A Critical Review of the 2025 RSHE Guidance and Alternative Approach Framed in Safe Uncertainty

This policy review critically examines the English government's 2025 statutory guidance on Relationships Education, Relationship and Sex Education and Health Education (RSHE), analysing its educational assumptions, strengths and limitations through the lens of safe uncertainty. While the updated guidance somewhat reinstates key inclusive elements and promotes social and emotional literacy, it continues to position RSHE as a risk domain requiring tight control and cautious delivery. This review highlights areas of concern including contradictions in the guidance's treatment of digital image sharing, the approach to gender and the conditional framing of children's rights and participation. Drawing on the concept of safe uncertainty, we advocate a more coherent rights‐based framework, clearer policy direction and sustained investment in teacher support and infrastructure. We call for RSHE policy and practice to move beyond compliance and certainty, and instead build relational, reflective and dialogic spaces where students can engage meaningfully with the ethical and social dimensions of their lives. In doing so, RSHE can fulfil its broader educational promise in preventing harm and supporting the flourishing of students as relational and sexual citizens.

Teen pregnancy is associated with increased risk of school dropout, employment challenges and long-term poverty; these risks are exacerbated for foster youth who are at elevated risk for teen pregnancy. Sex education and relationship education can facilitate the development of attitudes and skills associated with behaviors that reduce risky sexual behaviors. However, research on sex education with foster youth is limited as is research exploring the potential benefits of combining relationship education with sex education. This study examines variations in the experiences and outcomes of non-foster youth (n = 160) and foster youth (n = 165) who participated in a federally funded teen pregnancy prevention program that included both relationship and sex education. Path analysis models examined the relationship between several exogenous variables (i.e., youth characteristics, pre-program risky sexual behavior, program experience) and three endogenous variables (i.e., post-program perceived change in intercourse, condom use, and contraceptive use intentions). Multi-group analyses were used with foster youth status as a moderator to determine if the model was invariant by foster youth status. Although foster youth entered programming with elevated rates of risky sexual behavior, both groups reported positive program experiences and safer sexual behavior intentions post-programming. Regardless of their elevated rates of risky sexual behavior prior to receiving programming, foster youth, like non-foster youth, may benefit from both relationship and sex education. For foster youth specifically, their positive program experience and reduced intentions to engage in risky sexual behaviors is an encouraging finding that contrasts with existing literature.

Background: Premarital screening is a worldwide activity that aims to diagnose and treat unrecognized disorders and reduce the transmission of diseases to couples and children, it is considered as the primary preventive approach for couples who planned for conception. Premarital counseling is offered to young couples on their way to marriage in order to guide, educate and prepare them for the establishment of a healthy family. Promotion and protection of adolescent females from reproductive health hazards are very essential because they are the future couples. Aim of the study: The aim of this study were to assess knowledge and attitude toward pre-marital screening and counseling among medical and non- medical female students at El Minia University and evaluating the effectiveness of educational program on improving the students' knowledge and attitude toward pre-marital screening and counseling. Subjects and Methods: A quasi-experimental design was used. It was conducted at two medical and two non-medical faculties at El Minia University. A convenient sample of 500 students enrolled in the above mentioned settings was recruited. Results It can be observed that, there was a statistical significant improvement regarding total knowledge and attitude. The total knowledge score increased from 32.3% to 54.0% among medical students and from 21.0% to 41.0% among non-medical students and the difference is statistically significant. In addition, the positive attitude increased from 54.7% to 66.0% among medical students and from 49.0% to 57.5% among non-medical students. The difference was statistically significant. Conclusion: It can be concluded that Although there was an improvement in the level of knowledge for all students in both groups after health education but they still had insufficient knowledge about premarital screening and counseling. While more than one half from each group expressed favorable and positive attitude toward premarital screening and counseling. Recommendations: On the light of these findings, it is recommended to conduct health education services about premarital screening among high schools and university students at El Minia governorate to increase the population awareness and influence their attitudes toward Premarital screening and counseling services.

