So you want to work in RSE?

Have you ever wondered what it would be like to work in Relationships and Sexuality Education (RSE)? 

We asked some of our unembarrassable team for their expert insight on a career in RSE.

Working in RSE is a great job that combines unique challenges with really important and impactful work. It’s a big responsibility. RSE is a way of safeguarding young people and protecting their rights, ensuring the information they have access to is complete and inclusive. 

People often ask us how to get into working in RSE and what it’s like day to day, so we’ve pulled together some answers to some of the most common questions.

We’ve provided a mixture of information about working in the sector in general, as well as advice for people wanting to work for School of Sexuality Education in particular. 

What does being an RSE educator involve? 

All good RSE educators take responsibility for safeguarding and advocating for young people. They understand their position of power means they have the ability to positively change lives and protect young people from harm.

In the UK, relationships and sex education is part of the statutory national curriculums for 11 to 16 year olds. This means that schools have to provide education about a wide range of related topics, such as respectful relationships and consent, sexual health and period health. 

Much of this is provided by teachers. People who work in RSE through this route are usually qualified teachers in a core subject. They usually spend some of their time teaching their core subject and part of their work week delivering RSE sessions. 

Many schools choose to have some part of their RSE content delivered by external providers. This is the type of work that School of Sexuality Education does. Working for us involves delivering our workshops, usually in secondary schools to a whole class. 

Typically, you will be asked to deliver a series of workshops during the school day, to different classes. Each workshop usually lasts from 50 minutes to 2 hours. You might be delivering the same workshop several times during the day, or different workshops, depending on the school’s needs. We sometimes deliver workshops as assemblies too. 

There are also people working within academic research and/or who create RSE content for the public and professionals. We do an element of this work, but as a small charity very rarely recruit for jobs that just involve doing this. 

What kind of qualifications do I need to be a relationships and sexuality educator? 

Our facilitators have a range of backgrounds and professional qualifications - for example teaching, sexual violence prevention work, academic research, youth work, psychotherapy, and healthcare. There are no specific qualifications or training route. When hiring, we assess someone’s overall skills, knowledge and experience through their written application and their interview performance. We then provide in-house training - both initially and as part of an ongoing development programme. 

We are aware of courses aimed particularly at those who wish to work in RSE. Sometimes we receive facilitator applications from people who have completed them and describe themselves as ‘accredited’ or ‘qualified’ sex educators. Whilst we recognise that many people find these courses useful in getting started in RSE, there is no specific course or training that we either require or recommend to be a School of Sexuality Education RSE facilitator. 

I am interested in working in relationships and sexuality, but not with adolescents. Is this possible? 

We do occasionally carry out work with younger students - for example in Primary and Prep Schools. There is no mandatory sex education curriculum for these age groups (KS2 and 1) and the relationships curriculum is different from that for older students, so the nature of this is slightly different from our core work.  

We occasionally provide workshops to adults - including RSE workshops to University students and in specialised health and social care settings. Additionally, we provide staff training in delivering mandatory RSE or generally supporting young people around sex and relationship needs. 

However, both of these types of work represent a small amount of what we do overall. Our core mission as a charity is to support young people around RSE and most of this work is in secondary schools. If you are not interested in working mainly and regularly with 11-18 year olds, then a role with us is probably not for you! 

Who makes a good RSE facilitator? 

There are a few different skills we look for in facilitators. Below are some of the main skills and aptitudes we look for. Someone who: 

• Understands the importance for RSE in safeguarding young people and children. 

• Is a confident and engaging communicator, who shows that they would be able to present material to students in classroom workshops or in assemblies to larger groups, given the appropriate training. 

• Can demonstrate that they are passionate about inclusive RSE - for example, through previous work, volunteering or involvement in relevant projects. 

• Has realistic expectations of what working with secondary school aged students is like - and can demonstrate this through experience (paid or voluntary) of working with this group and adequate reflection on these experiences. 

• Is willing and able to name and challenge any discriminatory or harmful behaviour that arises in the classroom - particularly when it is transphobic, misogynistic or racist/Islamophobic as these are the harms we most frequently encounter. 

• Is able to learn and take on board feedback without becoming defensive. This is really important in terms of being able to develop your RSE practice and work collectively as a team!

• Is organised and motivated enough to be able to do the practical aspects of the job - like turn up to a new site on time and begin lessons at a school with an early start time. 

• Understands the nature of the role and our dedication to supporting schools in rural or hard to reach areas - which can mean lots of travel! 

