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dc.contributor.authorBragg, Sara
dc.contributor.authorPonsford, Ruth
dc.contributor.authorMeiksin, Rebecca
dc.contributor.authorLohan, Maria
dc.contributor.authorMelendez-Torres, G. J.
dc.contributor.authorHadley, Alison
dc.contributor.authorYoung, Honor
dc.contributor.authorBarter, Christine
dc.contributor.authorTaylor, Bruce
dc.contributor.authorBonell, Chris
dc.identifier.citationBragg S, Ponsford R, Meiksin R, Lohan M, Melendez-Torres GJ, Hadley A, Young H, Barter CA, Taylor B, Bonell C (2022) 'Enacting whole-school relationships and sexuality education in England: context matters', British Educational Research Journal, (), pp.-.en_US
dc.description.abstractEvidence 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.en_US
dc.description.sponsorshipThis research was funded by the National Institute for Health Research Public Health Research Programme awards 14/184/02 and 15/03/09. Trial registration: Project Respect: ISRCTN12524938. Positive Choices: ISRCTN65324176.en_US
dc.rightsYellow - can archive pre-print (ie pre-refereeing)
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.subjectrelationships and sexuality educationen_US
dc.subjectSubject Categories::L510 Health & Welfareen_US
dc.titleEnacting whole-school relationships and sexuality education in England: context mattersen_US
dc.contributor.departmentUniversity College Londonen_US
dc.contributor.departmentLondon School of Hygiene and Tropical Medicineen_US
dc.contributor.departmentQueen’s University Belfasten_US
dc.contributor.departmentUniversity of Exeteren_US
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.contributor.departmentUniversity of Cardiffen_US
dc.contributor.departmentUniversity of Central Lancashireen_US
dc.contributor.departmentUniversity of Chicagoen_US
dc.identifier.journalBritish Educational Research Journalen_US
dc.description.notegold open access

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