Sex and relationships education in further education settings

Transcription

1 Sex and relationships education in further education settings Young people with learning disabilities and Kate Martin NCB s vision is a society in which all children and young people are valued and their rights are respected. Published by the National Children s Bureau. Registered Charity Number Wakley Street, London EC1V 7QE. Tel: NCB, May 2010

2 Contents 1.0 Introduction Literature review What SRE is provided for young people with learning disabilities? What are the SRE needs of young people with learning disabilities? What methods of teaching SRE are effective for young people with learning disabilities? What young people told us - the focus groups Young people's views on the scope and values of SRE SRE in school SRE in college Comparing school and college and identifying current SRE needs Topics and themes addressed in college SRE Methods of teaching SRE Findings from focus groups with non-disabled young people What SRE do colleges provide for young people with learning disabilities? Conclusions The need for SRE for young people with learning disabilities in FE Content Methods Learning environment Towards a model of good practice Recommendations Ensuring entitlement Prioritising and timetabling Resources Training Involving young people Engaging with parents and carers Outside the classroom Young people with physical disabilities Learning from young people with learning disabilities References Appendix page 2 of 25 National Children s Bureau

3 1.0 Introduction The Sex Education Forum carried out an exploratory research study in 2009 designed to establish current levels of sex and relationships education (SRE) provision in further education (FE) and sixth form colleges. The study comprised an on-line survey targeted at college staff, in which 55 colleges took part, and six focus groups with young people. A second research study has now been completed (SEF 2010) which explores the adequacy of training and teaching materials for SRE in FE. This second study made a further specific investigation into the SRE needs of young people aged 16 to 19 with learning disabilities, and how these are being met. Findings from this part of the study are presented in this report. The study into the SRE needs of young people with learning disabilities comprised four focus groups carried out with young people aged 16 to 19 with learning disabilities. A summary of the views of non-disabled young people consulted (also through focus groups) in the earlier research is included in this report for comparison. This report begins with a review of current literature relating to the SRE needs of and provision for young people with learning disabilities, which has been included in order to provide context for the findings. page 3 of 25 National Children s Bureau

4 2.0 Literature review The available literature has been reviewed in order to capture the existing evidence that can help to answer the following questions: What SRE is provided for young people with learning disabilities? What are the SRE needs of young people with learning disabilities? What methods of teaching SRE are effective for young people with learning disabilities? 2.1. What SRE is provided for young people with learning disabilities? Failure to meet the SRE needs of young people with learning disabilities is a recurring theme in the available research literature (see, for example, Gougeon 2009). Indeed, some young people with learning disabilities have received no SRE at school (TASC 2005). At the same time, there is evidence that some schools provide very high quality SRE for children and young people with learning disabilities; see, for example, the work of the Shepherd School (SEF 2004). In a survey carried out with young people (SEF 2008), there was no significant difference between the quality of SRE reported by young people with learning disabilities and young people without learning disabilities. However, young people with physical disabilities were more likely to report that their SRE was bad or very bad. Government SRE guidance (DfEE 2000) makes clear its expectation that children with special educational needs and learning difficulties are properly included in sex and relationships education (p12). The advice in this guidance applies to SRE provision at primary and secondary school. There is no guidance about provision of SRE in post-16 education for either young people with learning disabilities or non-disabled young people. There is no literature available that reviews the extent or quality of provision of SRE for young people in post-16 education in England. The recent Health Scotland evidence review does not look specifically at post-16 education (Fraser and Sim 2007). Due to the inconsistency in quality of school provision, young people with learning disabilities attending FE have mixed prior experiences of SRE. The available literature points to the importance of allowing adequate time for SRE for young people with learning disabilities and to build in regular opportunities for SRE and to revisit topics to check if young people have retained learning. Given the lack of consistency of school SRE provision for young people, and the importance of revisiting learning for young people with learning disabilities, there is a strong rationale for providing SRE in post-16 education. page 4 of 25 National Children s Bureau

