Inclusive RSHE and the Role of Educational Psychologists

By Dr Natalie Carpenter, Hertfordshire Educational Psychology Service

RSHE for learners identified with SEND was the last topic I thought I would be passionate about and spend years of my life researching and pontificating its importance and value. However, a request for my involvement as an assistant EP in supporting the development of a parent training in puberty at a specialist provision alongside an EP colleague changed that. In researching the training, I found little evidence base and limited resources. This led to long discussions with my fellow work mates about their own relationships education and views in society. This led me to my thesis, then to publishing and the passion has never really left me.

The RSHE Curriculum

RSHE has undergone legislative changes (Children & Social Work Act, 2017) and became statutory in September 2020. RSHE is meant to be the learning we do related to the social, emotional and physical aspects of growing up; including human development relationships, sex, wellbeing, sexuality, and sexual health (Sex Education Forum (SEF), 2022). The SEF (2022) argues there is overwhelming evidence for the protective function of RSHE and it has links to improving mental and physical health. This is arguably a key facet of the role of an EP, which we shall consider later.

The implementation of RSHE is complex; laden with political, religious and moral values (Halstead & Reiss, 2003). These views have been exemplified time and time again. For example, the “No Outsiders” initiative in relation to RSHE and LGBT+ education, created by Andrew Moffett (2017) at a Birmingham primary school came under great scrutiny (Parveen, 2019a, 2019b); leading to a great number of pupils being withdrawn from school and the eventual resignation of the head teacher. This highlights the contradictions, mixed messages and the anxiety at play regarding RSHE which are demonstrated within our culture and media (Fairbairn et al., 1995).

RSHE has always been a polarising topic, coloured and flavoured by individual and societal morals and views. It is often highly politicised with extreme views being highlighted in the press and debates being hijacked by thin and often sensationalised accounts. Since RSHE became statutory there has been a variety of practice, which is currently being questioned and reviewed with many wishing to take account of religious and political belief systems as well as considering who should be imparting this information and at what time.

In May 2024 statutory guidance was released by the government for RSHE, which is currently in consultation. It sets certain limits such as no information about puberty to be taught before Year 4 amongst other parameters. This has come after concerns from more than 50 Conservative MPs, who wrote to the prime minister in 2023, claiming children were "being indoctrinated with radical and unevidenced ideologies about sex and gender". (McSorley & Dunkley, 2024). This further highlights the fears and sensationalism surrounding RSHE.

RSHE and Learners Identified with SEND

While RSHE for mainstream pupils is complex, this is magnified for pupils identified with SEND. Added to this, RSHE for learners identified with SEND remains an under researched area.

There is further ‘reluctance and confusion’ regarding the delivery of RSHE to pupils identified as having SEND (McDaniels & Fleming, 2016, p.216), relating to prevailing societal attitudes regarding people with learning disabilities (LD). Those identified with LD are often viewed as perpetually innocent and therefore RSHE is not appropriate or relevant (Murphy & Young, 2005). This is rooted in a eugenic past with a reductionist tendency to see those with disabilities as eternal children or at risk (Garbutt, 2008).

Research has highlighted the vulnerability of people with SEND to abuse (Kitson, 2010), yet others argue that the sexual vulnerability of those with SEND is socially constructed (Hollomotz, 2011) and it is the lack of education regarding self-advocacy which leaves learners with SEND vulnerable (Cambridge & Carnaby, 2000). The World Health Organisation (WHO) stated that lack of RSHE for learners identified with SEND excludes them from society more than their disabilities (Nelson et al., 2020).

This poses an important role for EPs in ensuring inclusion within RSHE learning for all.

RSHE and the Role of EPs

EPs are arguably well placed to support schools grapple with this topic, through several facets of their work including individual, organisational and systemic work: promoting inclusion at all levels. (Cameron, 2016). Universal work such as the development of policy and organisational change informed by young people’s voices (Harding, 2017) is one such way. This was exemplified by my research supporting the use of PATH to plan for an RSHE support group in a special school (Carpenter et al., 2023). This harnessed several aspects of the scope of EP work including facilitating group work (Hanko, 2016) and supporting collaborative organisational planning and change informed by stakeholder’s views.

