Promoting rangatahi health and wellbeing Sexuality education. The whole picture. Gaye McDowell University of Otago College of Education, 2011

Whakatauki Me te tangata ma te wahine Ka ora au to iwi ka piki Ki runga I nga maunga teitei It is through both the male and the female that the iwi will flourish and rise to the top of the mountain

Enhancing the relevance of new learning. Learning to learn ( Ministry of education, p. 34, 2007). What are we learning for this session? Explore sexuality education and its place in the New Zealand curriculum. Experience learning activities that meet the needs of students Why are we learning this? To meet the learning needs around sexuality education for rangatahi To develop resilient strategies in rangatahi so they can manage their changing states of wellbeing How will we be able to use this learning in our teaching practice?

Looking Back… What are your memories of sexuality education at school? ~Think /Pair/Share Primary Intermediate Secondary

WORLD HEALTH ORGANISATION DEFINES SEXUALITY AS: “A state of dynamic harmony between the body, mind and spirit of a person and the social and cultural influences which make up his/her environment” Activity – expression of sexuality

Awareness and Expression of Sexuality Birth Puberty Menopause Death

Where do our ideas suddenly come from? Cultural Influences ME SELF ESTEEM DECISION MAKING SKILLS COMMUNICATION SKILLS

Sexuality Education Sexuality Education is a lifelong process. It provides students with the knowledge, understanding and skills to develop positive attitudes towards sexuality, to take care of their sexual health and to enhance their interpersonal relationships, now and in the future. Health and Physical Education in the New Zealand Curriculum, 1999, p.38

Balance A balanced approach to sexuality education includes not only the facts, but also time to delvelop personal and interpersonal skills and related attitudes and values. These aspects are as crucial to effective sex education as is learning about reproduction and contraception. Ministry of Education (2002)

What the Curriculums require

Students will require a range of learning opportunities in sexuality education which include: 1. Sexual development 3 main dimensions are: 2. Sexual reproductive health What is sexual reproductive health? 3. Personal and interpersonal skills Outline the learning opportunities 4. Enhancing relationships 4 key words for enhancing relationships are:

Legislative Requirements School boards of every state school must now implement the health curriculum in accordance with section 60B of the Education Standards Act 2001 At least every two years the school board is required to:  Prepare a draft statement about the delivery of the health curriculum, including sexual education programmes,  Consult with the school community BEFORE adopting the statement Section 25AA allows caregivers to write to the principal to request that their children be excluded from parts of the health programme related to sexuality education

Continued Teachers are able to answer any questions raised by students that relate to sexuality education Young people of any age can have access to advice on the use of contraception or to the supply of contraceptive devices. Deciding to include contraception education in programmes must be part of the consultation process

Abortion Criteria is outlined in Section 187A of the Crimes Act 1961: Pregnancy must be no more than 20 weeks gestation. Continuing the pregnancy would result in serious danger to the physical or mental health of the woman, that there would be substantial risk to the child being physically or mentally abnormal, and if the pregnancy was the result of rape or incest. Legal at any age for a woman to seek or refuse to consent to an abortion. A person under 16 does not need parental consent (Care of Children Act, 2004, section 38)

Teenage Pregnancy NZ ranks second highest among OECD countries for teenage birth rate (28/1000). Young Maori women and young Pacific women have disproportionately high birth rates (55/1000). Pregnancy in adolescence is strongly associated with subsequent disadvantages including educational underachievement, unemployment and poverty. NZ now has 17 Teen Parenting Units nationwide.

Adoption The number of non-family adoptions in New Zealand grew from about 1,000 in the 1950s to over 2,500 in the late 1960s, before steadily declining to the point where there are only about 100 per year today. Since the early 1990s, New Zealand has favoured a system called "Open Adoption". In this there is some level of ongoing contact between members of the ‘adoption triad' (adoptive family, biological family, & adopted child). The role of Adoption Services at Child, Youth and Family is to provide advice and services on adoption both within New Zealand and from other countries. The birth father's rights are subject to legal definition. They have recently been strengthened by the Care of Children Act If a biological father has been living with the child’s mother in a similar situation to a marriage arrangement during the pregnancy or at the time of the birth he and the birth mother are required to sign the consent forms before an adoption can proceed

A Holistic Approach Based on the concept of Hauora Recognising that sexuality has social, mental and emotional, and spiritual dimensions as well as physical Health and Physical Education in the New Zealand Curriculum, 1999, p.31

Health Promotion Skills to take care of their sexual health and identify access and support Supported by policies and practices and links with relevant community agencies Health and Physical Education in the New Zealand Curriculum, 1999, p.32

Socio-ecological Perspective The social and cultural influences that shape the way people learn about and express their sexuality eg, gender roles, body image, discrimination, equity, media, culturally based beliefs and values, and law Health and Physical Education in the New Zealand Curriculum, 1999, p.33

Attitudes and Values Care and concern for self and others Examining attitudes, values and beliefs Understand rights and responsibilities Health and Physical Education in the New Zealand Curriculum, 1999, p.34

ERO's Findings 2007 “Representatives from MOH, MOE, Women's Affairs, Youth Development, Social Development, PI Affairs and Te Puni Kokiri have a cross sector approach to reduce the number of young people woth sexually transmitted infections, reduce the rate of unplanned pregnancies and improve teenagers abilities to avoid and deal effectively with coercive and other abusive behaviour”  The Ministry of Youth Affairs asked ERO to undertake an evaluation of sexuality educations for students Yr7-13. This was done in Term 2 &  100 Yrs7-13 (full Primary, Intermediate and Secondary Schools)

Recommendations for Schools Develop and implement schools wide guidelines for the planning, development and delivery of SE Collect and analyse and use assessment information to track students progress and achievement and adapt programmes to meet students' need Consult with community every 2 years Provide students with a safe and inclusive learning environment in SE Ensure stduents have information about support services

Continued Develop their capability to deliver sexuality education Use of Outside Providers – Ensure that:  The OP delivers an indentified part of the planned programme, contribution is integrated into the overall approach, schools review and monitor the quality and effectiveness of the programme Regularly review the appropriateness of their sexuality education resources

Reference List Adolescent Health Research Group. (2003). New Zealand Youth: A profile of their health and wellbeing. Auckland: University of Auckland. Adolescent Health Research Group. (2008). Youth ‘07: The health and wellbeing of secondary school students in New Zealand. Initial findings. Auckland: University of Auckland. Allen, L. (2005). Sexual subjects: young people, sexuality and education. Houndmills, Basingstoke, Hampshire: New York: Palgrave Macmillan. Family Planning, (2008). Te Piritahi - Exploring relationships. New Zealand Family Planning. Family Planning, (2009) The sexuality road-discovering me: year 8. New Zealand Family Planning. Ministry of Education. (1999). Health and physical education in the New Zealand curriculum. Wellington: Learning Media. Ministry of Education. (2002). Sexuality Education: Revised guide for principals, boards of trustees and teachers. Wellington: Learning Media.