📚 Relationships and Sex Education in UK Schools: Implementation and Research | 英国学校关系与性健康教育课程：落地情况与实施研究
Relationships, Sex and Health Education (RSHE) became a statutory part of the curriculum in England in September 2020, yet legislation on paper and practice in classrooms are two very different things. This article sets out what the law actually requires, how schools have implemented the requirements since 2020, what research says about effectiveness and barriers, and where the unresolved controversies lie.
关系、性与健康教育（RSHE）自 2020 年 9 月起成为英格兰法定课程的一部分，但"纸面上的法条"与"课堂中的实践"是两回事。本文将梳理法律的具体要求、2020 年以来学校的落地情况、研究对有效性与障碍的结论，以及尚未解决的争议所在。
1. What Counts as RSE? Definitions and Scope | 何谓 RSE：定义与范围
In England, the umbrella term is RSHE: Relationships Education, Relationships and Sex Education, and Health Education. "Relationships Education" applies to all primary pupils; "RSE" applies to all secondary pupils; "Health Education" applies to all pupils in both phases. Sex education as a discrete topic is not statutory at primary level.
在英格兰，总括性术语是 RSHE，即关系教育（Relationships Education）、关系与性教育（RSE）以及健康教育（Health Education）。关系教育面向所有小学学生；RSE 面向所有中学学生；健康教育则覆盖中小学全体学生。作为独立主题的"性教育"在小学阶段并非法定内容。
RSHE (England) = Relationships Education + Sex Education + Health Education
It is important to distinguish RSE from the sex education that sits inside the National Curriculum science programmes of study. Reproduction, gamete production and fertilisation, and hormonal control appear in science at Key Stages 2, 3 and 4, and those elements are not subject to any parental right of withdrawal.
必须区分 RSE 与国家课程科学学习计划中的性教育内容。生殖、配子形成与受精、激素调控等内容出现在关键阶段 2、3、4 的科学课程中，这些内容不受家长退出权的约束。
RSE is therefore best understood not as a single lesson but as a planned, developmental curriculum strand concerned with knowledge, skills, values and safeguarding, delivered within a whole-school culture.
因此，RSE 不应被理解为某一节课，而应被视为一个有计划、循序渐进发展的课程板块，涉及知识、技能、价值观与安全保护，并嵌入整体学校文化之中。
2. The Legal Framework: From SRE to Statutory RSHE | 法律框架：从 SRE 到法定 RSHE
For nearly two decades, sex and relationship education in England rested on the Education Act 1996 and the non-statutory Sex and Relationship Education Guidance published in 2000. Provision was inconsistent: some schools delivered strong programmes, while others offered little beyond biology.
近二十年间，英格兰的性与关系教育主要依赖《1996 年教育法》和 2000 年发布的非法定《性与关系教育指南》。各地实施差异极大：一些学校课程扎实，另一些学校则只讲生物学内容。
The Children and Social Work Act 2017 gave the Secretary of State power to make Relationships Education and RSE statutory in all schools, including academies and free schools, which had previously sat outside many local authority arrangements. The regulations made under that Act, together with the 2019 statutory guidance, took effect from 1 September 2020.
《2017 年儿童与社会工作法》授权教育大臣使关系教育与 RSE 在包括学院制学校与自由学校在内的所有学校中具有法定地位——这些学校此前往往不在地方教育局的统一安排之内。依该法制定的条例与 2019 年法定指南自 2020 年 9 月 1 日起生效。
| Instrument / 文件 | Year / 年份 | Key provision / 核心规定 |
| Education Act 1996, s.403 | 1996 | Secondary schools must provide sex education; governors must have regard to guidance. 中学必须提供性教育，校董须参照指南。 |
| Sex and Relationship Education Guidance | 2000 | Non-statutory framework used for nearly 20 years. 使用近二十年的非法定框架。 |
| Children and Social Work Act 2017 | 2017 | Power to make Relationships Education and RSE statutory. 授权使关系教育与 RSE 法定化。 |
| RSHE Regulations 2019 + statutory guidance | 2019 / in force 2020 | Statutory content requirements for all state-funded schools. 所有公立资助学校的法定内容要求。 |
| Equality Act 2010 | 2010 | Non-discrimination, accessibility and reasonable adjustment. 反歧视、可及性与合理便利。 |
Independent schools must also deliver an RSE programme, though the precise legal route differs. Every school must publish an RSE policy, consult parents in developing it, and make the policy available on request.
