Department for Education Statutory Guidance for Relationships and Sex Education in England: A Rights-Based Approach?

Abstract

In England, the Children and Social Work Act (HMSO, 2017) bestowed compulsory status on relationships and sex education (RSE), which means that young people’s right to receive RSE has been codified in law. This paper analyzes how this right is upheld and enacted within the Department for Education (DfE) (2019) statutory guidance on RSE for schools in England. The analysis suggests that the guidance features contradictory discourses in which young people’s rights are ostensibly advanced, but remain structured by adult-centric, heteronormative understandings of sex and relationships. It upholds a decontextualized and legalistic approach to rights, responsibilities, informed choice, and decision making. A narrow conception of rights is particularly evident regarding young people’s digital sexual cultures, which are predominantly framed in terms of risk and harm. We argue that scholars should investigate how educators are designing and delivering RSE in light of the guidance, and the opportunities for and obstacles to a genuinely “rights-based” approach to RSE. While the policy discussed in this article is specific to England, the discussion has wider relevance for practitioners and policymakers across cultural and geographic contexts as it draws upon a model for analyzing how young people’s sexuality is presented and addressed in legislative and curricular documentation.

Empowering Futures: Intersecting Comprehensive Sexual Education for Children and Adolescents With Sustainable Development Goals

“…By promoting access to accurate and age-appropriate information on sexual and reproductive health within educational settings, CSE contributes to achieving SDG 4's targets related to inclusive and equitable quality education for all (UNESCO, 2018). CSE equips young people with the knowledge, attitudes, and skills to make informed decisions about their sexual health, relationships, and well-being [ 55 ]. Integrating CSE into the broader framework of quality education helps create an inclusive and supportive learning environment that addresses the holistic needs of students [ 56 , 57 ].…”

“…SDG 5: gender equality: The intersection of CSE with SDG-5, which focuses on achieving gender equality and empowering all women and girls, is vital for promoting inclusive and equitable societies. CSE is crucial in advancing SDG 5 by challenging gender norms, addressing gender-based violence, promoting reproductive rights, and fostering gender-equitable attitudes and behaviors [ 55 , 59 ]. CSE empowers both girls and boys with the knowledge and skills to challenge traditional gender roles and stereotypes, promoting respect, equality, and consent within relationships [ 60 ].…”