The implementation of statutory relationships and sex education in English secondary schools: a qualitative study with school staff

Abstract

Background

School-based relationships and sex education (RSE) is important for promoting the health and wellbeing of young people, but the quality and consistency of teaching in England has been variable. In an effort to strengthen provision, RSE was made statutory for all secondary schools in England from September 2020. Drawing on qualitative interviews with school staff, we assessed implementation of the new requirements in 25 schools.

Methods

We conducted semi-structured interviews with one staff-member leading delivery of RSE in 25 English secondary schools participating in the control arm of a trial of a multi-component, sexual-health intervention. Schools in central and southern England were recruited to the trial via email and phone call with interested schools. Interviews were transcribed and coded inductively by two researchers, then organised into themes informed by concepts from May's General Theory of Implementation.

Findings

Schools were broadly representative of mainstream schools in England, although they were slightly larger and less disadvantaged than average. New guidance made sense to participants as a necessary and appropriate policy intervention. As curriculum leaders they were committed to implementing the guidance and reported that its incorporation into school regulatory procedures strengthened commitment to RSE among school leaders. Commitment to delivery could be undermined where: there were competing norms about the primacy of academic attainment; school capacity was stretched; teacher confidence and skill were limited; or individual staff or student attitudes and values did not align with teaching. Implementation varied across schools, influenced by the availability of material resources, which had increased in some schools but not others. Lack of specialist teaching staff and limited time for training were identified as ongoing challenges to high-quality delivery. Schools were increasingly engaged in reflexive monitoring to improve provision and ensure it met statutory guidelines and students’ needs.

Interpretation

The priority of RSE has increased in English secondary schools but delivery continues to vary. Simply making RSE a statutory requirement is unlikely to achieve desired improvements in consistency and quality of provision. There is a need for: initial teacher training producing more subject specialist teachers; firmer guidance on the amount of timetabled lessons required; and ringfenced school-level funding for training and delivery.

Funding

National Institute for Health Research (NIHR). PHR Project: NIHR131487 The views expressed in this output are those of the authors and not necessarily those of the NHS, the NIHR, MRC, CCF, NETSCC, the Public Health Research programme or the Department of Health. This funding source had no role in the design of this study and will not have any role during its execution, analyses, interpretation of the data, or decision to submit results.