It Takes a Village: Partnerships in Primary School Relationships and Sexuality Education in Aotearoa

Abstract

The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners’ needs.

Don't go it alone: Locating the sexual health curricula available to families of students with intellectual disability

“…When families are reluctant to address sexuality education proactively, school psychologists should take time to fully understand their concerns and foster relationships where families feel heard and supported. Family concerns are often successfully addressed when educators provide clarification about what comprehensive sexuality education is and is not, and why it is a pivotal intervention for students with ID (Dixon et al, 2022). Further targeted partnership related to sexuality education can occur at the group, family, or student level.…”

“…Group informational sessions can provide caregivers with a venue to receive information about sexuality education and identify resources that are specific to their child's needs and phase of development. These sessions are invaluable for addressing myths and concerns related to sexuality education and ensuring that all stakeholders have shared expectations for intervention (Dixon et al, 2022; Francis et al, 2016). In our experience, families express worry about “getting started” and introducing the topic of sexuality to their children with ID.…”

An ovulatory menstrual health literacy program within a Health Promoting School framework: reflections from school staff

“…For example, New Zealand schools are mandated to consult biannually with their community for health education, which includes collaboration within and across schools and with external services. It has been noted that this collaboration has shaped sexual health education delivery and professional development of teachers (Dixon et al, 2022). The HPS-framework drives active collaboration rather than "one-off " presentations by external providers as a substitute for teachers' lack skills or confidence (Goldman, 2011;McCluskey et al, 2019).…”