This thesis examines the provision of SRE in English schools from a children’s rights perspective. It highlights the importance of SRE for building children’s autonomy and realising their rights to health, education, information, and non-discrimination, among other things. In doing so, it argues that access to SRE is an inherent right of children and young people. It considers the roles of parents and the State in educating children on matters of sexuality, and develops a theoretical for sexuality education that respects children’s rights, without detracting from the parental right to direct their children’s education.

Purpose – This paper seeks to examine the way sex and relationships education programs, as part of Health Education extra curriculum activities, have been implemented in the Greek primary schools.Design/methodology/approach – The paper presents and discusses data from an anonymous survey research questionnaire distributed to the 68 Elementary sector Health Education Coordinators throughout Greece (received responses n=34).Findings – Findings indicate that there is an uneven distribution on teachers' choices when selecting a thematic unit for implementing Health Education projects. It has been found that Nutrition is by far the most popular topic for project development and implementation. In contrast, Sex and Relationships Education is by far the least popular, occupying only 1.6 per cent of the share of programs. Obstructive factors for Sex and Relationships Education implementation are related to the Greek educational system as well as pragmatic and moral reasons on the teachers' part.Research limitatio...

Teaching relationship education (RSE) can be a challenge in schools, and teachers in England are being encouraged to challenge “incel” culture and misogyny through the relationship, sex and health education (RSHE) curriculum within schools (Adams et al 2023). One in six boys aged six to 15 in the UK have heard of Andrew Tate, a social media influencer and self-styled "king of toxic masculinity", and 23% of boys aged 13-15 have a positive image of him (YouGov, 2023). Educational policy recommendations around Prevent and surveillance are designed to counteract boys’ and young men being radicalised into the ‘manosphere’. However, there’s limited research how effective this is (Stahl, et al 2022), and how able teachers are to raise questions about toxic masculinity within a school environment. Between 2012 -2020 we delivered relationship education in schools in Greater Merseyside, UK. This paper presents findings from three all boys schools, working with 72 boys aged 14-15 on a domestic violence and abuse (DVA) prevention project, after the project the boys delivered school assemblies on health and unhealthy relationships to 550 of their peers. The paper presents a case study based on our experiences of using arts and drama to deliver workshop sessions that challenged negative gendered perspectives of relationships. We gathered rich qualitative data during the project which enabled us to explore and understand how the boys’ perceived gender and relationships. We argue arts-based methods can be an effective form of activism to engage boys and young men in discussions of masculinities, relationships, consent and gendered violence. Art enabled the boys and young men to express themselves through creative methods, and workshops explored issues around consent, clothing, and victim blaming, domestic abuse, football related violence, and male rape. We explored the role social media plays in reinforcing, and challenging, negative gender stereotypes and future relationships. It demonstrates the value of the arts as a tool for exploring the social world, especially sensitive topics such as domestic abuse and relationship education.

This paper describes findings from an in‐depth case study of young people's sexuality and learning about sex. Focus groups and unstructured interviews were conducted with young women and young men aged 15–16 years in a school in the north of England. Analysis focused on disjunctions between reported sexual behaviour in a park and in a bedsitting room, and the content of school sex and relationship education. Tensions between the accounts are considered for their impact on learning about sex, sexual negotiation, subjectivity and inter‐generational understanding. Despite some negative experiences in sex education, the young people interviewed desired the affirmation and support of adults, and recommend sex and relationship education as the most appropriate vehicle for providing this. The value added outcomes of participation in the study, including consciousness and awareness raising, and the opportunity for reflection and debate and selves as ‘experts’, enhanced young people's view that non‐judgemental and meaningful advice and guidance are possible in formal learning contexts. Implications for future forms of sex and relationship education are discussed.