When we recruit, we often receive applications from people with considerable experience in a specific area - e.g. has a decade or more in education, or postgraduate qualifications in a field related to RSE. To be a good facilitator you need to be a good ‘all rounder’ in all of the above. 

Do young people make good RSE facilitators because they just ‘get’ other young people? 

We sometimes get young adults telling us that they feel they would make good RSE facilitators particularly because they are close in age to the students we work with. 

We believe that people of all ages - including those who are over but close to 18 years  - can make really great facilitators. However, it’s really important to remember that often students view facilitators as very separate to them and the authority figure in the room. This power difference exists, even if you feel there is only a small difference in time between you and students. We believe that good facilitators are aware of this power difference and are comfortable challenging harm, to keep young people safe. 

I have a degree, masters or PhD in a field related to RSE. Will I make a good facilitator? 

Possibly! We need you to demonstrate an interest in and passion for inclusive RSE. Academic qualifications in a field like gender studies, sexual health research, psychology, sociology or similar might be a great way to do this. But this is just one of the skills we look for and it’s really important that you have all of the skills needed to be a great facilitator. 

I’m keen to work in RSE, but don’t have much experience. What would you recommend I do? 

First and foremost - try to get experience of working with young people, specifically those aged 11 to 18 years. We find that supporting this group is often extremely rewarding - but comes with very specific and real challenges. It’s not for everyone and if you want to work for us, it’s essential that you can demonstrate you have realistic expectations of what this will be like. 

Gaining work experience in education - for example as a student support worker or teaching assistant - can be a really useful way of gaining an insight into the UK school system and typical classroom dynamics. 

Relevant experience doesn’t have to be in schools, or paid work either. Lots of people who come to work with us have experience of volunteering in community youth settings, for example. However, we work in a broad range of schools, from  inner city academies to rural independent and faith schools, or specialist provisions for students with special needs or who have been permanently excluded from mainstream education. The more that you can demonstrate that you understand the realities of working with young people in a broad range of educational settings, the better. 

Interested in working with School of Sexuality Education?
Any open roles we have are posted here and we also share new opportunities on our social media channels, follow us on Instagram and LinkedIn to stay informed.

Tackling tricky topics

Starting conversations with young people about topics like relationships, sex, inclusivity and respect can sometimes feel daunting - especially if you’ve not been taught these topics yourself. 

Here at School of Sexuality Education we find that lots of adults tell us they haven’t received high quality relationships and sex education themselves, and what they did learn as a child often left them with more questions than answers. 

Whether you’re a parent, teacher, or youth leader, facilitating open dialogue is essential for safeguarding, and empowering young people.

Our unembarrassable team of experts have put together their five top tips to help you get started. 

5 Top Tips for Talking to Young People About Tricky Topics

Here are five practical tips to help keep tricky conversations meaningful and approachable.

1. Create a Safe and Judgement-Free Space

Young people are more likely to open up if they feel safe and respected. Let them know no question is “too silly” and no feeling is “wrong.” This will let young people know they can come to you and their questions or concerns will be taken seriously and heard. A great way to do this can also be by validating any feelings even if it’s just noting them or reflecting them back to show that it’s okay to have them. For example, “this topic seems to be making you angry / defensive / uncomfortable. Sometimes important things can make us feel that way”. 

For parents: If possible, choose a quiet moment when you’re alone together, like a car ride or a walk. Always avoid using an accusatory tone, even if you’re concerned. - but also normalise having small and regular conversations rather than one big “talk”.  

For educators: Establish classroom ground rules about respect and confidentiality during discussions.

We want to avoid shutting conversations down even if we find them alarming. Consider, are we alarmed because the comment is harmful or could that be because of our value judgement? 

2. Listen More Than You Talk

When a young person brings up a difficult topic, resist the urge to immediately “fix” or provide advice. Instead, ask open-ended questions and genuinely listen to their perspective. It can also be useful to check a young person’s understanding of something you want to address, or after you have explained it. 

Say this: “What do you think about that?” or “How does that make you feel?”

Avoid this: “Here’s what you should do…” or “That’s not something to worry about.”

By listening first, you’re showing that their thoughts and feelings matter. We are also not making choices on their behalf, instead empowering them to make informed decisions about their health and wellbeing. 

3. Use Language and Examples that respond to young people’s contextual and developmental needs 

It’s important to tailor your message to their age and level of understanding. Younger children benefit from simple explanations, while teenagers welcome more nuance and detail.

For younger kids: “Being kind and including others helps everyone feel happy and safe.”