5 2.2 What are the SRE needs of young people with learning disabilities? An evidence review carried out by Health Scotland (Fraser and Sim 2007) explains that there are differences between young people with learning disabilities and their non-disabled peers in relation to sex and relationships and that the causes of these differences include the nature of learning disabilities as well as social factors. The Health Scotland evidence review found that the following issues affect the sexual health and well-being of many young people with learning disabilities: Being regarded by parents and carers as asexual eternal children who need to be protected from the world of sex and sexuality (Health Scotland, 2004) Having a well-documented vulnerability to abuse and violence, which often results in those around them feeling protective (Beail and Warden, 1995; Sequeira and Hollins, 2003) Having a greater dependence on parents and carers and spending a longer time living at home than many young people (Stalker, 2002) Having less time than other young people to socialise alone with friends (Stalker, 2002) Having ways of communicating that may not be easily understood by others, and difficulties with reading and writing for many (Scottish Executive, 2000a; Health Scotland, 2004) Being confused about conventions and expectations about sex, and about interpreting media representations of sex and sexuality Having patterns of cognition which mean that facts and information are not necessarily easily absorbed at first hearing (Scottish Executive, 2000a; Health Scotland 2004) (Fraser and Sim 2007, 4) As a consequence of these issues, young people with learning disabilities may be disadvantaged in relation to the SRE they receive. For example: Young people with learning disabilities in mainstream schools may not be offered SRE that is adequately tailored to meet their needs (Change 2010). Parents and carers may be less likely to acknowledge the SRE needs of their learning disabled children this might impact on if and how they talk to their children about sex and relationships, and their decisions relating to withdrawing their children from school/college SRE (no available research). Educators may feel they lack the required knowledge, skills and competence to provide SRE for young people with learning disabilities (Change 2010). More time may be needed for SRE to be effective for young people with page 5 of 25 National Children s Bureau

6 learning disabilities to ensure full understanding and build in repetition 2.3 What methods of teaching SRE are effective for young people with learning disabilities? Communication methods are a key theme in the available literature. The benefits of using 3D models as a teaching tool are explored (Fraser 2008), as is the use of drama, which has also been used as a method for involving young people with learning disabilities in research about SRE (Change 2010). The Health Scotland evidence review concludes that not enough is known about which models of SRE are effective for young people with learning disabilities (Fraser and Sim 2007). The importance of using accessible language is highlighted by Gougeon (2009), who explains that due to embarrassment, euphemisms are often used in relation to sex and relationships, and that this abstraction is particularly inaccessible for young people with learning disabilities. Gougeon rejects the division of appropriate and inappropriate language in the classroom and finds that by allowing students to talk freely using idiomatic language, participation is increased. Gougeon also advocates for teaching methods to make connections with young people s real circumstances and experiences, and for sex education to assess what students know and need to know about sex and relationships at a more personal level, including the practical and logistical components of sex with oneself or with others (p287). Looking beyond the classroom, Gougeon also explores the need to address the lack of informal peer-socialising that young people with learning disabilities experience thus missing out on a key component of SRE. Within the formal curriculum Gougeon advocates for a more cross-curricular approach to SRE for young people with learning disabilities. page 6 of 25 National Children s Bureau

7 3.0 What young people told us the focus groups In order to find out the views of young people with learning disabilities about SRE in FE a total of four focus groups were carried out in three colleges. A fourth college was involved but the focus group did not run due to train cancellations. The tutor discussed the focus group questions with young people and recorded the findings, which have been integrated into the findings reported below. Colleges were based in the North West, South East and two in the West Midlands. Two of the colleges were special colleges and two were mainstream FE colleges. Group sizes were small (6 10) except for one group of 25 young people at one of the mainstream colleges. The large group size was unplanned and compromised the quality of the discussions. Single sex focus groups were run at one of the special colleges because young people received SRE in single sex groups at this college. This was helpful in gauging any differences between male and female students and may also have been useful in putting young people more at ease to talk about sex and relationships. The focus groups explored the views of young people with learning disabilities around the following: young people s understanding of the content and focus of SRE their current provision at college and how this differed from school provision whether their needs were being met via the SRE provision at college. The focus group schedule can be found in the Appendix. However, there was some variation in these questions depending on the access requirements of the group Young people s views on the scope and value of SRE In the focus group discussions, young people were initially asked about their understanding of SRE and what they thought it entailed. There was wide variation between the groups in terms of their confidence in talking about SRE. In the least confident group, which was also the largest group (with 25 young people), the importance of SRE was explained in relation to preventing and treating sexually transmitted infections and personal safety. This group was quite embarrassed and were reluctant to provide more detail. All groups agreed that SRE was important. In more confident groups, a wider range of reasons was given, including: understanding emotions and relationships, preparing for the future; learning about the right to say no ; sharing their opinions. One young man said that from SRE you can make choices about what you want. In a different group a young person said: page 7 of 25 National Children s Bureau