It is widely accepted that children and young people have the right to education for sexual health, with these rights being enshrined in the UN Convention of the Rights of the Child (UNCRC). According to WHO (2010), knowledge and information provided through sexual health education is essential if people are to access their sexual rights and be sexually healthy. Education for sexual health — called variously sex education, sexuality education or sex and relationships education (hereafter, SRE) — involves the acquisition of information and the opportunity for young people to explore and develop their attitudes, beliefs and values as they relate to gender and sexuality, sexual and gender identity, relationships and intimacy. Sexual health education also aims to develop young people’s knowledge and skills to make informed choices regarding their behaviour, and in so doing, limit their risk and vulnerability to sexual ill-health through factors such as unwanted pregnancy, unwanted, abusive and exploitative sexual activity, unsafe abortion and STIs, including HIV.

ABSTRACTThere is a well-documented absence of inclusive school-based sex and relationships education (SRE) for Australian lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Moreover, relatively few studies specifically examine how bisexual and queer-identifying young Australian women experience SRE. This qualitative study addresses the gap and contributes new perspectives by examining bisexual and queer young women’s experiences of school-based SRE in the state of Tasmania through the lens of sexual citizenship. Drawing on qualitative interviews with 15 Tasmanian bisexual and queer young women, we argue that biomedical, risk-based and heteronormative approaches to SRE reduce young women’s sexual health literacy. By framing SRE around the concept of ‘sexual citizenship’, this article provides important guidance on how SRE can more effectively provide bisexual and queer young women with the skills they need to be effective, engaged sexual citizens.

This paper is a report of a study to explore how school nurses perceive the influence of schools on their role in delivering sex and relationship education in primary schools. School nurses play a key role in sex education in English schools. However, sex education is a contentious issue meaning the sex education of children is often an area of tension within the curriculum. However, the impact of these tensions upon school nursing practice is poorly described. Three focus groups with a convenience sample of 16 nurses experienced in conducting sex and relationship education were conducted during 2006. Focus groups were audio-taped, transcribed verbatim and subjected to a thematic analysis. Four themes were identified in the data: 'covert surveillance' refers to school staff conducting clandestine surveillance of the classroom actions of the nurse; 'overt surveillance' reflects how nurses felt they were being openly monitored by teachers in the classroom; 'Teacher attitude' refers to the interventions of the supervising teacher in the classroom during the sex education session and 'resistance practices' detailed how nurses attempted to manage the disciplinary practices of the school. School nurses need to be pragmatic about the fact that there will be some attempts by the school to regulate sex education. Developing an early dialogue with the school can mediate this. Closer working practices and the involvement of school nurses in the development of sex education policy and practice is vital to ensure that they continue to make a valuable contribution to sex education in schools.

Topics and timing of sexuality and relationship education for autistic and non-autistic adults in the United States

PurposeAlongside teachers, community nurses have been identified as having an important role to play in the provision of school‐based personal, social and health education (PSHE) and sex and relationships education (SRE). However, there currently exist few programmes of preparation for this work that recognise the specific contribution of community nurses to SRE. This paper reports on findings from a formative evaluation of a pilot certification scheme for community nurses involved in SRE provision and recently implemented in England. The evaluation sought specifically to access views about the value of the educational experience in preparing school nurses to better fulfil their SRE role.Design/methodology/approachDuring the implementation of the pilot scheme, 124 semi‐structured interviews were conducted with a range of stakeholders, including national players, local scheme support leads, nurses participating in the pilot scheme, nurse managers and other colleagues. Data gathering adopted a close‐focus, largely qualitative approach. Partial transcription took place and a thematic analysis was carried out using constant comparative method.FindingsFindings suggest that a well‐designed scheme of the type described is likely to be well received by community nurses, but that ways need to be found to ensure good synergy between local health and education services in the support of SRE in schools. At the same time, there is a need to respect the unique contribution of community nurses and the skills that they bring to this work.Originality/valueThis paper raises awareness and highlights issues surrounding a pilot certification scheme for community nurses involved in sex and relationships in education.

