Putting the R in SRE Jules Hillier Deputy CEO, Brook

“it’s too little, too late, too biological” Brook spokesperson, The Daily Telegraph July 2001

What is SRE? It is a subject that is right at the heart of young people’s lives. It prepares children and young people for a lifetime of healthy, happy relationships It begins early, continues throughout education and changes with the needs of the children and young people The vast majority happens outside the biology lesson!

What should it include? Helping children and young people set and maintain boundaries in friendships and relationships Building young people’s self confidence and self esteem, particularly during transition years Teaching all young people about consent and negotiation Teaching people about respect for themselves and others Learning about the different kinds of communications, relationships and friendships we encounter.

What do young people want? We asked 2000 young people what they would like SRE to include 72% said body confidence 71% said how to avoid peer pressure to have sex 69% said how to treat a boyfriend or girlfriend 65% said love 61% said virginity 60% said whether I am feeling the same as others my own age 58% said sexual attraction 56% said how to behave in a relationship 54% said whether my experiences are similar to others my own age 52% said homosexuality

What is the position now? 26% of young people reported that they got no SRE at all (2011) Four in every five teachers said they did not feel sufficiently trained and confident to present SRE topics (October 2010) 6% of young people say they get most of their relationships information from their SRE teachers. 15% of young people saying they learn most about relationships from either one or both parents. 56% of young people say they learn most about relationships from their peer group.

“…Pupils often had only partial understanding “…Pupils often had only partial understanding. Therefore, a sizeable minority of the pupils, including those going through puberty, lacked a good understanding of emotional changes and their impact on relationships.” (Ofsted 2010)

The barriers to good relationships education Lack of engagement of & listening to young people Lack of understanding of what SRE really is and lack of mature discussion about what is needed PSHE (including SRE) is not statutory, schools don’t have ‘space’ for ‘extras’ Lack of professional skills/knowledge & confidence Too narrow a focus, failure to view the whole young person

Recommendations Put SRE into context for young people by making it part of compulsory PSHE. Put young people at the centre of SRE content development, and consult with them about local and national policy Create formal SRE teaching qualifications that will help develop high-quality leadership, management and teaching of SRE. Deliver SRE right for the age, maturity and understanding of both children and young people,