Relationships and Sex Education (RSE) is underpinned by extensive research and evidence. Despite this, misinformation continues to be shared, often fueled by a lack of understanding or personal biases. It is important to dispel these myths as their perpetuation can cause harm. We understand that RSE can be an evocative subject and that some parents and carers may be feeling concerned about what is taught in schools. You may have heard some of these myths and might be feeling concerned yourself.
If so, we hope that reading the below information can help to reassure you that your child's safety, health, and best interests are at the heart of RSE.
Myth |
Fact |
| RSE destroys a child's innocence | RSE is protective and an important contributor to the safeguarding of children. RSE teaches children the correct names for parts of their body, and helps them to understand the differences between appropriate and inappropriate contact with others. A comprehensive RSE curriculum includes teaching children about the different kinds of abuse, how to recognise it, and how to ask for help if they need it. School-based programmes about abuse have been found to increase childrens' understanding and knowledge of abuse, and to lead to increases in disclosures of abuse. Sadly, when children do not know the correct names for body parts or understand concepts like bodily autonomy and consent, they are more vulnerable to abuse. |
| RSE gives children too much information too soon | Effective RSE helps to prepare children for future experiences. It's no good to begin learning about puberty after a child has started menstruating, or teaching students about contraception after they have decided to become sexually active. Due to the prevalence of technology and social media, children and young people are increasingly exposed to a world of information, including about sex and relationships, and it is important that they have trusted adults to help them contextualise this content. The average age at which children first view pornography is just under 13, with 10% of children reporting first exposure to pornography happening by age 9. It is crucial that RSE reaches children before these experiences happen, to provide safe and factual information and to help them understand what they are viewing and hearing. |
| Teaching about sex and contraception encourages young people to have sex | There is no evidence to support the idea that sex education hastens sexual activity. In fact, research tells us that the opposite is true. Multiple separate reviews (Kirby 2007, UNESCO 2018 and NICE 2010) found that comprehensive RSE programmes contributed to the delay of first sexual intercourse, and less frequent sexual activity. In contrast, research demonstrates that sex education which teaches abstinence only is ineffective with regard to both behaviour and health outcomes (evidence can be found here, here, and here.) Research by the Department for Education in the UK found that young people who did not receive RSE were more likely to engage in sexual risk taking, such as unprotected sex, and were more likely to contract sexually transmitted infections. |
| Schools are keeping the content of RSE lessons hidden from parents | The RSE curriculum on the Isle of Man is what's known as an 'advisory curriculum,' which means it is not statutory. Therefore, delivery of RSE can (and does) vary from school to school. The advisory curriculum outlines guidance for teaching RSE, including learning outcomes and success criteria by year group. On this website you will find the content being taught in secondary schools during the summer term. For primary school content, please visit this page, where you will be directed to individual school websites which will host their specific content. |
| Parents should be the sole educators on RSE and it does not belong in schools | We absolutely recognise and agree that parents/guardians are the main educators of their children. Parents and families are one of the main contributors to a child's personal development, particularly when it comes to the values that will enable them to have healthy and positive relationships throughout their lives. It is also certainly true that parents often want to be involved in their child's relationships and sex education and are invaluable sources of information and guidance for young people. Unfortunately, we cannot assume that all families are willing and able to support their children in relationships and sex education. Additionally, it is also sadly the case that sometimes home is not a safe place for children to ask questions about sex or have these conversations. Children benefit the most when school and home can work together. |
| Strangers are coming into schools and controlling what children are learning | The island's RSE advisory curriculum is, first and foremost, delivered by teachers in our schools. Occasionally, external agencies will visit our schools as part of 'drop down days' or to deliver specific lessons relating to their area of expertise. Sometimes, these lessons will cover topics relating to sex and relationships. Schools will follow an external visitor guidance checklist in order to ensure the input offered is in line with the RSE advisory curriculum. All resources are reviewed prior to lessons being delivered, and a teacher is always in the room when these sessions are taking place. The recent review into RSE on the island did highlight the need for improved communication with parents, and going forward schools will share information relating to external speakers and lessons being delivered. |
| RSE lessons 'make' children become LGBTQ+ | Good, effective RSE should always be LGBTQ+ inclusive. People who identify as LGBTQ+ (both adults and young people) exist in our communities and in our classrooms. LGBTQ+ inclusive education is not about "teaching" children to "become" a particular identity or orientation - it is about normalising and respecting their humanity. Research tells us that LGBTQ+ youth who receive non-inclusive RSE (meaning that relationships are solely taught from a heterosexual perspective) report feelings of shame, lack of preparedness for sex, and the feeling that their identity is not legitimate. LGBTQ+ inclusive RSE does not mean one or two standalone lessons on gender identity or non-heterosexual relationships - it means that LGBTQ+ content should be integral and woven into the RSE curriculum, which is backed up by UK government guidance. Children and young people of all identities and orientations deserve to feel seen, respected, and represented in their classrooms. When RSE is more inclusive, it can help to reduce bullying and discrimination, and contributes to a safer learning environment for all. |
