Can you tell by looking?
Tap a portrait. None of these fictional people has been identified as an abuser or a victim. We deliberately supply no information about their behaviour.
Explore your first assumptions. Is a person's race, size, age, gender presentation, disability or dress proof of how they behave? There is no correct face to select.
What should we actually look for?
Read each fictional example. Would you describe the action as respectful, a possible warning needing context, or controlling/unsafe? No one is assessed by their appearance.
A partner says they are worried about someone's friend but accept their decision.
These are fictional teaching categories, not legal findings about an individual. Learners may pass.
Challenge stereotypes without blaming anyone.
Allow 15–20 minutes in Module 04, or screen-share this activity as a standalone public conversation starter. It works on phones and classroom screens.
Questions to ask learners
- Did you make any assumptions based on size, skin tone, gender expression, disability or clothing? Why?
- Can someone seem charming in public while behaving differently in private?
- Which actions indicate control: banning friends, threats, money restrictions or monitoring?
- How can a friend respond safely when someone reports abuse, without judging or confronting the other person?
Safeguarding and teaching boundaries
Use fictional characters only. Never ask the class to identify supposed abusers among classmates, public figures or relatives. No personal disclosure should be required. Do not diagnose people by appearance or make learners responsible for someone's abusive actions. Explain safeguarding routes and confidentiality limits. Affected learners should be offered private specialist support.
This does not imply equal prevalence across genders: women are disproportionately affected by domestic abuse. Any individual can need support, however.