For older teens: “Everyone deserves respect, kindness and to feel safe. People we’re in relationships with should be offering us this and we should do the same for others.” 

Relating these ideas to their real-life experiences—like friendships, TV or social media interactions—can make the conversation more relatable.

4. Be Honest and Open About Your Own Learning

If you’re not sure how to answer a tricky question, it’s okay to admit it. Young people respect authenticity and appreciate that learning is a lifelong process. It can be tempting to show young people that we have all of the answers , particularly if that’s a role we’re used to taking. But often just saying “I don’t know” can be empowering for young people to hear and help build trust around these conversations. 

Say this: “That’s a great question. Let’s look it up together,” or “I’m learning about this too.”

Avoid this: Giving a rushed or vague answer just to move on.

Being vulnerable about your own journey can encourage them to approach challenges with curiosity rather than fear.

5. Model Inclusive Behaviour and Values

Your actions often speak louder than words. If you want to teach inclusivity, respect, and empathy, make sure your own behaviour reflects these values.

• Celebrate diversity in your community and media choices.

• Avoid stereotypes and language that might alienate or hurt others.

• Address your own mistakes openly: “I realise I said something that might be hurtful. Here’s how I’ll do better.”

Young people learn best when they see adults practicing what they preach.

Talking about tricky topics isn’t always easy, but it’s one of the most impactful ways to shape a young person’s understanding of the world. 

By creating a safe space, listening deeply, using relatable language, being honest, and modelling inclusivity, you can help them navigate these conversations with confidence and compassion.

Want to expand the conversation? Our book is a great resource for any parent, caregiver or young person. It offers a positive, practical and empowering guide for teenagers, tackling sex and relationships in an inclusive and non-judgemental way Sex Ed: An Inclusive Teenage Guide to Sex and Relationships.

Shop With Purpose, Wear Your Allyship

Introducing Our New Store

At School of Sexuality Education, we’re committed to delivering inclusive, empowering education that safeguards and uplifts young people. 

Now, we’re excited to give you an opportunity to join the movement in a bold new way. 

Say hello to our brand-new merchandise store — a collection designed to celebrate inclusivity, promote allyship, and fund the work we do to protect and empower young people. 

You won’t find these products anywhere else; every print is exclusive to School of Sexuality Education.  

More Than Just Merch - It’s a Movement

This isn’t your average T-shirt or tote bag. When you shop our collection, you’re not just buying products; you’re making a statement and supporting our charity. 

You’re standing up for inclusivity, diversity, and equality. Every piece in our store has been thoughtfully created to spark conversation, inspire change, and show the world that you care.

You’re directly supporting our mission to safeguard young people, provide inclusive RSE (Relationships & Sex Education), and protect them from harm.

What You’ll Find in the Collection

Our products spark conversations and show the world you care, a daily reminder of your support for inclusion and accessible RSE.

Tees that speak volumes
Wear your values on your sleeve—literally. Our range of tops come in a variety of sizes, colours, and designs, all celebrating allyship and inclusivity.

Tote bags for everyday impact
Carry change wherever you go with our sturdy, stylish totes. Perfect for books, groceries, or your everyday essentials—and served with a side of social good.

Why It Matters

Every purchase you make funds our charities potentially life-changing work. Your support allows us to:

• Deliver inclusive RSE programs that empower young people to make safe, informed choices.

• Equip educators and communities with tools to protect and safeguard the next generation.

• Create a world where young people of all identities feel seen, valued, and safe.

When you shop with us, you’re not just helping us achieve our mission—you’re showing the world you’re an ally who stands for inclusivity and change.

How You Can Get Involved - It’s easy to make an impact. 

1. Shop the Collection: Browse our merch and find pieces that resonate with you.

2. Share Your Support: Post a picture of your new merch and tag us on social media. Use #ShopWithPurpose and #InclusiveRSE to spread the word. 

3. Inspire Others: Encourage friends, family, and colleagues to join the movement by shopping our collection and supporting the cause.

4. Say it loud and proud: Something you want but can’t find it? Let us know! We are led by our communities, pop us a comment or message on social media, or email us with suggestions and ideas. 

Together, We Can Make a Difference

Your support means everything to us—and to the young people whose lives we’re working to protect and uplift. With your help, we’re creating a future where inclusivity is celebrated, education is empowering, and no young person is left behind.

Shop now and join a movement that’s changing lives. Together, we can make a difference—one T-shirt, tote bag, and mug at a time.

Thank you for standing with us, supporting our mission, and wearing your allyship with pride. 

Let’s make the world a safer, more inclusive place - together.