Preface PART I: FOUNDATIONS OF FAMILY LIFE EDUCATION 1. Historical and Philosophical Perspectives Defining Family Life Education A Brief History of Outreach Family Life Education Evolution in the Dissemination of Scientific Knowledge About Families Varied Approaches or Roles in Family Life Education Developing a Working Philosophy for Outreach Family Life Education Conclusion Explorations PART II: DEVELOPMENT OF FAMILY LIFE EDUCATION PROGRAMS 2. Designing Comprehensive Family Life Education Prevention Programs The Science and Profession of Prevention Prevention Education Models in FLE A Comprehensive Model for the Design of Family Life Prevention Programs Assessing Elements of Program Quality in Existing Programs Characteristics of Strong, Sustainable Family Life Education Programs Conclusion Explorations 3. Principles of Program Evaluation Evaluation as Friend and Foe: Stereotypes and Opportunities Establishing the Target: Vision and Goals Developing a Vision Getting Specific: Program Goals and Objectives An Example of an Evaluation Framework in Parenting Education Defining the Kind of Information Needed: The Evaluation Questions The Five-Tiered Approach to Program Evaluation The Logic Model Approach to Evaluation Innovations in Evaluation Using Evaluation Data Conclusion Explorations PART III: IMPLEMENTING FAMILY LIFE EDUCATION PROGRAMS 4. Designing Effective Instruction Component Display Theory First Principles of Instruction Conclusion Explorations 5. Engaging an Audience The Art of Teaching What Changes People? Challenging Ideas From Personality Theories Relationships as the Basis for Helping Practical Applications Conclusion Explorations 6. Teaching Skills and Tools in Family Life Education Select Methods for Family Life Education Conclusion Explorations 7. Working With Diverse Audiences Sensitizing to Differences Diversity of Learning Styles Ethnicity and Values Skilled Dialogue Group FLE Examples Programming for Diversity Conclusion Explorations PART IV: CONTENT AND CONTEXTS FOR FAMILY LIFE EDUCATION PROGRAMS 8. Education for Personal Well-Being: Flourishing People Make Better Family Members Models of Well-Being The Practical Messages of Positive Psychology Educational Frameworks Conclusion Explorations 9. Marriage and Relationship Education by Stephen F. Duncan, Alan J. Hawkins, and H. Wallace Goddard Early Beginnings of Marriage and Relationship Education Current Theoretical and Empirical Foundations and Models for Practice Examples of the Three Emphases: Foundational Processes for Enduring Marriages Educational Frameworks Programs and Approaches Effectiveness of Marriage and Relationship Education Extension Service Programs and Results Creating Your Own Marriage and Relationship Education Program Challenges for the Future and Future Directions Conclusion Explorations 10. Parenting Education by Heidi E. Stolz History and Current State of Parenting Education Understanding Effective Parenting Understanding Effective Parenting Education Theoretical Models of Parenting Education Qualities and Competencies of an Effective Parent Educator Effective Delivery Formats Populations Served by Parenting Education Overall Effectiveness of Parenting Programs Evaluating Parenting Education Resources and Curricula Conclusions Explorations 11. Sexuality Education by Susan Calahan Sexuality Education Historical Overview Why Is Sexuality Education Important? Contemporary Theoretical Perspectives Used in Programming Sexuality Education Programs Adolescent Pregnancy Prevention STDs and HIV/AIDS Prevention Youth Development Programs Child Sexual Abuse Prevention Parent-Based Sexuality Education Best Practices in Sexuality Education Conclusion Explorations 12. Family Life Education on the Technological Frontier by Aaron Ebata and Steven A. Dennis The Technological Landscape Assessing the Credibility of Online Programs for Family Life Education Developing Online Programs for Family Life Education Conclusion Explorations 13. Working With the Media in Family Life Education by Tonya Fischio Mass Media and Outreach Family Life Education Understanding Traditional Media: Walk a Mile in Their Shoes Working With the Media: Playing on the Same Team Writing Guidelines Media Interviews Conclusion Explorations 14. Writing for the Lay Audience Purposes of Written Material Tips on Writing Examples of Effective Writing Conclusion Explorations PART V: PROMOTING, MARKETING, AND SUSTAINING FLE PROGRAMS 15. Creating Effective Collaborative Partnerships Defining the Collaborative Process Advantages of Collaboration Challenges to Collaboration A Community Linkages Framework Assessing the Effectiveness of Your Collaboration Getting Started: Steps for Creating Effective Collaborative Partnerships Conclusion Explorations 16. Marketing Family Life Principles, Practices, and Programs The Social Marketing Mix Crafting Marketing Messages to Foster Change Conclusion Explorations 17. Narratives of Family Life Educators Where Do Family Life Educators Work? Venues, Settings, and Profiles Pathways Into the Profession of Family Life Education - The Authors Conclusion Explorations 18. Improving the Practice of Family Life Education Professionalization of Family Life Education Program Rigor Program Effectiveness Marketing of FLE Principles, Practices, and Programs Reaching Diverse, Underserved Audiences Conclusion Explorations Appendix A: A Statement of Principles by H. Wallace Goddard and Charles A. Smith Appendix B: Family Life Education Content Areas: Content and Practice Guidelines Appendix C: Family Life Education Program Resource Review Form Appendix D: A Selection of Favorite Movie Clips for Family Life Education Appendix E: Ethics and Family Life Education References Author Index Subject Index About the Authors

