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Teachers' perspectives on relationships and sex education lessons in England.
- Source :
- Sex Education; Mar2024, Vol. 24 Issue 2, p238-254, 17p
- Publication Year :
- 2024
-
Abstract
- Recent changes to the law in England require all primary schools to teach Relationships Education and all secondary schools to teach Relationships and Sex Education (RSE). Our focus in this article is on the voices of teachers and other educational professionals in relation to this change. Discussion in three focus groups held with 16 educational professionals, indicated concerns regarding some of the challenges associated with the implementation of the new legal requirements, as well as recognising fresh opportunities afforded to teachers for engaging with children and young people. Through analysis, it was noted that participants considered how lessons on relationships and sex should cover LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, others) issues, with strategies advanced for building bridges between schools and parents/communities. Our research indicates a difference between the importance of Relationships Education/RSE and the perceptions of those charged with teaching it, as well as the view that the laudable aims underpinning the new provisions in England will only be realised if appropriate support and training is given to teachers. [ABSTRACT FROM AUTHOR]
- Subjects :
- RESEARCH
SCHOOL environment
FOCUS groups
TEACHING methods
EMPATHY
RESEARCH methodology
RURAL conditions
PRACTICAL politics
COLLEGE teacher attitudes
RULES
INTERVIEWING
CURRICULUM
SEX education
CONCEPTUAL structures
QUALITATIVE research
HUMAN services programs
CHILDREN'S accident prevention
INTERPERSONAL relations
SCHOOLS
TEACHERS
LGBTQ+ people
DESCRIPTIVE statistics
RESEARCH funding
STATISTICAL sampling
THEMATIC analysis
METROPOLITAN areas
PARENTS
Subjects
Details
- Language :
- English
- ISSN :
- 14681811
- Volume :
- 24
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Sex Education
- Publication Type :
- Academic Journal
- Accession number :
- 175069454
- Full Text :
- https://doi.org/10.1080/14681811.2023.2171382