1. Putting the R in SRE Jules Hillier Deputy CEO, Brook

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

3. 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!

4. 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.

5. 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

6. 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.

7. “…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)

8. 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

9. 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,