Intimate partner violence and sexual assault are under-researched experiences in autistic people’s lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25–61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were ‘experiences of abuse’, ‘autism used against you’, ‘poor family models’, ‘impact of/on friendships’, ‘handling trauma’, and ‘recommendations for future practice’. Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.Lay abstractWhat do we already know?Autistic people are more likely to have negative life experiences than non-autistic people, from bullying and ostracization, to being victims of crime, to unemployment and homelessness. This includes being victims of intimate partner violence, sexual assault and domestic abuse. Quantitative work has suggested that as many as 90% of autistic people experience these forms of abuse in some form during their lives, but there is little work asking them to talk about harmful relationships in their own words.What does this article add?This article reports on interviews with 24 autistic adults about their experiences of being victims of intimate partner violence, sexual assault and/or domestic abuse. Some of the themes which came from these interviews are shared with non-autistic victims, but others appeared unique to autistic people. One of these was evidence for unique autism-related vulnerabilities, as well as the impact the abuse had on their relationships long term. Participants also talked about how the sex and relationship education they had received had inadequately prepared them for adult relationships, and how this had contributed to their struggle to recognize and react to abusive behaviour.Implications for practice, research and policyPolicies around intimate partner violence and sexual assault need to be updated to account for the different ways in which neurodivergent people (people whose brains process information differently from the majority) may discuss their experiences, rather than looking for ‘standard narratives’ as an indicator of a need for support. Relationship and sex education should be tailored for autistic young people to help them recognize abusive behaviours, and include how to respond to these safely. We recommend that future research tries to focus specifically on the abuse experiences of autistic men, non-binary and trans people, who have been under-represented in studies to date. In addition, much less is known about the abuse experiences of autistic people of colour or autistic people with intellectual disabilities, who also need to be actively included in these discussions.

Discusses some of the continuing obstacles that prevent sex and relationship education (SRE) programmes in England from being more effective. The prevalence of teenage pregnancies and sexually transmitted infections that disproportionally affect the young indicate the urgency with which action needs to be taken. Discusses current sex education practices in England with reference to recent SRE guidelines and strategies, and in the light of the findings of a focus group of health care and education workers who deliver SRE to young people. The focus group uncovered several barriers to successful SRE. Suggests that apart from commissioning SRE guidelines the Department for Education and Skills needs to take a more overall and direct role in assuring that all young people are offered an adequate SRE. Concludes that any real and lasting changes can only be achieved if sex and relationship education goes beyond the individual to include a focus on social and cultural processes.