Our approach to RSE

The nine principles below outline our approach to relationships and sexuality education:

  1. Equality/equity focused

    Our programmes reflect our commitment to equity and social justice. We aim to build knowledge and understanding of diversity, equity and mutual respect for all. This framing creates a safe and welcoming environment for all young people.

  2. Intersectional

    Gender and sexual-based power inequities continue to shape societies and cultures globally, and our aim is to educate and empower young people to understand and challenge these unequal structures and power relations. Gender and sexual identities are always intersecting with age, disability, sexuality, race, class and other factors which create conditions of relative privilege and oppression for groups and individuals depending on their position or location in these intersectional power relations. 

  3. Inclusive

    Our programmes are actively and positively inclusive in terms of gender, sexuality, disability, race, culture, age, religion/belief or other life-experience through teaching practices, language use, selection of resources and curriculum knowledge.

  4. Rights-based and empowering

    We ensure that young people have access to accurate information, health services, advice and knowledge based on a rights-based frame of children’s rights (health, educational, sexual and digital rights) which will help them to make informed choices, access support and protect them physically and emotionally.

  5. Positive but critical thinking

    We actively encourage positive attitudes towards sexuality and body image, bust myths, but also expose taboos and tackle feelings of shame driven by inequalities.

  6. Research-driven

    Our programmes are informed by the research and evidence base in developing practices, knowledge and understanding of what makes high quality RSE.

  7. Contemporary, relevant and flexible

    We build on the experiences of young people in today’s society, so that RSE is relevant and responsive to the needs of learners.

  8. Decolonising

    We aim to recognise and address the impact of colonisation.

  9. Trauma-informed

    We are sensitive to the fact that in every classroom, there will be young people who have experienced significant adverse, traumatising experiences. Our practice is sensitive to the effects of trauma, and we promote a relational space where students are most likely to feel safe, grounded and in control.