|
|
|
|
Evolution of Sex Education in Schools
3.1Sex education was not considered as part of the school curriculum in most British schools in the first half of the 20th century although some other European countries, such as Sweden, had established a statutory sex education curriculum as early as 1912. In Britain the Victorian view that sex was private and considered inappropriate to discuss persisted into the 20th century. As late as 1939 a book on health education in schools managed to avoid mentioning sex once in its 100 pages.
3.2The publication of Curriculum Paper 14 in Scotland in 1974 was an important document in terms of sex education. This paper considered that the role of the school and parents should be complementary in sex education. It also expressed the view that only a small number of parents at that time accepted this responsibility and that the schools should be the main agency in the sex education of young people. The report stated that schools were ‘not at present facing their responsibilities in the health education of their pupils.’ It acknowledged that sex education was not only concerned with the anatomy and physiology of reproduction but should also include ‘aspects of courtship behaviour and the formation of confident attitudes.’
3.3In the period since 1974 there have been significant advances in the quality and relevance of sex and relationships education in Scottish schools, and yet there is also evidence of wide variation from school to school in the nature and extent of the provision. There is now clear evidence that the overwhelming majority of parents wish schools to address the issue of sex education with their children.24 The issue of sex education was given a higher profile in Government reports in the early 1990’s as a response to both HIV/AIDS and to concerns over the rate of teenage pregnancies.
3.4In addition, at this time Scotland took a lead role in Europe in developing the concept of ‘The Health Promoting School’. This culminated in a World Health Organisation report ‘The Healthy School’25 and a related Scottish Health Education Group/Scottish Consultative Council on the Curriculum Report entitled Promoting Good Health Proposals for Action in Schools, 1990.26
3.5In 1994 a staff development resource for teachers entitled ‘Personal Relationships and Developing Sexuality’,27 was produced. This grew out of a recognition that teachers wanted additional support and guidance on a wide range of issues relating to sex education.
3.6The evolution of sex education in Scotland can be viewed as having several strands:
The Views of Teachers
3.7A study of health education in Scotland24 suggested that teachers felt they were the appropriate source of health education for young people. There was a general recognition that on-going professional development is needed to sustain teachers' confidence in delivering effective sex education. Outside speakers were usual both for up-dating teachers’ expertise and for giving pupils’ appropriate contact with health professionals within the controlled context of a school programme.
3.8There is evidence that sex education can be ineffective28 whenever:
3.9The variety of findings from these two Scottish investigations may be in part a reflection of the wide range that exists in the amount of supportive staff development which teachers have received in health education and sex education. In addition, the personal qualities of some individual staff might mean that they are particularly suited to working in this area. It is interesting that even when teachers have received intensive training there is evidence that their own perceptions of their teaching do not relate closely to observed effectiveness.29 The selection of suitable staff can therefore be as complex as it is critical.
The Effectiveness of Sex Education
3.10There are many ways in which the effectiveness of sex education could be evaluated but much of the clear evidence relates to public health concerns including Sexually Transmitted Infections and pregnancy. Evidence suggests that education programmes can be associated with delay in first intercourse, and increased condom and other contraceptive use at first and subsequent intercourse.30 There is no evidence to suggest that the provision of sex education leads to increased sexual activity or higher rates of pregnancy.31 In fact, evidence from other parts of Europe, such as the Netherlands and Scandinavia, indicates that good sex education can contribute to the reduction of teenage pregnancies, particularly when linked with improved access to services.32
3.11Currently there is a major research project, endorsed by the Scottish Executive, being undertaken in Scotland.
3.12SHARE (Sexual Health and Relationships: Safe, Happy and Responsible)29 is a teacher-led approach which involves extensive training of teachers, draws on educational theories and practices, and incorporates existing educational material alongside research into young people’s behaviour. SHARE has been piloted in schools in 3 different parts of Scotland. A revised edition, based on best practice, is being produced with funding from the Scottish Executive. After further careful piloting, this well-designed sex education resource will be made available to all Scottish schools.
3.13Increasingly peer education is being developed in school but this is not without difficulty. It has not been subject to adequate evaluation and as a result we have little detailed knowledge of how peer education operates and at which level. It was argued33 that in light of little conclusive evidence, the premise that young people will be more effective in their behaviours when educated by a peer rather than other sources, should be ‘treated with caution’. Nonetheless, results from the studies should help to clarify the debate on the effectiveness of a range of sex education packages.
3.14Various criteria drawn from effectiveness reviews have been associated with successful and effective sex education programmes including the:
3.15In addition, adequate training and clear guidance for teachers can facilitate effective learning. Given the importance of the medium through which the learning occurs it is important that teachers working in this area feel confident, comfortable and able to select appropriate approaches and resources.
Local Authority Policies/Guidelines
3.16As part of our examination of existing policy and practice, the Working Group requested information from every Scottish council on any policy documents or guidelines issued to schools on sex education, health education and anti-bullying. The responses varied in the extent to which they offered practical guidance to schools. In addition, the status and expectation of the documents was not always obvious. Some spelled out the policy of the authority and expressed a clear expectation that this would be reflected in any documentation produced by the schools. Other authorities submitted general guidelines to schools. Within this group there was considerable variation as to the freedom of response available to schools. Some authorities informed schools that they must design and implement their own school policy in accordance with the statutory guidance. Others stated that schools should develop a school policy, while a third group invited schools to consider whether they should draw up a policy for their school.
3.17The main features of the returns can be summarised as follows:
Sex education guidelines
Health education guidelines
Anti-bullying guidelines
3.18Most policies emphasised the importance of working with outside agencies on health education. However, there appeared to be significant differences in the role afforded to these agencies. In practice this diversity could prove confusing to Health Boards and other agencies working with more than one local authority. A number of local authorities advised schools to devise lists of resources, including outside agencies such as the Health Board, Childline and Family Planning. Some made clear their expectation that information on health agencies should be displayed on school notice boards or otherwise made available to pupils.
3.19Local authorities’ responses did not suggest that there was agreed understanding on roles and responsibilities of external agencies operating within schools. Only one authority spelled out their expectation that school staff required to satisfy themselves that the curricular input from external health agencies would be appropriate to the age and stage of the pupils concerned.
3.20There are obviously opportunities to increase school involvement by health professionals through initiatives such as the Health Promoting School and New Community Schools. This higher profile and increasing availability of health professionals has significant implications, particularly in relation to confidential counselling and advice. There may be occasions when the professional ethics of health staff lead them in a somewhat different direction from the school. In these situations, the absence of any agreed procedure leaves everyone vulnerable. There is an obvious and immediate need to draw up protocols to ensure that everyone, including parents, is fully aware of the implications of partnership activity.
3.21Another frequently occurring theme in the responses from local authorities was the expectation that schools should teach about different types of relationship. Unfortunately the guidelines do not always make it clear what this means. It could relate to sexual orientation or to different types of relationship, for example non-sexual friendships, partnerships, marriages or other family relationships.
3.22None of the responses commented on quality systems or performance indicators in relation to health/sex education although this advice may be contained in other, more generic circulars on quality. The issue of quality is an important one that is taken up in our recommendations. We consider that all schools need to use self-evaluative techniques to maintain and improve the quality and relevance of their programmes on sex education.
3.23The responses from local authorities provided information on current practice across Scotland. The Working Group has taken account of this information in shaping its recommendations. We trust that local authorities will consider the guidance to be of assistance and we consider it fortuitous that it will be issued at a time when a significant number of authorities has already intimated the intention to review existing advice to schools.
|
CONSIDERATIONS ARISING
|
|
|
|