Co-Designing Guidance for Relationships and Sex Education to 'Transform School Cultures' with Young People in England
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| Title: | Co-Designing Guidance for Relationships and Sex Education to 'Transform School Cultures' with Young People in England |
|---|---|
| Language: | English |
| Authors: | Emily Setty (ORCID |
| Source: | Pastoral Care in Education. 2024 42(2):106-124. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Sex Education, Interpersonal Relationship, Program Design, Program Implementation, Relevance (Education), Sexuality, Social Influences, Social Attitudes, Inclusion, Culturally Relevant Education, Peer Influence, Teacher Role, Student Role, Empowerment |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/02643944.2023.2228804 |
| ISSN: | 0264-3944 1468-0122 |
| Abstract: | Young people's perspectives on the potentialities of and problems with Relationships and Sex Education (RSE) in England are well documented. This article shares insights from a co-design project conducted with young people and third-sector experts during 2020/21 which sought to identify and develop recommendations for schools regarding the design and delivery of critically informed RSE that engages with the realities and complexities of youth sociosexual life and development. The article discusses findings from workshops pertaining to how RSE can address the 'ecosystem' of young people's sociosexual lives and development; judgment and shame within and beyond the classroom; safe, constructive, and inclusive teaching and learning; and inclusivity and cultural sensitivity. The challenges of designing and delivering safe, inclusive, and meaningful RSE for learners, that upholds and supports their development as sexual citizens, are acknowledged and addressed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425359 |
| Database: | ERIC |
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| Abstract: | Young people's perspectives on the potentialities of and problems with Relationships and Sex Education (RSE) in England are well documented. This article shares insights from a co-design project conducted with young people and third-sector experts during 2020/21 which sought to identify and develop recommendations for schools regarding the design and delivery of critically informed RSE that engages with the realities and complexities of youth sociosexual life and development. The article discusses findings from workshops pertaining to how RSE can address the 'ecosystem' of young people's sociosexual lives and development; judgment and shame within and beyond the classroom; safe, constructive, and inclusive teaching and learning; and inclusivity and cultural sensitivity. The challenges of designing and delivering safe, inclusive, and meaningful RSE for learners, that upholds and supports their development as sexual citizens, are acknowledged and addressed. |
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| ISSN: | 0264-3944 1468-0122 |
| DOI: | 10.1080/02643944.2023.2228804 |
