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The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022-23 school year

  • Ruth Ponsford
    ,
  • Rebecca Meiksin
    ,
  • G. J. Melendez-Torres
    ,
  • Alison Hadley
    ,
  • Maria Lohan
    ,
  • Chris Bonell
  • London School of Hygiene and Tropical Medicine
    ,
  • University of Exeter
    ,
  • Hitotsubashi University
    ,
  • Queen's University Belfast
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 696-712 (17 pages)

Journal (Volume, Issue Number)

Sex Education (Volume 25, Issue 5)

Publication milestones

  • Accepted/In press - 21/06/2024
  • Published - 02/07/2024

Publication status

Published - 02/07/2024

ISSN

1468-1811

Publication IDs

  • handle.net: 10547/626330
  • Scopus: 85197258045

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