Since completing this research, I have reflected on how RSHE is a subject area which touches much of the day-to-day work that EPs undertake and reflects their knowledge of child development including relationships and identity. By harnessing everyday activities such as consultation, assessment, and intervention (including statutory work) EPs are well-positioned to empower change and promote inclusion by using reflection to discuss, review and refine evolving practice which includes the voices of relevant stakeholders (Fox, 2011).

A guide published by the SEF (2020) for pupils identified with SEND explores the need to consider RSHE within provision for EHC plans and for RSHE to be discussed at annual review. I have considered and agreed with colleagues that RSHE related outcomes and provision comfortably sits within the areas of need set out by the Code of SEND Practice (2015) and within the scope of the Preparing for Adulthood framework.

Therefore, my call for action is for EPs to encompass and embrace this in our existing work, including statutory advice, consultation, school development, group work, intervention, research and coproduction/collaboration with stakeholders. I wonder what would support and enable EPs to feel confident in this work and own this as part of their role, supporting challenging conversations and being cognisant of their own views and potential biases?

I invite EPs to share their reflections, insights, or questions with me at [email protected]. Let’s continue this dialogue, explore our development needs, and strengthen our practice together.

References

• Cambridge, P. & Carnaby, S. (2000). A personal touch? Managing the risks of abuse during intimate and personal care for people with learning disabilities. Journal of Adult Protection. 2(4), 4-16.
• Cameron, R. J. (2006). Educational psychology: The distinctive contribution. Educational Psychology in Practice, 22(4), 289-304.
• Carpenter, N., Lee, F., & Male, D. (2023). A role for educational psychologists: using Planning Alternative Tomorrows with Hope (PATH) and participatory action research (PAR) to develop a Relationships and Sex Education (RSE) support group with staff in a special school. Educational psychology in practice, 39(1), 92-110.
• DfE (2015). SEND Code of Practice 0–25 Years. London: Department for Education, Department of Health.
• Fairbairn, G., Rowley, D., & Bowen, M. (2013). Sexuality, learning difficulties and doing what's right. London. Routledge.
• Fox, M. (2011). Practice-based evidence–overcoming insecure attachments. Educational Psychology in Practice, 27(4), 325-335.
• Kitson, D. (2010). Concerns about people with learning disabilities being sexually abused. In M. McCarthy & D. Thompson (Eds.) Sexuality and Learning Disabilities: a handbook (pp.127 -140). Brighton: Pavilion.
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• Hollomotz, A. (2011). Learning Difficulties & Sexual Vulnerability: A Social Approach. London: Jessica Kingsley Publishers.
• McDaniels, B., & Fleming, A. (2016). Sexuality Education and Intellectual Disability: Time to Address the Challenge. Sexuality and Disability, 34(2), 215–225.
• McSorley, C.,& Dunkley, E. (2024) RSHE and RSE: What do children learn in sex education? BBC Retrieved from https://www.bbc.co.uk/news/explainers-68173080
• Moffat, A. (2017). No outsiders in our school: teaching the Equality Act in Primary Schools. London: Routledge.
• Murphy, N., & Young, P. C. (2005). Sexuality in children and adolescents with disabilities. Developmental medicine and child neurology, 47(9), 640-644.
• Parveen, N. (2019a). School defends LGBT lessons after religious parents’ complaint. The Guardian. Retrieved from https://www.theguardian.com/education/2019/jan/31/school-defends-lgbt- lessons-after-religious-parents-complain
• Parveen, N. (2019b). Birmingham primary school suspends LGBT lessons indefinitely. The Guardian. Retrieved from https://www.theguardian.com/education/2019/mar/14/birmingham-primary- school-suspends-lgbt-lessons-indefinitely-parkfield-protest-parents
• Sex Education Forum (2020) RSE for disabled pupils and pupils with
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• Sex Education Forum (2022) Relationships and Sex Education: The Evidence. NCB.