RSHE, which stands for Relationships, Sex, and Health Education, has been compulsory for schools since September 2020. Primary Schools are required to teach the relationship aspect of RSE, whilst secondary schools are mandated to provide students with relationships and sex education. Health education is now compulsory in schools, but the terms RSE and RHSE are often used interchangeably.

In primary schools, the emphasis is on establishing fundamental elements for fostering healthy and respectful relationships, concentrating on family and friendships across various contexts, including online interactions.

In secondary schools, the curriculum expands on these foundations, enhancing students’ comprehension of health with a heightened focus on potential risk areas such as drugs and alcohol. Furthermore, it introduces information about intimate relationships and sex, aiming to equip students with the knowledge necessary for maintaining positive and healthy sexual relationships.

We are collating a growing bank of resources to help you to review and develop how inclusive the RSHE provision is in your school. Here are some questions to reflect on:

1. Representation:
Are diverse identities (gender, sexual orientation, ethnicity, ability, etc.) adequately represented in the curriculum materials, resources, and examples used in RSHE lessons, and do they promote a positive understanding of different identities and relationships?

2. Cultural Sensitivity:
How culturally sensitive are the RSHE materials? Do they consider the cultural backgrounds and beliefs of all students and their families?

3. Accessibility:
Are RSHE materials accessible to students with different learning needs? Is the content presented in multiple formats to accommodate diverse abilities?

4. Language and Terminology:
Is the language used in RSHE materials inclusive and affirming? Are terms and concepts explained in a way that is easily understood and respectful of diverse perspectives?

5. Age appropriateness:
How do we ensure that all materials we are using are age appropriate and suitable for the individuals in the group?

6. CPD:
Have teachers received training on creating an inclusive and supportive RSHE environment? Are they equipped to handle questions and discussions around diverse identities and experiences?

7. Safe and Inclusive Spaces:
Do students feel that RSHE lessons create a safe and inclusive space for open discussions? Are there mechanisms in place to address any concerns related to inclusivity?

8. Feedback Mechanism and community engagement:
Is there a system in place for students, parents, and teachers to provide feedback on the RSHE curriculum in terms of inclusivity? How is this feedback used to make improvements?

9. Intersectionality:
Does the RSHE curriculum address the intersectionality of identities, recognising that individuals may experience multiple aspects of diversity simultaneously?
Regularly reviewing and updating your RSHE provision based on these reflections can contribute to a more inclusive and supportive learning environment for all students.