8 It s important when we go out into the public, it s important to know about how to behave and understand others emotions and stuff. Young people placed quite a lot of emphasis on SRE topics about appropriate behaviour and learning about and looking after one s own body. Non-disabled young people in earlier focus groups did not mention these particular topics. Despite the generally positive attitude to SRE, a young person in one of the groups spoke quite negatively about SRE, saying: I ve learned too much about it that s why I just shut off SRE in school Some of the young people reported that they had not had any SRE in school and others found it difficult to recall: I haven t learnt anything I mean I have learnt it all here but at the other schools I didn t learn much. In some cases the lack of reflection on school SRE may be due to difficulties in recall and memory related to the young people s learning disabilities. Those who had received SRE at school reported largely negative experiences, including difficulties due to the behaviour of other students in the class, the use of worksheets that they found boring, things being explained too fast and use of inaccessible language SRE in college SRE was being provided for young people with learning disabilities in each of the four colleges involved in the focus groups. This may not be typical of FE colleges in general as it was a condition of participation in the research that they provided SRE. This was important so that it would be possible for any further questions prompted by the focus groups to be addressed and also so that young people had a current experience of SRE to reflect on. The amount of SRE provision varied as follows: Special college 1: SRE is provided once a week in single sex groups throughout the year. Special college 2: SRE is provided for one hour per week for two terms during the first year at college. Mainstream FE college 1: A six-week SRE programme is offered, with one session per week. Mainstream FE college 2: SRE sessions are offered once a week over the course of a term. Young people receiving SRE once a week explained why the regularity was important: Interviewer So you ve had SRE all the way through. Do you think that s good? Young person Yes it is because I think we ve been taught by a good teacher [laughter]. Interviewer Why do you think it s so good to have it regularly? page 8 of 25 National Children s Bureau

9 Young person So can we can learn, keep it in motion. Young person Refresh our minds. Some of the young people receiving less SRE wanted it to be more regular because they felt they forgot things and wanted to revisit issues when they arose in their lives. This may reflect the fact that some young people with learning disabilities can find it difficult to apply abstract information to real life situations Comparing school and college and identifying current SRE needs All of the young people in the male-only focus group stated that their current SRE was more enjoyable and effective than that they received at school. They felt this was due to the fact they receive more regular SRE at college and that they are now more mature, so find it less embarrassing and more relevant to their lives: Young person It was alright but I think I ve learnt it at school but it didn t go on for a long time. What I think now is since I ve been in the sex education class on Tuesday afternoon I think I ve learnt more than I did in school. Young person I didn t really like doing it at school but I do enjoy it now because I m a lot older when I last did it I was a lot younger. I didn t want to listen. Some of the young women (in the female-only focus group) felt that SRE needed to change as they got older to meet their changing needs: Facilitator So thinking about the things you learnt at school and the things you learnt here do you think you re learning about different things at college do you think it changes as you get older? Young person Kind of the same. Young person It changes. As you get older in life. I ve got older and more confident in myself. I m finding it actually helps me to learn about different things in class and some people say you never forget what you learn at school. In one of the other (mixed sex) groups young people described the differences between school and college SRE in terms of the level of detail and maturity: Young person At school they didn t get in detail they didn t get right in there, but here we do! Young person Its more mature here we ve got to learn these page 9 of 25 National Children s Bureau

