Principles
4.1Sex education could be defined as a lifelong process whereby children and young people acquire knowledge, understanding and skills, and develop beliefs, attitudes and values about their sexuality and relationships within a moral and ethical framework. The Working Group considers that the key principles are that:
Aims
4.2Similarly the key aims of sex education are to:
Consultation & Parental Involvement
4.3In education we often talk in terms of a partnership between parents and the school. The greater involvement of parents can enhance the effectiveness of health education programmes.34 It is recognised (see Table 1) that children get their information from a variety of sources. Nevertheless the active co-operation of parents in the planning of sex education programmes is important because:
4.4Parents could reasonably be expected to have the best interests of the young person in mind and are therefore more likely to present information in a context that values healthy living, personal responsibility and stable relationships than more indirect sources such as friends.
4.5Parents have an important role in educating their children about sex and relationships whether or not they accept it. Education is not just about passing on information but "messages" about sexuality are given out in everyday interaction with children and young people. It is worth asking what children are picking up if there is not openness and support for their developing sexuality. One could argue that the question should not be ‘what should I teach my child’ but ‘what messages am I already giving them’. For example, by not answering questions or providing an opportunity for discussion, parents communicate that sexuality is not to be talked about openly, in contradiction to the culture around them which frequently displays sexual images and messages.35 These mixed messages can lead to confusion in young people around their own developing sexuality and these tensions may surface when it comes to negotiating relationships with potential partners.
4.6Another reason for involving parents is the responsibilities parents have, and the important role they play in the lives of their children. Although it is not easy to discuss such sensitive issues with a parent, there is a growing body of research which indicates that communication with parents can also help delay the age of first intercourse.36 Scottish data indicates that young people who have discussed contraception with parents are more responsible in their sexual attitudes and behaviour.20
4.7There are different approaches to discussing issues and the way in which parents talk about sexuality is as important as what they say. The Health Education Board Scotland (HEBS) has taken the view, based on research, that a non-judgemental approach and tone is considered more respectful and acceptable by young people. This is reflected in the HEBS Think about it campaign.
4.8Although there are difficulties, many parents do talk to their children about a range of sexual health issues. Surveys indicate that there is a great deal of variation between what young men and women discuss with parents ranging from physical aspects of growing up to personal relationships. However, young women are more likely to have discussed all topics with their parents on at least one occasion according to a Scottish survey of sexual health in the 1990s. What is not clear is the extent of discussion, and whether discussion was with father, mother or both.
4.9It is important to recognise that it is actually difficult to talk about sexual issues and it is not just parents who find it difficult. Sexuality is often treated as a taboo subject, which is all around us but rarely discussed openly without innuendo and embarrassment. This is compounded by the fact that teenagers, as they get older, often find it difficult to talk to parents and this is even more apparent when it comes to sexual matters.
4.10Further, parents are diverse in terms of beliefs and values, family structure, sexual orientation and parenting styles. Work with parents has to reflect this and recognise that giving information is, in isolation, insufficient.
4.11There are examples of initiatives which attempt to support parents through workshops or parenting classes etc. Equally, there is evidence to suggest that some school consultation with parents can be superficial. Schools may therefore wish to consider using School Board meetings, the Parent Teacher Association, and parents’ evenings as an opportunity to exhibit materials or consult on specific programmes of sex education. There may also be merit in using video recordings to demonstrate classroom activity and stimulate discussion. The fundamental point is that schools need to promote dialogue and not simply display materials or communicate indirectly with parents through newsletters.
Support Services and Sex Education
4.12An earlier section of this report rehearsed issues around the need to offer young people appropriate advice and support and the relatively high level of teenage pregnancy in Scotland. Young people need information on sources of health advice, appropriate helplines and access to local health services.
4.13Where such arrangements are set up within a school setting, appropriate shared professional protocols and line management arrangements should be in place to address issues such as teachers’ professional responsibilities for pupils’ welfare, the rights and responsibilities of parents and the legal capacity of the child to consent to medical treatment. Parents and pupils should be consulted as to the parameters of these arrangements. It would be appropriate for schools to display such information in the medical room and to include it in the health education programme. The school nurse is the health professional most accessible to young people and it would be acceptable for schools to consider making appropriate provision for pupils to self—refer to the school nurse and other school medical services on their scheduled visits to schools. One-stop health clinics for young people are popular because they can provide advice and treatment within a confidential setting. The debate around the more traditional organisation of sexual health services, genito-urinary medicine clinics, which deal with Sexually Transmitted Infections and family planning clinics, which provide contraceptive help and advice is therefore an important one. Services that are located in arrangements which give them a purely medical identity may be less effective than ones that are associated with other services which young people will wish to access.
