Sexual health education in schools is about far more than preventing STIs and pregnancy. Discover how it can play an important role in safeguarding, healthy relationships, emotional wellbeing and helping pupils make informed, safe choices.

Friday 4^th September 2026 was World Sexual Health Day, which is an international initiative from the World Association for Sexual Health to raise awareness of sexual health, rights and wellbeing for all.

Whilst the Association focuses mainly on adult sexual relationships, we would be remiss to ignore the opportunity to reflect on how sexual health education supports safeguarding, healthy relationships, emotional wellbeing, digital resilience, informed decision-making and pupil outcomes.

The Importance of Sexual Health Education in Schools

Sexual health education is an important part of safeguarding in schools. It helps children and young people understand healthy relationships, recognise concerning behaviour, communicate boundaries and know when and where to seek support.

We know that teaching children about relationships is a foundation of safeguarding. We teach them who their trusted adults are, what the red flags in a relationship may be and how to keep themselves safe, but do we always give children the tools they need to do this?

At some point in most people’s lives, they will become sexually active and, as educators, we hope that will be in safe, consensual and positive relationships, but we know that is unlikely to always be the case.

I am sure many of you will remember the graphic photos of sexually transmitted diseases we were shown in PSHE or sex education lessons. It was a way of scaring us into abstinence.

However, sexual health goes far beyond infections or physical ailments. It encompasses how we feel about ourselves, how we relate to others and how we make informed decisions about sex and intimate relationships.

What people may not realise is that sexual health and mental health are very closely linked. A young person’s confidence, self-esteem, body image and emotional wellbeing can all influence their ability to build healthy relationships, communicate boundaries, recognise unhealthy behaviours and seek support when needed.

Challenges such as relationship difficulties, online pressures, sexual harassment and exploitation can have a significant impact on mental wellbeing, while strong relationships, emotional literacy and positive self-worth can act as important protective factors.

This is why sexual health education should be viewed not only as a means of preventing STIs and unplanned pregnancy, but as a key part of supporting pupils’ overall wellbeing, resilience and safeguarding.

Sexual Health Education in Schools: What Does the Data Tell Us?

Sexual health must be considered an important teaching point in schools, especially as young people aged 15–24 continue to experience some of the highest rates of sexually transmitted infections (STIs) in England. This shows that schools may discuss ‘safe sex’, but this alone is not enough. In 2023, there were more than 401,800 new STI diagnoses nationally, including a record 85,223 cases of gonorrhoea, highlighting the ongoing need for effective education and early intervention.

Although the number of teenage pregnancies has fallen dramatically over the past two decades, the under-18 conception rate remains an issue, particularly in areas of higher deprivation.

This is why all schools must consider sexual health as more than preventing infection or pregnancy. The updated RSHE guidance, published in 2025, places increased emphasis on healthy relationships, online harms, respect, consent and safeguarding. For school leaders and DSLs, this reinforces the importance of a whole-school approach that supports pupils’ physical, emotional and social wellbeing.

What Should Sexual Health Education in Schools Cover?

Sexual health education in schools isn’t always about having sex. Its scope goes far beyond this and encompasses a wide range of issues. Good sexual health is not simply the absence of disease or pregnancy; it is closely linked with wellbeing, safety and positive relationships.

When teaching sexual health education, schools should cover the following topics in an age- and stage-appropriate way:

• Consent, respect and boundaries: These themes should start as early as nursery, through learning about taking turns, sharing, personal space, feelings and bodily autonomy. As children progress through school, this learning should develop into understanding consent, respecting others’ choices, managing peer pressure and communicating boundaries clearly. These topics should not sit solely within PSHE or RSHE lessons; they should underpin school values, behaviour expectations and safeguarding practice and be reinforced through everyday interactions across the school community.
• Healthy relationships: We know that children learn through modelling, so it is important that they see healthy, respectful relationships demonstrated by the adults around them. Alongside this, they need opportunities to explore what makes a relationship positive, including trust, kindness, communication and mutual respect. Equally important is helping children recognise the signs of unhealthy relationships, understand that these can occur both online and offline and know where to seek support if they are worried about themselves or someone else.
• Recognising coercion, abuse or exploitation: Safeguarding is about equipping children with the knowledge and skills to recognise situations that may place them at risk. Children and young people should learn how to identify inappropriate behaviour, manipulation, coercion, grooming and exploitation in an age-appropriate way. They should also understand that abuse can come from peers as well as adults and know how to seek help for themselves or a friend if something does not feel right.
• Online safety and digital relationships: Relationships increasingly develop and exist within online spaces, making digital literacy a vital part of sexual health education. Children should be supported to recognise red flags online, understand healthy and unhealthy online interactions, manage peer pressure and safely navigate issues such as messaging, image sharing and social media. They should feel confident in reporting concerns and understand that the same principles of respect, consent and boundaries apply online as they do face-to-face.
• Pornography and unrealistic expectations: Many young people are exposed to pornography, often at a younger age than adults may realise. Schools can play an important role in helping pupils develop critical thinking skills around the content they may encounter online. Age-appropriate discussions can help children understand that pornography does not reflect real-life relationships, consent or healthy sexual behaviour, and can prevent harmful misconceptions from shaping their attitudes and expectations.
• Body image, self-esteem and wellbeing: Sexual health is closely linked to emotional wellbeing. Positive self-esteem and body confidence can help children develop healthy relationships, make informed choices and communicate their needs effectively. By supporting pupils to value themselves and others, schools can help build resilience and reduce vulnerability to unhealthy relationships, peer pressure and exploitation.
• Seeking support or sharing concerns: Perhaps the most important message we can give children is that they do not have to manage worries alone. Pupils should know who their trusted adults are, how to access support in school and beyond and that they will be listened to if they speak up about a concern. Creating a culture where children feel safe, heard and supported can encourage earlier disclosure of problems and enable schools to intervene before issues escalate into significant safeguarding concerns.