10 things Topics and themes addressed in college SRE The range of topics covered depended on the amount of SRE provision at each college. Young people talked positively about the importance of learning about all the topics they recalled, including: masturbation sexual intercourse sexuality choice and the right to say no rights and responsibilities reproduction and pregnancy where our attitudes come from private/public and appropriate behaviour. Young people who had received SRE on a weekly basis demonstrated that they could talk openly and maturely about a wide range of themes. It was also evident that their attitudes to some topics had changed as a result of SRE. The teacher stated that some of the young people had previously held negative attitudes about gay and lesbian relationships, but felt these attitudes had changed following SRE lessons: Some people have relationships with same sex, some people go for people of the opposite sex. In the female-only group the young women discussed their right to say no to sexual activity. They also indicated that group discussions had raised their confidence to assert their right to make choices and say yes or no, which some of them had previously not being aware of Methods of teaching SRE Young people described a variety of teaching methods that they had experienced in SRE. Many of these were very practical and included using models and going on visits. They indicated that these methods were preferable as they made what can be complex and abstract concepts and issues easier to learn about. The different methods of learning that young people identified and their responses to these methods are detailed below. Drama One group recalled a play they watched by a drama group that came to visit the college. The play focused on relationships, a couple accessing advice and being tested for STIs. The young people found this a positive way of learning about sex and relationships as it was more engaging, easier to understand and, for some, less embarrassing than lessons. page 10 of 25 National Children s Bureau

11 Facilitator: What was good about the play? Young person: The romance. Young person: It was funny which made it easier. Young person: More fun, help remember things better. The internet Young people reported using the internet to access information on sex and relationships. When this was first discussed, the internet was felt to be positive as it was private. However, later in the discussion issues were raised about difficulties accessing written information, the need for pictures and signs, and lack of privacy to use the internet without parents being around. Models The use of models for both demonstration and for young people to practise on for example, putting on condoms correctly appeared to be effective and a teaching method that the young people enjoyed and learned easily from. As with the DVDs (see below), this more visual and practical way of teaching seemed particularly effective at explaining and making the teaching more realistic and easier to understand. Young person We ve got a model of a vagina and I know I really don t like saying this but I m going to have to...we ve also got a model of a penis. I actually put a condom on one once. It was really...ahh it slipped my mind. The young people reported that they had used realistic babies in their SRE, which helped them to understand what it means to have a child and how to look after a baby. Visits Young person We had a plastic baby that cried we had it for a day and had to look after it. Facilitator What was good about using those babies? Young person Nothing! [laughs] Now you know what to do, understand what s its really like to have a baby, how difficult it is. One of the special colleges ran visits to a birthing clinic and a local sexual health clinic. Young people recalled details of the visits but did not comment on the visit in terms of its effectiveness as a teaching method. Videos and DVDs page 11 of 25 National Children s Bureau

12 The young men reported that they enjoyed the videos they were shown in SRE and that these were easier to learn from. The young women explained about a number of DVDs they had watched and said that they found these very beneficial. The use of DVDs appeared to bring concepts to life for the young people and make difficult and complex issues easier to understand. Games Young people said that they enjoyed the games they played in SRE lessons, as this made the information easier to understand and more accessible. Facilitator: Some young people have said to me that SRE stuff is hard to understand Young person: I found it easy to understand. We used games which helped. Written information The young people had concerns about being given written information. Many of the young people said their parents look through their bags and they thought they would get into trouble if their parents found information about sex and relationships. Facilitator: Why would you throw it in the bin? Young person: What my parents would think if they saw it [as parents go through their bags]. Learning environment The all-female focus groups were taught in single sex groups. They valued single sex lessons, as this enabled them to feel safe to discuss sensitive issues. The majority although not all of the young women said they would find it more difficult being in mixed sex classes as this would make them feel embarrassed. Although many of the young men valued having single sex SRE, many also felt they would be happy to have mixed sex lessons. The young people receiving SRE on a weekly basis were familiar with the use of ground rules. One of the rules the young women had agreed for their lessons was that it was okay for anyone to raise a question at any time whether this was related to the current teaching topic or not. They felt that not being able to do so would have a negative impact. Ground rules for the lessons, particularly confidentiality and not laughing at people, enabled the young men in the male-only focus group to feel safe and confident about raising issues and asking questions. Facilitator What are the rules? Young person We re not allowed to discuss it with other people outside the classroom. page 12 of 25 National Children s Bureau

