Enacting Whole-School Relationships and Sexuality Education in England: Context Matters

Autor/inn/en	Bragg, Sara; Ponsford, Ruth; Meiksin, Rebecca; Lohan, Maria; Melendez-Torres, G. J.; Hadley, Alison; Young, Honor; Anne Barter, Christine; Taylor, Bruce; Bonell, Chris
Titel	Enacting Whole-School Relationships and Sexuality Education in England: Context Matters
Quelle	In: British Educational Research Journal, 48 (2022) 4, S.665-683 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bragg, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3788
Schlagwörter	Sex Education; Professional Identity; Foreign Countries; Intervention; Attitude Change; Sexual Harassment; Health Behavior; Health Education; Educational Environment; Pilot Projects; Secondary School Students; Context Effect; Professional Autonomy; Educational Policy; High Stakes Tests; Inspection; Decision Making; Institutional Evaluation; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Ausland; Attitudinal change; Einstellungsänderung; Sexuelle Belästigung; Health behaviour; Gesundheitsverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pilot project; Modellversuch; Pilotprojekt; Sekundarschüler; Berufsfreiheit; Politics of education; Bildungspolitik; Prüfverfahren; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff-student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01