New RSHE guidance: What It Means For Schools & Parents
Dear Reader,
You may have heard about the recent review into RSHE (relationship, sex and health education) and that along with the CASS report, this has resulted in new recommendations coming into effect for schools.
There has been some controversy about these findings and recommendations. All important human, social and cultural topics should come with contention, human beings are complex and our societal set-up is diverse on so many levels. Some people have more extreme views and some people are genuinely interested, curious, and open-minded about life’s more complex issues.
For us at LVA the most important thing is that children, young people and those who care for them get the best quality service offering from us. That children are protected and empowered and parents and schools are engaged and equipped to support them with challenging and sensitive issues.
We will continue to be a part of safeguarding children and young people through education and empowerment the best way we can whilst working within the constraints of policy (as we always have).
Please see below a response to a couple of the recommendations
Referenced information has been taken from The Education Hub (where you can also access the full draft report)
“Following the panel’s advice, we’re introducing age limits, to ensure children aren’t being taught about sensitive and complex subjects before they are ready to fully understand them”.
In our 8 years of experience delivering RSHE in schools (and my personal 13 years of experience), we have never come across a school that isn’t sensitive to its social and cultural context. When we work in partnership with schools to deliver RSHE we create content that is developmentally appropriate, socially and culturally sensitive, and inclusive alongside the school leadership team. This looks a little different in various contexts. BUT! Safeguarding children and young people is always at the forefront of all session planning and delivery. Always!
There is a relevant fear among those of us who work in this field that these recommendations can result in more abuse of children, not less and more exposure to harmful content online (when curiosities are not addressed in the context of safe and facilitated conversations).
School leadership, in our experience, will always ere on the side of caution (after all they are the ones taking the hit if it’s not done right), therefore the result of these vague recommendations could be young people miss out on vital safeguarding information.
If you are in PSHE leadership in your school and would like to ensure you safeguard your young people against abuse and avoidable mental ill-health whilst also ensuring you work within the guidance, we can support that and if we can’t we will signpost you to those who can. You have such a tough job and we are here to support you where we can!
“This guidance has openness with parents at its heart. Parents are not able to veto curriculum content, but they should be able to see what their children are being taught, which gives them the opportunity to raise issues or concerns through the school’s own processes, if they want to”.
In direct relation to the above statement, parents and carers are vital in safeguarding our children and young people. My observations of this guidance and how it is written feels a little ‘them and us’. I feel the tone creates polarization; It focuses on parents ‘raising issues and concerns’ when we could be starting with ‘How can we partner as a wider community to ensure we safeguard our children and young people through engagement and empowerment?’.
Parents and carers are at the heart of shaping a young person’s experiences, values and relationships. Our organisation not only welcomes parent engagement we encourage active partnering and community (as any quality RSHE service provider would).
To support parent engagement we offer parent talks prior to our delivery to take parents through the core themes being delivered, alongside this we have created a parent pack that carries our curriculum into the home. We have also developed a 6-week crash course on our 6 core themes to help parents grow in confidence around the topics we deliver in schools so that parents are equipped to continue the conversation whilst ensuring that their own family values are heard.
Schools are always trying to find new ways to engage their parent community this guidance will not change that. If you are a parent who wants to know more about what your school is delivering to your young people and who they are using to support the curriculum and enrich your child’s experience I have no doubt that you will be met with open arms! If you are not, you can always offer your support to the school to help with parent comms?
To those who are speaking up for young people, their families, their schools and their spaces, in the public and political sphere, thank you! Open, respectful, empathetic and unifying discourse is needed now more than ever in a society that seems to become more polarized by the day. Our aim should always be to fully love and value the whole person in front of us just as they are, and too much to leave them alone in their walk to mental, emotional and relational wellness.
If we don’t engage, empower and equip young people to become critical thinkers and explore their emotional, mental and relational wealth, as they grow through adolescence in a safe and facilitated way then the internet will!
References:
Finally,
If you would like to get in touch to find out more about what our organisation is about and how we support young people through our 6 core themes in an age-appropriate, sensitive and inclusive way then do get in touch through the button below.