13 Facilitator if you didn t have that rule what do you think would happen? Young person A lot of trouble and spread it around. Young person Story would change. Confidentiality within the lessons was very important to the young people. A key rule agreed by the young people was to respect each others confidentiality and not talk about issues raised outside of the classroom. This enabled them to feel safer to ask questions and discuss sensitive issues. Facilitator - So what s good about your lessons here then? Young person What we talk about in class stays in class. The young people receiving SRE on a weekly basis also valued the way their teacher made the teaching more accessible for them. Young person I think that what we re doing now is that [teacher] tells us slowly, so she tells us in a different way. Young people in another of the focus groups had clear opinions about what they wanted the person teaching them SRE to be like. They wanted someone they felt comfortable with, who was helpful and treated them with respect, which in turn would mean they treated the teacher with respect. In addition, they wanted someone who could keep everyone in control to enable them to learn. Facilitator what should the teacher be like? YP Friendly. YP Kind. YP Nice. YP Helpful. YP Our teacher was strict kept everyone in control Findings from focus groups with non-disabled young people Six focus groups were carried out with young people who did not have learning disabilities as part of the earlier part of this research study. A summary of their views is provided below to aid identification of differences and similarities between young people with learning disabilities and their non-disabled peers. Young people s views on the scope and value of SRE page 13 of 25 National Children s Bureau

14 Young people had a good understanding of the content and focus of SRE: learning about STIs, including risks, as well as learning about relationship, the positive aspects of sex. Young people recognised the potential for SRE to cover issues such as how the media, celebrity culture and peer pressure affect young people s views on sex. The groups viewed SRE in FE as important, but recognised that some young people become sexually active before the age of 16 and that SRE in schools is perhaps more important than college provision. SRE in schools and the need in FE settings Most young people reported that SRE at their schools was inadequate, feeling that it had a negative tone and taught them not to have sex, with too much emphasis on diseases and pregnancy and lack of coverage of emotional and positive aspects to sex. SRE was said to be inconsistent within schools and should, in fact, be taught as a standalone subject and continued throughout school education. Many students claimed that they had sufficient knowledge and that SRE was much more necessary in school but also indicated that further information was welcome; there may have been a gap between young people s expressed levels of knowledge and actual knowledge. Improving SRE in FE settings The young people made the following recommendations on how SRE could be improved in colleges: Young people expressed interest in receiving more information on relationships, emotional aspects of sex and how to have a successful sexual relationship. Young people suggested that real couples should come into colleges to talk about sex, break-ups and respecting your partner, and giving young people the opportunity to ask for confidential advice about their relationships. More real-life stories for example, people with HIV talking about how they contracted the virus or young mums talking about the difficulties of raising a child. Young people wanted opportunities for informal, moderated discussions with their peers focusing on media influences, peer pressure and social norms associated with sex and relationships. SRE needs to be developed to meet the needs of both young men and young women. In some instances, it may be useful to have mixed sex groups and, other times, single sex lessons would be useful. SRE for LGBT (lesbian, gay, bisexual and transgender) young people was mentioned in several instances as a weakness in current provision. Students wanted to discuss sexual orientation more openly to promote respects and understanding among different groups. There was a demand for more written materials that students can take away to read in private. page 14 of 25 National Children s Bureau

15 Many students mentioned that better promotion of SRE was needed. In some instances it may be that FE settings are offering more than students are aware of. Similarities and differences between focus groups with young people with learning disabilities and non-disabled groups Non-disabled young people were more likely than their peers who have learning disabilities to identify some aspects of SRE as unnecessary in FE. There were also some differences in topics felt to be important in FE, with non-disabled young people suggesting media, celebrity culture and peer pressure as topics they wanted to explore. Young people with learning disabilities did not discuss these topics. Unlike young people with learning disabilities, the non-disabled young people wanted more written materials that they could take away. Nondisabled young people put less emphasis on drama, visits, models and games as teaching methods and focused more on the benefits of meeting real-life people and having opportunities for facilitated discussions with their peers. Both non-disabled young people and those with learning disabilities noted the benefits of having some SRE sessions in single sex groups. page 15 of 25 National Children s Bureau

