Statement of evidence

Trained teachers should adopt the central role for sexuality and sexual health education in the school environment. A strong understanding of student learning and support needs is crucial to the delivery of inclusive sexuality and sexual health education. Other staff who could be involved in delivery of and support for sexuality and sexual health education in schools include student welfare or wellbeing teachers, the school counsellor, year advisers or other interested staff with expertise and commitment to student health and wellbeing.

Staff involved in the planning and delivery of sexuality and sexual health education should have a strong understanding of the current and evolving issues and challenges young people in their school may experience, and the kinds of behaviours young people are engaging in. Relevant and desirable characteristics of staff involved include a strong interest and understanding of the content and personal comfort in discussing sexuality and sexual health.

Teachers and executive need to play a central role for programs and approaches to be sustainable and embedded within the school. Effective sexuality and sexual health education is delivered as part of an ongoing, sustainable program of learning. Learning experiences should extend on knowledge, understanding, skills and attitudes built through PDHPE curriculum and other wellbeing programs in the earlier years of schooling. Learning should address the issues and experiences that children and young people may encounter in their school and early adult years in a manner that builds connections and engages students in an active and meaningful way.

Research suggests that one-off events are ineffective on their own. Teaching and learning activities before and after an event are needed to contextualise and supplement student learning. Principals and teachers must bear in mind the following when considering the use of events as part of the sexuality and sexual health education program:

• What is the learning focus and purpose of the event? How will it supplement teaching and learning as part of the school’s sexuality and sexual health education program?
• What are the main messages of the event? Do they reflect the sexuality and sexual health education principles?
• How will teaching and learning activities be provided before and after the event and linked to the sexuality and sexual health education content?
• Are counselling support and debriefing required before, during and after the event and how will you plan for this?