feel?
In Matthew’s bedroom, what does Erin want?
Does Blake listen to Erin?
What do you think happened in the bedroom?
If something happened in the bedroom that Erin did not consent to, what should she do? Who should she speak to?
Notes for discussion
Is it okay for Erin to change her mind about staying at Blake’s?
Whose version of events do you believe?
How will Blake and Erin feel about what happened at the party being all over social media?
View Full Film
General Round up discussion:
Is it too late to save the relationship? How would Blake need to change? How would Erin need to change? If you could give either of them some advice, what would it be?
Return to the qualities of a good relationship arrived at by the group. How much do they apply to Blake and Erin?
Coercive control is a pattern of controlling and manipulative behaviours within a relationship. These behaviours usually develop over time. They deprive people of their independence and can make them feel isolated or scared. Controlling behaviours may include, among others:
• Isolating you from your family or friends
• Controlling what you eat, wear, or do
• Controlling who you are allowed to see or spend time with
• Preventing you from accessing support
• Monitoring your behaviour (online or in person)
• Tracking you, for example, using your phone.
• Humiliating or degrading you
• Repeatedly putting you down
• Making you feel fearful or scared of non-compliance
Discuss how many of the features of coercive control apply to Blake & Erin?
Do you think all the intimate behaviour we see between Blake and Erin is consensual?
When considering the question, it might be useful to refer to FRIES.
Planned Parenthood created the acronym FRIES to help remember consent, which you might choose to share with your students.
FRIES
- Freely given: Consent given without force or coercion.
- Reversible: You can change your mind at any time.
- Informed: Full awareness of what you’re agreeing to.
- Enthusiastic: Genuine desire to participate.
- Specific: Clearly stated boundaries and limitations.
Safe teaching and learning
Ensure a safe environment for use by doing the following for each lesson in which the videos are used:
Create or revisit ground rules
Remind pupils of any existing ground rules you might already use or agree ground rules with them before the lesson. Examples could include:
- Enter into discussion about the film with other students based on what they say, not on who they are.
- Discuss the actions and behaviour of the characters in The Incident rather than personal experiences
- Everyone has the right to pass
Be sensitive to individual students who may be living with or have experience of controlling relationships, either directly or indirectly. Sensitivity is important even if you are not aware of any personal experiences in the class – working on the basis that there is at least one person who may be vulnerable ensures safe delivery for all. No-one should feel under any pressure to discuss their own circumstances or experiences.
Try to lead the discussion with impartial and non-judgemental questioning that encourages students to form their own opinions e.g. ‘What might Erin be feeling?’ ‘What might Blake be worried about?’ Encourage students to both support and challenge one another.
Always work within your school’s safeguarding and confidentiality policies and procedures
This is especially important if a student makes a disclosure. If you are unsure of the procedures, seek advice from your Designated Safeguarding Lead, or contact the NSPCC on 0808 800 5000.
Signpost students to sources of additional information or support if they need it, including named adults within school. Click here for more information and support.
Enquiries
If you have any questions or problems with the password, call 01706 355898 or email [email protected].
Advice & Support
If you have been affected by the issues raised in The Incident workshop, please find further information, helplines, advice and support here.
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Resolve@ is an emotional health and wellbeing service for young people aged 8-18 in Rochdale. They work with young people who have experienced domestic violence or abuse.
Call: 0161 393 7824
Email: [email protected]
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LoveRespect is a website that helps you to recognise the signs of an unhealthy relationship before they escalate. This includes gaslighting, feeling unsafe, sexting/explicit images, staying safe online and how to ask for help.
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Rochdale gov website has further support and services for stalking, drugs and alcohol, online counselling, confidential helplines, honour-based abuse and LGBT+ support.
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