RHSE and Health Education guidance from July 2025: changes and possible actions for schools.

The difficulty in identifying the new information in this guidance is it can be compared to the last set of statutory guidance from 2019 and/ or to the draft guidance that was produced for consultation in 2024 by the previous government. The latter was never implemented, despite the coverage that it received from much of the press.

It is easier to focus on what is in this guidance and what we know.

Firstly, it is to be implemented from September 2026. This means we have time to consider and plan. The RSE element of the guidance applies to all schools of all types, including APs and PRUs (para 10). The health education element does not need to be taught in independent schools as they are already required to provide Personal, Social, Health and Economic (PSHE) education under the Education (Independent School Standards) Regulations 2014.

Secondly, it is a response to a consultation with over 40,000 responses. This is a clear demonstration of the strength of feeling about education in this area. However, the result feels to me moderate, sensible and doable. Even though it is shorter than the previous guidance, there is substantial new material and some significant re-ordering.

The guidance is a real demonstration of how much the world has changed since the last guidance was published as is illustrated by its key themes.

Key themes and new content

The feel of the guidance

Compared to the previous 2019 guidance and certainly to the 2024 draft guidance, this feels less prescriptive and ‘shouty’. This is in part because the strictures of the 2024 draft guidance about what should be taught at what age have been dropped. Though it is recommended that primaries teach sex education in Year 5 and/ or 6 (para 30). But also the prescriptive lists entitled ‘the pupils should know’ for each part of the curriculum content have gone. The focus is now on effective teaching (para 3), curriculum content and the skilled delivery of participative education. The latter is one of the guiding principles of RSHE in paragraph 15.

• Engagement with pupils

• Engagement and transparency with parents

• Positivity- a focus on building positive attitudes and skills to promote healthy norms. Avoiding language that might normalise harmful behaviours, including that which might normalise male violence or stigmatise boys.

• Careful sequencing

• Relevant and responsive

• Skilled delivery -To support and not alarm children.

• A whole school approach linked with behaviour and safeguarding policies.

The focus feels much more that this is work to be done with children (and to some extend parents) rather than delivered to them.

This is supported by the removal of what felt rather paternalistic references to DOE, National Citizen service and the importance of hobbies. The importance of time outside and offline is recognised, but as something to be discussed, not imposed.

The Safeguarding context

Safeguarding is a visible golden thread running through this guidance. The links both between effective RHSE to support children to understand risk, keep themselves safe and seek help when needed are clear and explicit.

The guidance is clear that schools have the flexibility to respond to changing needs and issues that are affecting the school e.g. children seeing pornography (para- 84- 86) and sharing nudes and semi-nudes in primary schools (para 29) and to include teaching about eating disorders, self-harm and suicide prevention, even though they are not listed in the curriculum when appropriate for their setting (para 42-47).

There are also a number of references to the need for staff to know how to raise safeguarding concerns and recognition that effective RHSE may lead to children making disclosures (para 15). There is even a reference to the forthcoming mandatory reporting of sexual abuse (para 84). The latter was not included in KCSIE.

Physical and mental health and wellbeing

 These areas are no longer separated. Mental health and wellbeing and physical health are seen as intertwined. That people may experience mental health issues is more normalised. That feelings of worry or sadness are normal and not necessarily signs of a mental health condition unless persistent and severe.

This area includes learning about bereavement and loss, loneliness and building resilience and emotional regulation.

Online Safety

If we wanted a clearer indication of how fast and much the world is changing, there are few better illustrations than the online safety elements of this document. The language is new in so many places, even the name of the section of curriculum content- online awareness- is new. While online safety retains its own areas within the curriculum advice, it is clearly embedded into all of the other areas. New areas of content are highlighted including:

• The use of pornography and social media and the inherent risks.

• References to AI, deep fakes, scams and sextortion.

• More explicit content about sharing nudes and semi-nudes.

• Inclusion of the Online Safety Act.

• Explicit mention of misogyny.

Sexual harassment and violence

Throughout the guidance there is a focus on responding to and tackling sexual harassment and violence in all its forms. This is a reoccurring theme in the content detail which adds content on stalking, revenge pornography, upskirting, financial sexual exploitation (sextortion), strangulation and suffocation.

Then in a focused section (para 77-83) includes information on tackling everyday sexism, misogyny, homophobia and stereotypes and the importance of positive role models in and out of school. This section emphasises that victims are never to blame. 

It is also clear that groups may be separated by sex to discuss particular topics but this should be done in a way that avoids stigmatising boys or making girls feel like they will inevitably be victims of abusive behaviour or that it is their responsibility to protect themselves (para 83).

A focus on protective characteristics

Learning about the protective characteristics, (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation) under the 2010 Equality Act is another reoccurring theme in the guidance. This is used to support teaching about issues relating to sexual violence and harassment (para 79) and LGBT content.

Support for LGBT pupils

While many feel that there is not the clarity, we could wish for, the language here is much clearer and supportive. The word ‘transgender’ used rather than the dismissive language of ‘gender questioning’. The guidance states pupils should be taught ‘the facts and laws about biological sex and gender reassignment. This should recognise that people have legal rights by virtue of their biological sex which are different from the rights of those of the opposite sex with the protected characteristic of gender reassignment. Pupils should also be taught to recognise that people with the protected characteristic of gender reassignment, as with the other protected characteristics, have protection from discrimination and should be treated with respect and dignity.’ (para 69).

