Relationships and sexuality education: Key research informing New Zealand curriculum policy

Abstract

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

Developing the Tokelau National Health and Physical Education Curriculum: A case study

“…Curriculum reform provides an opportunity to align educational objectives with societal goals and emerging social and environmental issues (Fitzpatrick et al, 2022;Rosenmund, 2007). This study of Tokelau H&PE curriculum development explored the questions of why the need for an H&PE curriculum learning area in Tokelau, and who is it for?'…”

“…Curriculum reform provides an opportunity to align educational objectives with societal goals and emerging social and environmental issues (Fitzpatrick et al, 2022; Rosenmund, 2007). This study of Tokelau H&PE curriculum development explored the questions of why the need for an H&PE curriculum learning area in Tokelau, and who is it for?’ First, considering the why , we draw attention to the intersection of educational, social and health-related goals, supporting community health and wellbeing within the isolated and distinctive Tokelauan context.…”

Speaking the Unspoken: Abuse and Help Seeking Experiences of Bisexual Young Women in an Intimate Relationship With a Man

“…In Aotearoa NZ the recently developed and introduced Relationships and Sexuality Education (RSE) guide for schools (Ministry of Education [MOE], 2020) is a thorough and useful resource focusing on healthy relationship skills and sexual consent education. Although the guide is informed by key research and strongly suggests schools address gender and sexuality in education programmes, the responsibility for this has been left to schools and their teachers who are already under immense pressure to deliver too many programmes and meet too many guidelines (Fitzpatrick et al, 2022). Thus, as findings in the current study show, despite the availability of relationship education programmes and resources available to support secondary school staff and students, adolescent women still feel the resources either are not delivered in schools or do not recognise the challenges faced by young people in unhealthy relationships.…”

The changing landscape of relationships and sexuality education in Aotearoa New Zealand secondary schools

“…For example, there was a shift from the medical intervention mindset around STI and unplanned pregnancy reduction in earlier SE to more holistic approaches in later RSE that foster positive interpersonal relationships and where diverse learners and indigenous knowledges are valued. These shifts have moved in conjunction with society's growing expectations of schools since the 1900s (Fitzpatrick et al, 2022). The literature has then shown that despite variability still existing among schools, overall learner experiences have improved in a similar manner, where more meaningful experiences of RSE programmes were taking place as time progressed.…”

“…Since Allen's (2005) study and right up to Dixon et al's (2022) research, students and teachers have wanted more RSE time in the curriculum. However, MoE (2015 and ERO (2018) continued to recommend 12-15 annual hours, with no concrete hours set for seniors, even though 17 continued to be the average age students had their first sexual experience and where RSE would be more relevant (Allen, 2005;Fitzpatrick et al, 2022). Consequently, school leaders could be led to believe official recommendations are enough despite student and teacher responses saying otherwise.…”