From ideas to action: addressing barriers to comprehensive sexuality education in the classroom
Evidence for the positive outcomes of comprehensive sexuality education (CSE) on adolescent sexual and reproductive health (ASRH) is well documented.
Evidence for the positive outcomes of comprehensive sexuality education (CSE) on adolescent sexual and reproductive health (ASRH) is well documented.
Guidance on how schools should develop their sex education policy, plan and deliver their relationships and sexuality education provision and work in partnership with others.
Comprehensive sexuality education (CSE) is a key component of efforts to improve sexual and reproductive outcomes for young people. While many governments have established policies and curricula for CSE, there are no quantitative measures of the quality of their implementation in schools.
This document contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education (RSE) and Health Education.
The guidance circular provides information to schools on: strategic planning for sex and relationships education; developing effective sex and relationships education; working in partnership with parents/carers and the wider community.
Our interest in understanding the determinants of adolescent childbearing and how adolescent childbearing influences educational trajectories derive from a concern about the inverse relationship between educational outcomes and adolescent fertility.
This document sets out how we want to build on the key planks of the existing Strategy so that all young people: receive the information, advice and support they need – from parents, teachers and other professionals – to deal with pressure to have sex; enjoy positive and caring relationships; and
This report sets out findings of a research study designed to establish current levels of sex and relationships education (SRE) provision in further education (FE) and sixth form colleges.
El presente estudio analiza la situación de la formación inicial de docentes desde la perspectiva de los aportes que pueden estar haciendo para la implementación de los programas nacionales de ES en los Ministerios de Educación (o similares) y las particularidades que presentan los sistemas de fo