16 4.0 What SRE do colleges provide for young people with learning disabilities? Staff in eighteen FE settings were interviewed about their SRE provision as part of a related piece of research carried out by the Sex Education Forum to assess the adequacy of training and teaching resources for SRE in FE (SEF 2010). The 18 institutions included schools with sixth forms, sixth form colleges, FE colleges and a young offenders institution. Most of the schools with sixth forms and sixth form colleges had some students with special educational needs such as dyslexia but not learning disabilities. The table below summarises information given by staff in the eight FE colleges involved in the research in relation to their SRE provision for young people with learning disabilities. One of these eight colleges also hosted one of the focus groups with young people with learning disabilities. Table 1: SRE provision for young people with learning disabilities in eight FE colleges FE college 1 FE college 2 FE college 3 FE college 4 FE College 5 All students (including those with learning disabilities) have two SRE sessions in tutorial. Wide range of learners at the college. Materials are looked at by the learner support team to check they can be understood by wide range of learners. Most level 1 classes also have mentoring support. All students (including those with learning disabilities) have two SRE tutorials on consecutive weeks. Facilitator uses a range of materials to meet the needs of the group. There is some opportunity to plan the second session after meeting the group to make it responsive to group needs. There is also an element of progression as some groups have the input again the next year. Students with additional needs (those on foundation learning tier including skills for life and diploma students) do AQA PSHE and unit 3 is on SRE. This is delivered in a six-week module in groups of 12/13 students using the AQA curriculum and accreditation. Each session is 2.5 hours long. Mentors are trained to do SRE tutorial sessions. This includes students with learning disabilities and provision is tailored to meet their needs. Students with learning disabilities have tutorial session. There is a 'special requirements' box on the tutorial booking form where people can note learning disabilities. The facilitator and tutor can then meet in advance to discuss and plan the session and use appropriate resources. Facilitator had training on using cloth dolls with students with learning disabilities with public health colleague (from Rev Jane Fraser) and has cascaded this training in college to 12 tutors. They have two sets of dolls for tutors to borrow. page 16 of 25 National Children s Bureau

17 FE college 6 FE college 7 FE college 8 Did not know what was provided for students with learning disabilities. Focus for SRE is more on needs of students with learning disabilities than other students, partly due to their vulnerability. A learning disability course leader received training on SRE and does work with students, although not in structured timetabled sessions. Had a theatre group from the PCT that did performance on SRE themes with the prefoundation students included those with learning disabilities and others studying at this level. Provision is responsive to needs of group students with learning disabilities can have six-week programme on SRE delivered by member of the entitlement support team. Staff interviewed in seven out of the eight FE colleges were clear that young people with learning disabilities were included in their SRE provision. In the eighth college the tutor was not able to answer this question as she only had experience of one section of the college. The extent to which provision is tailored to meet the needs of young people with learning disabilities varies. The following observations can be made: Three of the colleges provide the same number of SRE sessions for young people with learning disabilities as for non-disabled students. Three of the colleges are able to provide more SRE sessions for young people with learning disabilities than for non-disabled students; this ranges from a six-week SRE module timetabled for all young people with learning disabilities to more ad-hoc/responsive approaches. One college has accessed specialised training on SRE for young people with learning disabilities. Colleges have devised means of adapting teaching materials and session plans for SRE with young people with learning disabilities; in two cases this involves the SRE facilitator working with course tutors to understand the needs of the group. One tutor explained the limitation of an ad hoc as apposed to a structured approach: It would be lovely to have specific sessions allocated on a regular basis, as I find that the information needs to be repeated regularly in order that they retain it. The students also find it difficult to relate to situations when they are not within a relationship therefore regular reminders would benefit as circumstances change frequently for some. It should be noted that the level of SRE provision in the eight FE colleges involved in the Sex Education Forum research are unlikely to be representative of FE colleges nationwide as colleges were sought out that provided some level of SRE. However, the variations between ad-hoc and page 17 of 25 National Children s Bureau

18 timetabled approaches and in time allocated for SRE for young students with learning disabilities might also be expected in a larger study. page 18 of 25 National Children s Bureau