私立学校同样必须提供 RSE 课程，只是法律路径不同。所有学校都必须公布 RSE 政策，在制定过程中征询家长意见，并在家长索取时提供该政策文本。
3. Statutory Content: Primary and Secondary Requirements | 法定内容：小学与中学的要求
At primary level, Relationships Education covers families and people who care for me; caring friendships; respectful relationships; online relationships; and being safe. Health Education covers mental wellbeing, internet safety, physical health and fitness, healthy eating, drugs alcohol and tobacco, health prevention, basic first aid and the changing adolescent body.
小学阶段的关系教育涵盖家庭与照顾我的人、关爱的友谊、尊重性关系、网络关系以及自我保护。健康教育涵盖心理健康、网络安全、身体健康与体能、健康饮食、毒品酒精与烟草、疾病预防、基础急救以及青春期的身体变化。
At secondary level, RSE adds intimate and sexual relationships, including sexual health, consent, contraception, sexually transmitted infections, and the emotional dimensions of intimacy. Health Education is extended to include the link between mental and physical health and the risks of harmful online content.
中学阶段的 RSE 增加了亲密与性关系，包括性健康、同意、避孕、性传播感染以及亲密关系的情感维度。健康教育则扩展到心理健康与身体健康之间的关联以及有害网络内容的风险。
The guidance is deliberately framed around "the end of primary" and "the end of secondary" rather than year-by-year objectives, which gives schools flexibility but also creates scope for uneven coverage.
指南刻意以"小学毕业时"和"中学毕业时"为表述框架，而非逐年目标，这给予学校灵活性，但也为内容覆盖不均留下了空间。
4. Parental Withdrawal and Pupil Opt-In | 家长退出权与学生自主选择权
Parents cannot withdraw their child from Relationships Education at primary, from Health Education at any phase, or from the sex education elements of the science curriculum. They may request withdrawal from the sex education component of RSE at secondary level, up to three terms before the pupil turns 16.
家长无权让子女退出小学关系教育、任何阶段的健康教育，或科学课程中的性教育内容。家长可申请让子女退出中学 RSE 中的性教育部分，但须在学生年满 16 岁前的三个学期内提出。
From three terms before their sixteenth birthday, the pupil may decide for themselves to receive sex education rather than be withdrawn. This "opt-in" provision is a significant shift: it recognises the maturing autonomy of the young person.
自年满 16 岁前三个学期起，学生本人可以决定接受性教育，而不被退出。这一"自行选择加入"条款是重要转变，承认了青少年逐渐成熟的自主性。
In practice, recorded withdrawal rates in England are very low, typically well under one per cent of pupils in most schools, although rates are higher in a small number of schools with particular religious or cultural profiles.
实践中，英格兰记录在案的退出比例极低，多数学校通常远低于学生总数的百分之一；不过在少数具有特定宗教或文化特征的学校，比例会相对更高。
5. Curriculum Design and Pedagogy | 课程设计与教学法
Research on curriculum design consistently favours a spiral approach: the same core themes are revisited at increasing levels of complexity, matched to developmental stage. A single "consent lesson" in Year 9 is far less effective than a theme revisited from Year 1 to Year 11.
课程设计研究一致支持"螺旋式"取向：同一核心主题随发展阶段的推进被反复回访，难度逐层提升。九年级上一节"同意"课，效果远不如从一年级到十一年级持续回访该主题。
Recommended pedagogy is participatory rather than didactic: role play, scenario work, group discussion, question boxes, distancing techniques and case studies. These methods build skills and self-efficacy, not just knowledge.
推荐的教学法是以参与为主而非讲授为主：角色扮演、情境演练、小组讨论、匿名提问箱、疏离化技巧与案例分析。这些方法培养技能与自我效能感，而不只是知识。
Inputs → Teaching & Learning → Outputs → Outcomes → Impact
The theoretical underpinning typically draws on social learning theory, the theory of planned behaviour and the health belief model, with an ecological framing that recognises family, peer group, school culture and media as interacting influences.
其理论基础通常包括社会学习理论、计划行为理论与健康信念模型，并采用生态学视角，将家庭、同伴群体、学校文化与媒体视为相互作用的影响因素。
Schools are also expected to differentiate for pupils with special educational needs and disabilities, ensuring that materials are accessible and that teaching is not reduced to a watered-down version of the mainstream curriculum.
