Why is Relationships and Sex Education good for your mental health 

For #SHW24 we’re exploring the links between mental health and sexual health. In this blog, Brook’s Head of Policy and Public Affairs, Lisa Hallgarten, explains why Relationships and Sex Education is good for your mental health. 

Brook’s own research has found clear links between people’s sexual and reproductive health and their mental health. But what is the role of good Relationships and Sex Education in supporting positive mental health?  

RSE is part of a broader RSHE curriculum which includes health education. In response to rising levels of poor mental health amongst children and young people, it is likely that future versions of RSHE guidance will ask schools to address mental as well as physical and sexual health: acknowledging a range of conditions and behaviours of increasing prevalence amongst young people including around depression, anxiety, disordered eating, self-harm and suicidal feelings.  

While we wait for decisions on new content, we know that RSE can support good mental health even without adding new mental health topics.

Good sexual health contributes to good mental health and we know RSE has a crucial role teaching people how to be sexually healthy.

This includes avoiding risky behaviours, developing strong, safe, enjoyable relationships, to practicing safer sex and to knowing how and when to get help and support.  

RSE plays a vital role in addressing head on the range of challenges that children and young people are facing that can cause or contribute to poor mental health.  

These can include things that are a normal, but sometimes difficult part of growing up such as puberty which can bring unexpected, and possibly unwelcome changes to our bodies, to our thoughts and emotions; changes to the way we are perceived and treated by others; and to our relationships with family members and peers.  

They may be issues that have arisen from the increasing role of technology in our lives: image sharing, and intimate image abuse; early exposure to extreme pornography; grooming and bullying online; the constant reinforcing of ubiquitous and often unattainable body and beauty standards and more. 

They are the impact of harmful and criminal behaviours on the part of adults and peers including abusive and violent behaviour, bullying, sexual bullying and harassment. 

They include risks specific to different groups of young people including the impact of misogyny on women and girls’ opportunities, mental health and safety; and on the men and boys it tries to limit, shape and shame. It includes the impact of stereotyping, bullying and violence against LGBT+ people.  

These experiences can have significant and negative impact on young people’s mental health and wellbeing but can and must be addressed within high quality RSE. 

LGBT+ inclusive RSE can increase safety for individuals, lower levels of bullying in schools and reduce reports of adverse mental health (suicidal thoughts and suicide plans) among all young people, irrespective of gender or sexuality. 

Evidence shows that RSE can reduce a range of risky sexual behaviours including, by increasing the age of first sex, and the age gap between partners. Vitally for our children’s current and future mental health we can raise young people’s aspirations helping them develop the platonic, romantic and sexual relationships they want and that will bring them support, satisfaction and joy as they grow up and transition into adulthood. 

RSE is not a subject that can be reduced to an endless list of topics to be ticked off.

It must aim to develop young people’s skills too. That’s why our educators start every lesson creating a Brook space (a safe, respectful and productive classroom environment aimed at generating curiosity and discussion). That’s why in the sector we talk about the pedagogy of RSE as well as the content. Making lessons interactive isn’t just the opposite of boring, it’s providing vital practice at talking and listening, problem solving, thinking critically and disagreeing kindly, learning, laughing, overcoming embarrassment, participating and gaining confidence. This is an antidote to the ‘knowledge-rich’, test-focused education that has done so much in the last two decades to reduce children’s love of learning and dent their confidence, doubtless, contributing to the epidemic of poor mental health.  

Poor mental health has multiple and complex causes, many of which are beyond the scope of RSE. However, it does have the scope to improve young people’s sexual health, relationships and confidence, and to reduce harmful bullying; and to know how, when and why to seek help from trusted adults and professionals. That’s why we keep fighting for high-quality inclusive RSHE; and for teachers to have the training they need to deliver this potentially life-enhancing topic with competence and confidence.