Current National Advice
5.1National advice on aspects of health education, including sex education is incorporated within a number of documents and support materials:
5.2The HM Inspectors’ report Issues in Health Education37 (1996) identified a number of aspects of good practice in sex education:
Key Components of Sex Education
5.3Sex education is part of the school’s health education programme, closely aligned with provision for personal and social development. In addition to these curricular aspects, young people’s personal and social development is enhanced by the positive ethos of the school.
5.4The National Guidelines Health Education 5-14 provides a complete framework for health education; the three interrelated strands of physical health, emotional health and social health provide a helpful structure for addressing a wide range of health issues. Sex education is an integral part of that framework, with the three elements of knowledge, skills and attitudes inextricably linked throughout the framework. Beyond 5-14, schools provide a range of contexts for young people to reflect on health issues; often the content and nature of this programme is negotiated with the pupils.
5.5While acquiring knowledge is important for informed decision-making and other skills development, attitude and values clarification remains an integral part of that process. Therefore effective sex education requires to develop and explore three interrelated elements.
Knowledge and understanding: up to date, accurate information that is appropriate to the age and maturity level of the young person; it should encompass how bodies develop and work, sexuality, reproduction, sexual behaviour, sexual health, the law, access to services, emotions and relationships.
Beliefs, attitudes and values: young people need the opportunity to explore values and attitudes; this will help them clarify what they believe in and why they believe in it. Sharing these can promote an awareness of, and respect for others’ views. There are fundamental values that will be common to all aspects of sex education; these relate to trust, respect, love, care, empathy and responsibility.
Skills: there is a range of personal and interpersonal skills that are essential to help young people make informed choices and decisions, develop and maintain relationships and manage emotions. Assertiveness, communication, and decision-making skills are particularly relevant to social and emotional well being.
5.6The following general areas reflect the breadth of sex education. Although they have been categorised into stages, an element of flexibility is required, as the needs of pupils will vary. This list should not be seen as exhaustive.
Early stages of primary school
Middle stages of primary school
Upper stages of primary school
Early secondary stages
Middle to upper secondary stages
Key Considerations
Sensitive issues in sex education
5.7This report has already rehearsed the importance of ensuring that all teachers are familiar with the contents of any programme of sex education. However, the handling of potentially sensitive issues ultimately has to rely on the professional judgement of individual teachers. We readily acknowledge that the teaching profession has exercised sound judgement with the result that schools currently enjoy the confidence of the overwhelming majority of parents in teaching sex education. In the wake of the section 2A debate, it will be necessary to review school programmes and procedures. It would also be prudent to refresh staff about some of the practical considerations which need to be borne in mind when devising lesson plans or counselling individual pupils.
5.8It is very important that teachers involved in sex education are familiar with the young peoples’ needs. Headteachers therefore need to be alert to the potential difficulties arising from teacher absence. A supply teacher, or teacher who is unfamiliar with the class should not be left to cover the more sensitive parts of the programme. Even when the regular teacher is taking the class, there may be occasions when a second adult would be of benefit.
5.9Some schools make good use of a school nurse, health-promotion staff, voluntary organisations or other external agencies. Any significant input into a lesson from an external provider should be pre-planned and followed up. The school must be aware of the nature of the proposed input to ensure that it accords with the information on the programme that has been presented to parents. It is not sufficient for teachers to leave the nature of the input to the professional judgement of the external staff involved. This reinforces an earlier point regarding the need for shared protocols between the school and external partners.
5.10It is likely that some pupils will, at least in the immediate aftermath of media coverage surrounding section 2A, pick up on the national debate on the nature of personal relationships and the status of marriage. The average class is likely to have young people from a range of backgrounds and teachers should resist comments which effectively grade home backgrounds and therefore risk embarrassing individual pupils or leading them to think that while their family type is to be accepted, it is to be regarded as second best. The role of the teacher is to encourage each pupil to look to their future and find personal fulfillment, not to feel that their current circumstances pre-determine future options.
5.11It is acknowledged that:
5.12It is important that the teacher feels comfortable and secure in their role in the classroom when teaching any aspect of sex education. The following skills and qualities are helpful:
Establishing a supportive climate for learning
5.13The quality of interactions between teachers and learners is the critically important feature of effective learning. The environment within which sex education takes place will contribute to the success or otherwise of the learning process. Central to this are the relationships established between the teacher and pupils; relationships that enhance a sense of well-being and a disposition to learn, and foster mutual respect, empathy and genuineness. Where young people feel valued and respected, their confidence and self esteem increases and they are more likely to become fully involved in the challenges of learning. Key elements of a supportive climate for teaching sex education to secondary pupils include:
Participatory Approaches
5.14Active learning, where young people are engaged in structured activities or tasks that encourage interaction, provides opportunities to generate and share ideas, challenge one another constructively and explore a range of issues relevant to their lives. Structured use of a combination of class and group work allows teachers to take sensitive account of the range of maturity and experience in any class. However, this requires the teacher to use a more informal approach whereby pupils take more responsibility for their learning and the teacher facilitates the learning rather than leads it. Discussion and debate needs to be open and honest, with individual contributions taking account of the feelings and sensitivities of other members of the class.