Creating a Whole-School Approach to Sexual Health Education

When it comes to sexual health education, it is important to create a whole-school culture that promotes positive mental, physical, emotional and sexual health. As with any area of learning, a consistent, developmental approach is far more effective than a one-off lesson, awareness day or workshop.

A whole-school approach ensures that key messages are reinforced over time, staff confidence grows, and barriers around discussing sensitive or potentially taboo topics are gradually broken down. When children hear consistent messages from trusted adults throughout their school experience, they are more likely to develop the knowledge, skills and confidence needed to make informed and safe choices.

This approach extends far beyond the RSHE curriculum. Schools should consider how sexual health and healthy relationships are reflected in assemblies, pastoral provision, safeguarding practices, school values, enrichment activities, visitor programmes and partnerships with external agencies. The most effective schools recognise that sexual health is not simply a curriculum topic; it is a key component of wellbeing, inclusion and safeguarding.

As a DSL or senior leader, you should be confident that:

• Staff are confident discussing sexual health and healthy relationships and have a clear understanding of the school’s policies, procedures and safeguarding expectations.
• Training is robust, regular and inclusive, ensuring that all staff (not just those teaching RSHE) know how to respond appropriately to questions, challenge misconceptions, recognise safeguarding concerns and seek further advice when needed.
• Pupil voice is actively sought, valued and acted upon. The children and young people in your setting should have opportunities to influence the curriculum and identify the topics they need support with, helping to keep learning relevant and impactful.
• Clear signposting to support services is embedded throughout the school. This may include Childline, local sexual health services, NHS resources, mental health support and school pastoral services.
• All pupils can access the learning at an appropriate level. Consideration should be given to SEND pupils, those with additional vulnerabilities and those who may require adapted resources, targeted interventions or additional support.
• The curriculum is inclusive and representative. Avoid assumptions about pupils’ backgrounds, identities or future relationships, so all learners can see themselves reflected in the teaching and resources used.
• Parents and carers are engaged where appropriate. Open communication can help build trust, support learning beyond the classroom and reduce stigma around discussions relating to relationships, wellbeing and sexual health.
• The effectiveness of provision is regularly reviewed. Schools should monitor emerging safeguarding trends, pupil needs and local risks to keep their approach responsive and relevant.

Ultimately, creating a culture where sexual health can be discussed openly, safely and appropriately helps pupils develop not only knowledge, but also the confidence, resilience and support networks they need to thrive.

Making Sexual Health Education a Safeguarding Priority

For DSLs and school leaders, sexual health should be viewed as a safeguarding priority rather than a standalone curriculum topic.

When schools create opportunities for open, age-appropriate conversations about relationships, consent, respect and wellbeing, they build protective factors that help keep children safe both now and in the future. The challenge is not simply delivering RSHE lessons but embedding these messages throughout school life.

If your school needs support with sexual health education, staff training, curriculum planning or wider safeguarding practice, our experienced safeguarding advisers can help. Please contact safeguarding@servicesforeducation.co.uk for more information or take a look at our Statutory Safeguarding Training.

If you found this blog useful, you may also be interested in reading the following blogs:

KCSIE 2026: What Schools Need to Know

By Lucie Welch

01
Aug

Body Image and Self-Esteem – How Can We Support Young People When We Don’t Always Feel Good About Ourselves?

This blog will look at current issues around body image and self-esteem and the significant...

02
Jul

Addressing Harmful Sexual Behaviour in Education

With sexual abuse in schools creating a myriad of challenges, Independent Consultant and Trainer of...

02
Feb

Build Confidence with Statutory Safeguarding Training

Effective safeguarding relies on staff having the knowledge and confidence to recognise concerns and respond appropriately. This includes issues surrounding healthy relationships, online safety, abuse and exploitation, as explored in this blog.

Led by experienced safeguarding practitioners and former DSLs, our statutory safeguarding training translates the latest guidance into confident, everyday practice across your setting.

We offer DSL training and update courses for new and existing Designated Safeguarding Leads, with both online and centre-based options available.

  About the Author

Lucie Welch – Adviser, Services For Education

Lucie Welch has worked in Primary Education for over 15 years, holding a range of leadership positions including Assistant Headteacher, Designated Safeguarding Lead, Attendance Lead and Designated Teacher for Looked After Children. Having worked across several local authorities and multi-academy trusts, Lucie has developed extensive expertise in safeguarding and supporting children and young people to thrive both academically and personally.

At Services For Education, Lucie is a member of the Safeguarding Team, working with schools, colleges, trusts and other educational settings across Birmingham and beyond. She delivers statutory safeguarding and training, supports organisations through safeguarding audits and reviews and works collaboratively with leaders to strengthen safeguarding culture and practice.

Alongside her safeguarding work, Lucie leads the impactful Health for Life programme across Birmingham, supporting schools to promote healthy lifestyles, wellbeing and positive outcomes for pupils, families and wider communities. Drawing on her extensive school leadership experience, she also contributes to teacher development through her previous work with the SCITT programme and as a facilitator of the Early Career Framework (ECF), supporting trainee and Early Career Teachers to build the knowledge, skills and confidence needed for successful careers in education.