学校还须为有特殊教育需要与残障的学生作出差异化安排，确保材料可及，且不把教学简化为主流课程的"缩水版"。
6. Implementation in Practice: What the Evidence Shows | 落地实况：证据显示了什么
Inspectorate and academic evidence since 2020 suggests a mixed picture. Many schools have rewritten policies, appointed a lead teacher and timetabled discrete lessons; fewer have embedded RSHE across the wider curriculum or invested in sustained staff development.
2020 年以来的督导与学术证据显示情况参差。许多学校已重写政策、指定负责教师并安排专门课时；但真正把 RSHE 嵌入整体课程、并持续投入教师专业发展的学校则相对较少。
Time allocation varies widely. In some secondary schools RSHE occupies a weekly or fortnightly slot within a personal development programme; in others it is delivered through collapsed days, tutor time or across subject lessons, which risks fragmentation.
课时安排差异很大。一些中学把 RSHE 纳入个人发展课程，每周或每两周一次；另一些学校通过集中主题日、导师时间或跨学科渗透来实施，这存在内容碎片化的风险。
Ofsted's 2021 review of sexual abuse in schools and colleges found that a majority of girls and a substantial minority of boys reported experiencing or witnessing sexual harassment and sexist name-calling, and that many pupils did not report incidents because they did not think it would be taken seriously.
英国教育标准局 2021 年对中小学与学院性侵问题的审查发现，多数女生和相当比例的男生报告曾经历或目睹性骚扰与性别歧视性的辱骂，而许多学生之所以不举报，是因为认为举报不会被认真对待。
The same review concluded that RSHE was often "not yet" delivering on consent, and recommended a whole-school approach in which the curriculum, behaviour policy, safeguarding systems and staff training are aligned.
该审查认为，RSHE 在"同意"议题上往往尚未达到应有水平，并建议采取全校整体取向，使课程、行为政策、安全保护体系与教师培训保持一致。
ccurate information × Safe environment × Participatory methods × Supportive school culture
7. Teacher Training, Confidence and Capacity | 教师培训、信心与能力
Teacher confidence remains the most frequently cited barrier. Surveys of teachers repeatedly report that a significant proportion feel inadequately trained to teach sensitive topics, particularly consent, sexual violence, pornography, gender identity and sexuality.
教师信心始终是最常被提及的障碍。多项教师调查反复显示，相当比例的教师认为自己未获得充分培训，难以讲授敏感议题，尤其是同意、性暴力、色情内容、性别认同与性取向。
Initial teacher training has limited space for RSHE. Most expertise is built through in-service professional development, external specialist providers, or school nursing and sexual health services, all of which are subject to budget pressures.
职前教师教育中留给 RSHE 的空间有限。多数专业能力依赖在职培训、外部专业机构，或校医与性健康服务，而这些都受到预算压力的影响。
Where schools do invest, evidence suggests the payoff is substantial: teachers who have received training in handling disclosures, answering questions and managing classroom discussion are markedly more willing to teach the subject well.
在有投入的学校，证据显示回报可观：接受过如何处理学生披露、如何回应提问、如何引导课堂讨论等培训的教师，明显更愿意把课上好。
8. Pupil Voice, Participation and Safeguarding | 学生声音、参与与保护
Pupil consultation is both a statutory expectation and an evidence-based practice. When pupils help shape content and delivery, relevance improves and engagement rises, particularly on topics such as consent, online harm and LGBTQ+ inclusion.
学生参与既是法定期待，也是有证据支持的做法。当学生参与内容与实施方式的塑造时，课程的相关性提升、参与度上升，在同意、网络伤害与 LGBTQ+ 包容等议题上尤为明显。
Pupil feedback in repeated UK surveys has been consistent: young people want more discussion of relationships, emotions, consent, pleasure and diverse identities, and less repetition of basic biology.
英国多项调查中的学生反馈高度一致：青少年希望更多讨论关系、情感、同意、愉悦与多元身份，而不是反复重复基础生物学内容。
Safeguarding is inseparable from RSHE. Teaching about abuse, exploitation and online harm frequently prompts disclosures, and schools must have clear routes to pastoral and safeguarding support in place before, during and after lessons.
安全保护与 RSHE 不可分割。涉及虐待、剥削与网络伤害的教学常会引发学生披露，学校必须在课前、课中与课后都设有清晰的教牧关怀与安全保护转介
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