Working in groups
5.15While individual learning through reading and listening is appropriate at times, working in groups provides opportunities for meaningful discussion. This has a number of benefits including:
5.16There is a range of methodologies that can be used within the group setting; a number of them encourage objectivity where the focus is on a fictional character or situation, thus allowing open discussion that does not become personalised, but at the same time provides strategies and ideas that can be used in the real life situation. Video scenarios can be excellent material to stimulate discussion.
Use of language
5.17It is important to establish agreement on the language used in the classroom. Young people may have their own words for sexual development or sexual activity. The teacher may feel uncomfortable with certain words or phrases used by young people but at the same time, wish the young people to use words they know and understand. Young people should also understand how different types of language can be considered appropriate in different situations. As indicated earlier agreement on the type of language to be used can be made as part of the ground rules.
Confidentiality
5.18Health-related issues can raise concerns about confidentiality. Pupils may have questions or may inadvertently reveal information which suggest that someone has acted unlawfully. Teachers may be willing to listen to pupil concerns or queries but are not in a position to guarantee confidentiality and this should be clear to the pupils. A teacher, for example, cannot guarantee the confidentiality of information that is evidence that a criminal offence has been committed.
5.19If a young person is in moral or physical danger, then the teacher (and school) must act to protect them. Such action may involve disclosure to appropriate people or agencies. All schools must act in accordance with procedures on child protection.
5.20As stated earlier in the report (Effective Sex Education — Support Services and Sex Education) 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.
Responding to questions and requests for advice
5.21An earlier part of this section emphasised the importance of managing the class dynamic and the notion that the teacher sets ground rules to ensure that classroom discussion does not embarrass or upset any members of the group. Teachers should not avoid controversial issues, nor should they lead discussion by advancing their own personal views on controversial issues. If an issue is considered by society to be controversial, they should explain why it is considered to be so, rehearse the different perspectives and allow pupils to determine their own beliefs.
5.22When asked questions or asked for advice there are a few issues to consider. Are questions being asked out of curiosity, out of a need to know or simply mischief making. Whatever the reason, it may not be necessary to give a response to the whole class. There may be different levels of maturity within the class and some pupils may not be ready to deal with certain issues.
5.23If a request for information arises with an individual pupil, then the teacher should speak to the pupil after the class session. There is a need to be cautious in giving advice as the teacher cannot guarantee confidentiality. However, where it is appropriate to refer to an external agency such as a health professional, the school’s policy on referral should be followed.
Single and mixed gender groups
5.24It is important that boys and girls have the opportunity to work together in order to foster understanding about one another. However, there may be times where it is more appropriate to work in single gender groups because it is more productive or there is a need to explore an issue in some detail. For some young people, it will be culturally inappropriate to discuss some issues in mixed gender groups.
Sexual Orientation
5.25As young people mature, they experience a range of feelings which affect their attitudes, behaviours and personal relationships.
5.26As they enter adolescence, most begin to develop feelings of a sexual nature towards members of the opposite sex. Some develop similar feelings towards members of their own sex. Some young people become aware of their sexual orientation at a relatively early age while others take longer. For a number, the process is fraught with uncertainty, confusion and anxiety. It is important that teachers show understanding of these issues and are sensitive to protecting and supporting vulnerable young people as they come to terms with their feelings and work out how best to deal with them.
5.27All young people should be helped to understand, at an appropriate age, that different people can have different sexual orientations. Teachers have an important role to play in enabling young people to consider such issues and to discuss them in an open, sensitive and non-discriminatory way in order that all young people may develop understanding of these differences. The central purpose should be to promote understanding and mutual respect for one another, regardless of orientation. This approach is considered an important way of encouraging respect for and valuing the diversity of, human life.
5.28Opportunities for discussion may arise within class through a planned session on relationships or sexual development; through a response to a specific incident or as a result of an incidental question or comment by a pupil. Teachers may be approached by an individual pupil regarding concern about the pupil’s sexual orientation; teachers should respond in a similar manner, i.e. sensitive and non-judgemental and, where appropriate, indicate sources of support either within the school or external to the school.
Support for Individuals
5.29There may well be occasions, particularly at the secondary stage when an individual pupil confides in a member of staff or seeks counselling for a particular issue or concern. Guidance staff are already well equipped to deal with a great many issues, but the following points may help clarify matters or reassure staff working with young people:
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CONSIDERATIONS ARISING
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