Making RSE lessons accessible for SEND and Autistic young people

In this blog, Rebecca Cant, Brook’s Product Development Manager talks about the development of Brook’s new Relationships and Sex Education (RSE) lesson pack that have been produced in consultation with Autistic young people and how they help bridge the gap in RSE provision.  

Why generic RSE lessons are not enough  

Many Autistic young people do not receive adequate RSE at school. 

 We know that Autistic young people face unique challenges in sexual health and relationships:  

• They are three times more likely to experience sexual abuse than their peers.
• Exposure to sexual content can be especially challenging for Autistic young people without the appropriate context and understanding.  
• Autistic people are more at risk of suicide than the general population.

Despite this context, the new RSHE government guidance has changed very little compared to the 2019 version in reference to young people and children who experience a label of SEND. 

In the guidance, schools are told they should adapt teaching to make lessons accessible but there’s no advice around how to do this. Add to this the lack of good quality accessible RSE resources, and many schools – and subsequently young people – are left without suitable materials. As one PSHE lead at an Autism specialist setting told us, “Finding resources on, say consent, for my Year 10s usually means trying to adapt Year 7-8 lessons, but those don’t actually cover the nuances of sexual consent. Autistic pupils need lessons that are accessible but age appropriate.” 

That’s where Brook’s RSE for All lessons come in. Developed with funding from the Boshier Grant Scheme, created in partnership with the National Autistic Society, these lessons were produced in consultation with Autistic young people. To create the lessons, we carried out consultations with Autistic young people aged 11 to 16 who reflected the diversity of Autistic profiles. We worked with young people who use assistive technology, those with very limited verbal communication, and others who are highly verbal.  

The challenge was creating lessons that were flexible, supportive and carefully scaffolded so everyone could engage.

What to teach 

Our consultations found a clear desire for more content on friendships and non-romantic relationships, particularly at younger ages. 

At the same time, young people told us that by Key Stage 4 they were often learning “over and over again” about healthy relationships, while also wanting clearer and more detailed information about sex and STIs. One young person explained that just because she was not sexually active yet did not mean she did not need the knowledge, writing, “Just because I’m autistic doesn’t mean I’ll never have sex.” 

Finally, representation mattered. Young people wanted to explore different types of relationships at their own pace. In our Year 9 lessons, rather than moving exclusively into romantic relationships, we continued to include friendships, romantic and sexual relationships side by side. Scenarios featured Autistic and otherwise neurodivergent characters in positive, affirming ways, helping young people see themselves reflected and feel validated in their identities and experiences. 

How to teach 

Making RSE accessible for neurodivergent young people is not just about producing Easy Read materials.  

While clear, plain English is essential, it is not enough on its own.  

Feedback from the consultations meant completely revising the format of some activities. Young people wanted all activities to have useful and attractive visual aids, such as illustrated sorting cards. Rather than open discussion, they wanted voting-style activities with discreet voting methods that could then be discussed if they felt ready. They also wanted more games with clear instructions.  

In particular, the consultation made it clear that the kind of open questions that work so well as icebreakers in a mainstream classroom (e.g. “Why people have sex?” or “What is consent?”) struck them as vague or confusing, leading to awkward silences rather than meaningful discussion. This kind of silence is challenging in RSE, which often relies on discussion-based learning, providing young people with a safe space in which to surface and explore their values and attitudes. 

While open questions are widely accepted as good RSE practice, our consultation demonstrated just how inaccessible they can be for many Autistic young people. Autism, after all, primarily affects social and emotional communication, and so asking Autistic young people to identify, articulate and explore their own personal views within a short timeframe can be completely overwhelming. 

Young people told us that instead of open questions, they needed clearer prompts and more concrete scenarios. In response, we developed a range of options. Hypothetical scenarios were turned into picture-based stories, similar to short comic strips, which young people found much easier to engage with. Being able to see the characters and follow what was happening helped make discussions more manageable. 

They also wanted to be able to share views without feeling exposed. Discreet voting methods proved particularly important, as visible hand raising could feel embarrassing or stressful. We introduced small, coloured tokens or emoji cards that could be placed discreetly on tables, allowing teachers to quickly gauge responses without singling anyone out.  

Games and practical activities were another key preference. We designed sorting cards and hands-on tasks, such as creating a couple and then building them a sexual health toolkit using images of contraception and other tools. 

Supporting teachers 

Importantly, accessibility was not just about what young people experienced in the classroom. It was also about how facilitators were supported.

We developed a new lesson plan structure where each section can be shortened or extended depending on need. Clear learning outcomes highlight the single most important message of each lesson, so if time is limited or content needs consolidating, facilitators know exactly what to prioritise. 

Each activity also includes a differentiation section, offering multiple ways to deliver the same content. Alongside this are additional considerations explaining why certain topics may feel more complex, land differently, or require special consideration for Autistic young people. 

For example, in our wellbeing lesson, we explicitly acknowledge that digital interactions and relationships may be easier for some Autistic young people. We challenge assumptions about screen time, recognising it can be an important form of regulation. We also avoid presenting diet, sleep and exercise as one-size-fits-all. These prompts help facilitators teach wellbeing in a way that respects neurodivergent people’s lived experiences.  

RSE For All: Autism and SEND Inclusive Lessons

RSE For All is a pack of nine inclusive RSE lessons produced in consultation with Autistic young people and featuring bespoke, easy read images.

Access your free taster lesson