4.14Information about family planning, including responsible methods and the services of local clinics should be part of the sex education programme for secondary pupils. The majority of young people will not be planning a family and may otherwise be deterred from using the service because of the "family planning" title. Indeed, many young people attend clinics in times of crisis, for example, requesting emergency contraception or pregnancy tests. Although this is not the ideal, it must be faced as a reality. Locating services within health serves to reinforce a female focus, as young men are renowned by their absence from any form of health provision. Currently more females use family planning facilities, creating an unfortunate impression that this is a facility exclusively for females. As a result, this may be a deterrent to the young male sharing responsibility for sexual health with his partner.
4.15The in-built difficulties in one to one service provision for young people should not be taken as an excuse for not developing more appropriate services in Scotland. It also has to be remembered that many young people will choose not to be sexually active or lack the maturity to have developed relationships. As stated earlier, if school health education wishes to promote responsible sexual behaviour the research evidence suggests that education needs the support of confidential counselling and advisory services to be effective. The development of New Community Schools and Healthy Living Centres could result in health professionals spending more time in schools and being accessible for counselling and advice. Schools and partner organisation therefore need to establish a protocol to take account of the professional ethics of the staff involved and the rights of parents and young people.
4.16We consider that all schools should:
4.17These developments raise moral issues for some pupils and teachers. Account should be taken of the wide range of diverse beliefs and values to be encompassed within an area of the school curriculum as sensitive as 'Sex Education.' While there are core values to which we all would subscribe, it has to be recognised that there are important issues on which divergent views are to be found. Among these are the faith communities' opposition to sex outside marriage, abortion and artificial contraception.
4.18There is also a case for developing collaborative approaches that include other professional staff. They may also wish to draw on the skills of community education or social work staff skilled in working with vulnerable or disaffected young people.
The Faith Community
4.19Faith communities have beliefs, attitudes and values concerning relationships and sexuality. All the major faiths in Scottish society agree that marriage is the proper setting for sexual intercourse and bringing up children but they may have differing views on such matters as divorce, homosexuality, contraception and abortion.
4.20Young people in developing their own beliefs, attitudes and values will be influenced by the beliefs, attitudes and values of their homes and of the faith communities to which they belong. Teachers have to take account of the range of the beliefs, attitudes and values in the backgrounds of their pupils.
4.21Another dimension of personal and social development is the opportunity for young people to benefit from the support of a wider faith community. Strong links already exist in the denominational sector where the Catholic Church liaises closely with schools and authorities, particularly in the areas of Religious and Moral Education. Local priests often take on the role of school chaplain, supporting the general ethos and values of the school and providing pastoral care for pupils.
4.22Most non-denominational schools invite a minister from a local Christian church to be their school chaplain. The relationship of a chaplain to members of the school community is quite different to that of the denominational school. Some pupils and teachers may be associated with the local congregation from which the chaplain comes but many will not. The precise role undertaken by a chaplain depends on what is agreed with the head teacher of the school. Most school chaplains will undertake a limited pastoral role in schools for both staff and pupils. Occasionally sensitive issues such as those related to sexuality might be raised with them. A number of schools now operate a team chaplaincy consisting of several local churches.
4.23A possible extension of the team chaplaincy approach is for schools to involve the leaders of other faith communities. However, a chaplaincy role is not necessarily one to which other faiths can fit into with ease. What is important is that schools recognise the faith backgrounds from which their pupils come and build up constructive relationships with the faith communities.
4.24The National Guidelines on Religious and Moral Education 5 — 14 (1992) identified the aims of the Programme as including:
4.25Some of these aims reinforce and are, in turn themselves reinforced by aspects of sex education. There is a symbiotic relationship among the different elements of 5-14.
4.26For many young people the teenage years are a period characterised by personal search and reflection. Young people are often concerned with who they are, how they are seen and what they believe in. They often demonstrate a willingness to take a moral stance and are generally interested in different faiths or beliefs or feel strongly on humanitarian issues. The wider faith community is a valuable resource which schools should use to help young people explore their personal beliefs and value systems.
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CONSIDERATIONS ARISING
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