Brook’s initial statement on the updated RSHE guidance

Brook welcomes the emphasis in the updated Relationships, Sex and Health Education guidance on pupil voice and a participatory approach. We know from decades of experience working with young people that they are the experts in their own lives. For RSHE to effectively prepare young people for healthy, fulfilling futures, it must be informed by their voices, address the pressures they face and the questions they have. We are delighted the new guidance recognises this, and retains the freedom and agency the 2019 guidance granted teachers to address subjects in a timely manner. 

It is encouraging to see a clear inclusion of young people’s rights to sexual and reproductive healthcare through teaching about Gillick competence, as well as a recognition that sex can and should be enjoyable. We welcome the steps taken by the guidance to tackle contemporary issues, with the introduction of subjects such as AI, misogyny and harmful online cultures and practices.  

It is disappointing, however, not to see an improvement in guidance and provision for young people experiencing SEND. The new guidance suggests teachers need training and that content should be “made accessible”, but structure or detail on how to make this happen is sorely lacking.  

We are also concerned by the reduction in clarity and content regarding LGBT+ identities. While the new guidance does not prohibit the teaching of this subject, it’s disheartening that there is no longer the requirement for it to be fully integrated into the curriculum. Rather than empowering teachers to deliver lessons that celebrate the full spectrum of human experience, the vague and confusing wording, particularly around gender, will instead cause uncertainty about what they can and can’t teach. A lack of inclusive RSHE will leave young people feeling unsupported and ill-equipped for the realities of life beyond the classroom. 

The increased breadth of the guidance does call into question how schools can deliver comprehensive and effective RSHE without additional funding and training. Brook would like to see this be a priority investment for the Government going forward.  

In the coming weeks we will be developing a more detailed response to the contents of the guidance and what it means for RSHE delivery. Upon first review, the content is largely in line with what Brook has been teaching for years. We will continue to lend our expertise to support schools to deliver excellent RSHE that is timely, relevant and empowering for all young people.