Exploring the landscape of relationships and sexuality education in primary schools in New Zealand Rachael Dixon, Tracy Clelland and Megan Blair
By: Dixon, Rachael
.
Contributor(s): Clelland, Tracy | Blair, Megan.
Material type: 
BookPublisher: Christchurch, New Zealand : Te Kāhui Pā Harakeke Child Well-being Institute, University of Canterbury, 2023Description: electronic document (35 pages) ; PDF file.Subject(s): ATTITUDES | CHILDREN | EDUCATION | QUALITATIVE RESEARCH | SCHOOLS | SEXUALITY EDUCATION | SURVEYS | NEW ZEALANDOnline resources: Click here to access online Summary: Learning about sex, relationships, and sexuality in education contexts is a perennially controversial issue, no matter where in the world. Is it the role of the parents? Is it the role of the school? At what age or stage should this learning occur? How much information is “too much information”, or “too little information”? A search for new stories1 from recent years in New Zealand reveals such headlines as “More sex education should be taught earlier”. “Some schools wary of sex education for young”. “Principals reject sex education 'pleasure zone' teaching”. “Leave sex education to parents? No thanks”. “Sex ed's an issue for families, not schools”. These sometimes conflicting headlines provide some insight into the controversy surrounding sex, relationships, and sexuality education in schools as it plays out in the wider public arena. This research aims to shed light on the current landscape of relationships and sexuality education in primary schools in New Zealand, in order contribute to the limited research base that exists in this area. (From the introduction). Record #8113
| Item type | Current location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|
Access online
|
Family Violence library | Online | Available | ON23040033 |
Published January 2023
Learning about sex, relationships, and sexuality in education contexts is a perennially controversial issue, no matter where in the world. Is it the role of the parents? Is it the role of the school? At what age or stage should this learning occur? How much information is “too much information”, or “too little information”? A search for new stories1 from recent years in New Zealand reveals such headlines as “More sex education should be taught earlier”. “Some schools wary of sex education for young”. “Principals reject sex education 'pleasure zone' teaching”. “Leave sex education to parents? No thanks”. “Sex ed's an issue for families, not schools”. These sometimes conflicting headlines provide some insight into the controversy surrounding sex, relationships, and sexuality education in schools as it plays out in the wider public arena. This research aims to shed light on the current landscape of relationships and sexuality education in primary schools in New Zealand, in order contribute to the limited research base that exists in this area. (From the introduction). Record #8113