19 5.0 Conclusions 5.1. The need for SRE for young people with learning disabilities in FE Some of the young people involved in the focus groups identified the particular benefits of SRE at their age saying, for example, that they enjoyed SRE more now that they are older and they want to listen. Comparing SRE needs at school-age and college-age may have been too abstract a concept for some of the young people to grasp. However, weaknesses in school SRE provision were evident through young people s recollections Content Young people with learning disabilities who had received more regular SRE suggested a wider range of topics in their exploration of the scope of the subject. Young people had found some topics challenging, for example learning about gay relationships. However none of the topics identified were described in negative terms or as a waste of time. This contrasts to some extent with non-disabled young people who felt they already knew enough about some topics. The way in which young people with learning disabilities described topics such as masturbation and sexual orientation demonstrated that a positive and rights-based approach to sex and relationships underpinned teaching. However, across the four focus groups there was arguably more emphasis on saying no and staying safe than on sexual enjoyment and pleasure. It was not clear if any of the young people with learning disabilities had been consulted about the content of SRE. However, in the college providing weekly SRE sessions, a young woman commented that students were allowed to raise any question they wanted in the lesson suggesting there was opportunity for content to be responsive to topics raised by young people Methods Young people with learning disabilities were vocal about what learning methods worked well. Written work and worksheets were rated as boring, while more interactive and active learning methods such as visits, use of models, games, DVDs and drama were all described as effective methods. It is important that learning methods brought things to life and helped to make abstract concepts real. There were mixed views about use of the internet as a learning tool as information could be difficult to understand and some young people reported a lack of privacy surrounding use of the internet. Lack of privacy was also a consideration with written materials; one young person said they would throw leaflets in the bin as they did not want their parents to find them. page 19 of 25 National Children s Bureau

20 5.4. Learning environment Young people in one of the special colleges used ground-rules for all their SRE work and clearly valued the safety that this created to ask questions and take part in lessons without embarrassment. The nature of the confidentiality agreement used in this group was that what was discussed in the group would not be shared outside the classroom. This approach differs slightly from the type of confidentiality agreement typically used with non-disabled groups in school SRE lessons whereby pupils are discouraged from sharing personal information in class, see for example the Sex Education Forum factsheet about confidentiality (2007) that states: Staff in schools can never promise unconditional or absolute confidentiality. So, in the classroom the aim is to strike a balance between helping pupils to feel respected, safe and able to participate fully and openly while still protecting privacy and safeguarding welfare. Gougeon (2009) proposes that young people with learning disabilities should be free to bring personal experience into discussions in SRE since making personal experience anonymous creates further abstraction and inaccessibility. Provision for young people with learning disabilities to access additional one-to-one SRE might be useful. The issue of sharing personal experience in SRE with both those with learning disabilities and non-disabled young people may benefit from further exploration. There were mixed opinions among young people about the value of single sex lessons. The female-only group seemed to appreciate the extra safety of working in a single sex group, although there were a number of young women and young men who said they would be happy to work together. Research suggests that separating students into same-sex groups, for part or all of a SRE programme is effective (Kirby, 2009). Young people described the qualities of a good SRE teacher as someone with whom they are comfortable but also someone who is able to maintain ground rules and class behaviour. The question of group size was not discussed. However, the problems associated with large groups for SRE were exemplified to some extent through the embarrassment of the large focus group in talking about sex and relationships topics. There was consensus from young people that SRE requires a competent and confident teacher Towards a model of good practice The findings from the focus groups with young people with learning disabilities, from interviews with college staff and the literature review share clear themes that can provide the basis for a model of good practice in SRE for young people with learning disabilities in FE, as outlined below: SRE should be a core component of post-16 learning for all young people with learning disabilities. page 20 of 25 National Children s Bureau

21 Adequate time needs to be made available to run regular SRE sessions over a period of several weeks or months, depending on the needs of the group. A broad range of topics should be introduced with opportunities to respond to topics raised by learners. Content and delivery should be underpinned by a positive attitude to sex and relationships and young people s right to lead healthy and fulfilling sexual lives. Ground rules need to be used and understood with safe opportunities for young people to bring their real experiences into discussion. Young people need to be allowed to use language they know and are comfortable with, and language used in teaching materials and by facilitators needs to be accessible. A competent facilitator is required who is able to maintain class behaviour and create an open and supportive learning environment. Interactive learning methods such as drama, visits, DVDs and models should be used to help explain abstract concepts. Young people should be asked if they want single sex or mixed sex sessions a combination of both may be ideal. Engaging parents and carers in dialogue about SRE may extend the benefits of college-based learning and address young people s concerns regarding privacy. page 21 of 25 National Children s Bureau

