As educators, it's our responsibility to provide accurate information. It is equally our responsibility to create learning environments where all students feel supported, respected and empowered to participate and to promote the insight, empathy skills and perspective required for young people to treat themselves and each other with care and respect. At Training Works, our primary aim is to promote young people’s safety and wellbeing and we know comprehensive, age-appropriate RSE is essential to that aim.
Key to safeguarding-centred RSE is the creation of safe, supportive, and inclusive environments. Educators must cultivate spaces where students feel comfortable asking questions, expressing concerns, and exploring sensitive topics without fear of judgement or stigma. In the context of RSE, we cannot successfully inspire students to engage with the importance of respect, care and autonomy in all relationships if we try to do so within a context where they feel disrespected, belittled, pressured or dismissed. It is fair to assume, for example, that anyone would struggle to feel confident in someone teaching about healthy communication if they did so while shouting.
At Training Works a key part of our approach is role-modelling the behaviours that are key to cultivating safety in relationships: empowering others to identify and assert their boundaries, respecting those boundaries, honest communication and clear commitment to holding ourselves and others accountable. This involves setting ground rules for respectful dialogue, providing confidential avenues for support, and addressing any instances of bullying, harassment, or discrimination promptly and effectively. It's the practice of creating safe and inclusive learning spaces where young people can thrive.
With a safeguarding-centred approach, educators recognise the unique needs and vulnerabilities of diverse student populations. This may include students from marginalised communities, LGBTQ+ youth, survivors of trauma or abuse, neurodiverse students and those with disabilities. Educators must ensure that RSE curriculum and resources are inclusive, affirming, and accessible to all students, regardless of their background or identity.
Often safeguarding – in policy and practice – is reduced to only trying to prevent immediate, physical or sexual harm. Clearly this is essential but it isn’t sufficient; we know so much of what endangers young people’s safety and wellbeing is subtle, unspoken and rarely disclosed. As safeguarding extends far beyond the classroom, empowering young people to make informed decisions about their relationships and sexual health for the rest of their lives requires a holistic approach.
Safeguarding, Consent and Boundaries:
Consent lies at the heart of healthy relationships and sexual interactions. In safeguarding-centred RSE, educators prioritise teaching students about consent in all its forms—verbal, physical, and emotional. This includes discussing boundaries, respecting personal autonomy, and recognising the importance of enthusiastic and ongoing consent in intimate encounters. By promoting a culture of consent, educators empower students to navigate relationships with respect and empathy.
Addressing Risk and Harm:
Safeguarding-centred RSE equips students with the knowledge and skills to recognise and mitigate potential risks and harms in relationships and sexual encounters. This includes discussions about contraception, STIs, online safety, and the signs of abusive or coercive behaviour. By providing accurate information and fostering critical thinking skills, educators empower students to make safer choices and seek support when needed.
Collaborating with Stakeholders:
Safeguarding-centred RSE requires collaboration and partnership among educators, parents, carers, health professionals, and community organisations. By working together, stakeholders can ensure a holistic approach to supporting young people's well-being and addressing any emerging concerns or challenges. This is likely to involve providing training for staff, engaging families in RSE discussions, and connecting students with external support services as needed.
By prioritising the safety and well-being of young people, educators can create learning environments where students feel valued, supported, and equipped to navigate the nuances of relationships and sexual health. Through training, collaboration, inclusivity, and open dialogue, we can ensure that young people receive the quality of RSE they deserve.
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