PSHE education is central to helping pupils to stay healthy and safe and to equipping them with the personal and social skills to negotiate life’s challenges, opportunities and risks.
Guidance for delivering PSHE in schools
- In July 2025 the DFE published statutory guidance for schools which must be implemented in schools from September 2026 Relationships and sex education (RSE) and health education statutory guidance
- The statutory guidance is supported by a foreword from the Secretary of State Foreword by the Secretary of State
- Within the statutory guidance there is clear information on a wide range if matters including developing a policy, parents’ rights to request withdrawal from sex education and curriculum content
- To assist schools to plan and implement the new statutory guidance, the PSHE Association has produced an updated Programme of Study which is free for anyone to download PSHE Association Programme of Study for PSHE education (KS1-5)
- There are seven guiding principles which should underpin the school’s RSHE curriculum:
a) Engagement with pupils
An inclusive and well-sequenced RSHE curriculum should be informed by meaningful engagement with pupils to ensure that the curriculum is relevant and engaging.
b) Engagement and transparency with parents
Schools should engage with parents on the content of RSHE and be transparent with parents about all materials used in RSHE. All materials should be available to parents, as described in the section on openness with parents on page 33. Parents have a right to request that their children are withdrawn from sex education (pupils can opt back in from three terms before they turn 16) and schools should ensure parents are aware of sex education content within lessons in advance
c) Positivity
Schools should focus on building positive attitudes and skills, promoting healthy norms about relationships, including sexual relationships where relevant, and about health, including mental health. Schools should avoid language which might normalise harmful behaviour among young people – for example gendered language which might normalise male violence or stigmatise boys.
d) Careful sequencing
Schools should cover all statutory topics, recognising that young people can start developing healthy behaviour and relationship skills as soon as they start school. Schools should sequence teaching so that pupils are supported and equipped with the knowledge to navigate different experiences in a positive way before they occur, and to prevent harms.
e) Relevant and responsive
Schools should develop the curriculum to be relevant, age and stage appropriate and accessible to pupils in their area, where appropriate working with local partners and other bodies to understand specific local issues and ensure needs are met.
f) Skilled delivery of participative education
The curriculum should be delivered by school staff or, where schools choose to use them, external providers who have the knowledge, skills and confidence to create a safe and supportive environment and to facilitate participative and interactive education which aims to support and not to alarm pupils. Staff should be trained in safeguarding and offering support, recognising the increased possibility of disclosures.
g) Whole school approach
The curriculum is best delivered as part of a whole school approach to wellbeing and positive relationships, supported by other school policies, including behaviour and safeguarding policies.