22 6.0 Recommendations 6.1 Ensuring entitlement SRE for young people with learning disabilities needs to be an entitlement within post-16 learning in both special and mainstream FE colleges. Young people s negative experiences of SRE in school also need to be addressed as better SRE pre-16 might better lay the foundations for SRE in college. 6.2 Prioritising and timetabling There needs to be recognition by colleges, commissioners and policymakers that a range of issues can disadvantage young people with learning disabilities in relation to sex and relationships and their education about it. SRE for young people with learning disabilities generally requires more time and needs to be built into college timetabling. 6.3 Resources Teaching methods such as drama, visits and models can be costly and there needs to be dedicated resource for this so that the teaching methods most effective in working with young people with learning disabilities can be used. 6.4 Training Currently very few college staff have received specialised training in SRE for young people with learning disabilities. This may be due to lack of availability of training, cost of course fees and staff time. Training courses need to be developed that meet the needs of college staff and existing expertise, for example, that which exists in the voluntary sector and PCT needs to be shared. 6.5 Involving young people There are opportunities to further the involvement of young people with learning disabilities in planning, delivering and evaluating SRE. Colleges may benefit from a resource such as an SRE audit toolkit that includes ideas about how this can be done. 6.6 Engaging with parents and carers The possibility of engaging with parents and carers about SRE in college should be explored further and learning be shared. page 22 of 25 National Children s Bureau

23 6.7 Outside the classroom Young people with learning disabilities need to have more opportunities to socialise with their peers outside of the classroom. This may be an important form of informal learning about SRE. Adequate time and provision needs to be made to support young people with learning disabilities to access one-to-one confidential sexual health and advice services that can complement group-based SRE. 6.8 Young people with physical disabilities While not the focus the of the present study, further research may be needed to establish if the SRE needs of young people with physical disabilities are being met in FE. 6.9 Learning from young people with learning disabilities Providing SRE that meets the needs of young people with learning disabilities challenges boundaries that are often present in the curriculum for SRE for non-disabled young people, for example sharing of personal experiences, including socially taboo topics such as masturbation, and using more graphic teaching materials and language in order to communicate clearly. These approaches might be equally useful in meeting the needs of non-disabled young people. page 23 of 25 National Children s Bureau

24 7.0 References Change (2010) Talking about Sex and Relationships: The view of young people with learning disabilities. DfEE (2000) Sex and Relationship Education Guidance, Crown copyright, Nottingham. Fraser, J (2008) Making sense of relationships, bodies, love and sex: communicating through the use of 3D models, Interconnections Quarterly Journal, 1 (1) (Apr), Fraser, S and Sim, J (2007) The Sexual Health Needs of Young People with Learning Disabilities. NHS Health Scotland. Available at: RegainingTheFocusLD.pdf Gougeon, NA (2009) Sexuality education for students with intellectual disabilities, a critical pedagogical approach: Outing the ignored curriculum, Sex Education, 8 (3) (Aug), Kirby, D (2009) Recommendations for effective sexuality education programmes. Unpublished review prepared for UNESCO. Paris: UNESCO. Sex Education Forum (2004) Sex and Relationships Education for Children and Young People with Learning Difficulties. London: NCB. Sex Education Forum (2006) Confidentiality; Promoting young people s sexual health and well-being in secondary schools. London: NCB. Sex Education Forum (2008) Briefing: Young people s SRE survey. London: NCB. Sex Education Forum (2009) Sex and relationships education in further education settings; Exploratory research. Sex Education Forum (2010) Sex and relationships education in further education settings: Investigating training and resources. TASC Agency and Healthy Respect (2005) All I Want: A review of specialist sexual health services for young people. Available at: page 24 of 25 National Children s Bureau

25 8.0 Appendix Question schedule To meet the needs of the individual young people in the groups, these basic questions were explored and communicated using a range of prompts. What does SRE mean? What does it mean to you? Is SRE important and why? What have you learned about? What skills do you think it s important to develop in SRE and why? What attitudes and values need to be considered in SRE and why? What information is most necessary and why? How is SRE delivered and by whom? What do you like/dislike about this? Prompts: Is lack of time an issue? Do you want single sex groups? Are you embarrassed to ask questions in front of the group? Is the style of delivery patronising? Is the SRE you get at college different from school? If so, how? What else would you like to learn more about in SRE? page 25 of 25 National Children s Bureau