New Zealand secondary school teachers’ perspectives on teaching Relationships and Sexuality Education Rachael Dixon, Jenny Robertson, Amy Beliveau, Sue Read, Rachel Maitland and Jemma Dalley
By: Dixon, Rachael
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Contributor(s): Robertson, Jenny | Beliveau, Amy | Reid, Sue | Maitland, Rachel | Dalley, Jemma.
Material type: 
BookPublisher: Wellington, New Zealand : Family Planning, 2022Description: electronic document (46 pages) ; PDF file.Subject(s): Family Planning | ADOLESCENTS | EDUCATION | SCHOOLS | SEXUALITY EDUCATION | SURVEYS | YOUNG PEOPLE | NEW ZEALANDOnline resources: Download report, PDF | Download summary, PDF | Download summary for teachers, PDF | Access Family Planning website | Read University of Canterbury media release, 1/12/2022 Summary: University of Canterbury, Family Planning and the New Zealand Health Education Association collaborated on a nationwide survey of secondary school teachers’ perspectives on teaching RSE in Aotearoa New Zealand.
The findings, in this report make for sober reading. While there are some positive aspects to teachers’ RSE practice, there continue to be gaps, especially when it comes to giving rangatahi access to the 12-15 hours of RSE recommended by the Ministry of Education and the Education Review Office. Teachers reported lack of time, access to professional development, subject status, and an inconsistent whole-of-school approach for RSE as major barriers. Many teachers commented that the majority of senior students do not have meaningful RSE.
University of Canterbury health education expert and lead author of the report, Dr Rachael Dixon wasn’t surprised by the findings. (From the website). Record #8013
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Access online
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Family Violence library | Online | Available | ON23020028 |
Published November 2022
University of Canterbury, Family Planning and the New Zealand Health Education Association collaborated on a nationwide survey of secondary school teachers’ perspectives on teaching RSE in Aotearoa New Zealand.
The findings, in this report make for sober reading. While there are some positive aspects to teachers’ RSE practice, there continue to be gaps, especially when it comes to giving rangatahi access to the 12-15 hours of RSE recommended by the Ministry of Education and the Education Review Office. Teachers reported lack of time, access to professional development, subject status, and an inconsistent whole-of-school approach for RSE as major barriers. Many teachers commented that the majority of senior students do not have meaningful RSE.
University of Canterbury health education expert and lead author of the report, Dr Rachael Dixon wasn’t surprised by the findings. (From the website). Record #8013
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