In paragraph 70, the guidance adds, ‘they should not teach as fact that all people have a gender identity. Schools should avoid language and activities which repeat or enforce gender stereotypes. Schools should be mindful to avoid any suggestion that social transition is a simple solution to feelings of distress or discomfort.’

The engagement of parents

Partly as a recognition of the number of parents who responded to the 2024 consultation, this guidance includes a lot about working with parents. The parental right of withdrawal from Sex education remains (para 2). The section on parents’ right to withdraw children (para 16- 23) emphasises the need to ensure that safeguarding information e.g. avoiding sharing inappropriate information online can be taught as part of relationships education without describing details of any sexual activity. Also that safeguarding requires the teaching of the correct terms for different body parts. It is clear that parents cannot withdraw children from the content of the science or other curriculum areas where they crossover with PHSE (para 18 & 21). Paragraphs 51 and 52 encourage the use of cross-curricular approaches to the key content.

Paragraph 15 reminds us that children can opt back into sex education from three terms before they turn 16.

The fuller guidance in paragraphs 12-14 on the RHSE policy make it clear that this should be freely available and published on the school website. It promotes engagement with parents, though can be updated to respond to emerging needs. However, parents should be informed of any changes. The RSE policy should include:

• Content, how and when it will be taught including use of any external providers

• Differentiate sex and relationships education – relationships education can include information about sexual violence to keep pupils safe.

• Content needs to be accessible to all including those with SEND.

Parents should be able to view all curriculum materials, including those used by external providers, on request (para 55- 59). They may not veto the content but should be consulted. The sharing of material should not be blocked by copyright law.

The use of external providers

While the guidance recognises the importance of the use of external providers and specialist support, particularly for the teaching about sensitive areas, such as eating disorders, self-harm and suicide prevention. But the guidance is clear that, ‘schools need to check materials and content used by external providers are accurate, age and stage appropriate and unbiased. Schools should be particularly cautious about using resources from organisations that have a broader interest in promoting harmful products (e.g. cigarettes and alcohol) or that have a strong partisan view on a contested topic. Schools are responsible for checking the credentials of any visitor or visiting organisation. Schools should ask to see materials and a lesson plan in advance, and should seek the views of parents, making sure that all materials can be viewed by parents ‘(para 52).

Faith schools

The guidance is clear that ‘All schools may teach about faith perspectives on these topics. In particular, schools with a religious character may teach their distinctive faith perspective on relationships, and balanced debate may take place about issues that are contentious’ (para 74).

New content areas

There are a number of new and important content areas which include:

• Vaping- This was not on the agenda in 2019!

• Gambling and online financial harms - This has for too long been an ignored issue in safeguarding. I hope that it will also be included in future iterations of KCSIE. Excellent resources are available from YGAM.

• Pregnancy, menstrual and gynaecological health, including polycystic ovary syndrome and heavy menstrual bleeding and menopause. The guidance is clear that facts about menstruation should be taught before girls’ period start and that this can be as young as eight. Paragraph 39 talks about the preparation and managing of menstruation, including use of appropriate language and links to DfE’s Period Products Scheme

• ‘Virginity testing’ and hymenoplasty.

• Carrying knives and weapons.

• The age of criminal responsibility.

• Strangulation, and suffocation.

• Personal safety around roads, railways and water.

• Parenting and brain development.

• Concept of Gillick competence

• Changes in content

In each of these tables I have tried to identify the main changes or additions in content.

Primary content

Families and people who care for me.	·       Inclusion of civil partnership alongside marriage and footnote to clarify this includes same sex marriage
Caring friendships	·       About feeling lonely ·       Resolving conflict ·       Managing friendships when it is making them feel unhappy or uncomfortable, and how to get support when needed.
Respectful, kind relationships- addition of kind	·       Considering the needs of others in relationships ·       Effective communication to manage conflict with kindness and respect. ·       The difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs. ·       The conventions of courtesy and manners. ·       Self-respect and links to their own happiness. ·       How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.
Online safety and awareness changed from online relationships	Much more detail including recognising online risks, minimum ages for joining social media sites and the reasons behind these, information about privacy and information being shared online and the range of online content.

Secondary school  

Families	·       More information and explanation of about the status of marriage, including the age of marriage has risen to 18. ·       Recognition that families and relationships change over time
Respectful relationships	·       Explicit teaching of consent. ·       Importance of self-esteem and tolerance, more information on inequalities of power in relationships, impact of pornography ·       how some sub-cultures might influence our understanding of sexual ethics, including the sexual norms endorsed by so-called “involuntary celibates” (incels) or online influencers
Online safety and awareness	·       Explicit teaching about location information in personal information, issues of deep fakes and AI generated information, risks of onward sharing of material, risks of sharing nudes and semi-nudes, including AI generated images ·       Reporting, concerns about sharing of unacceptable content that encourages misogyny, violence or use of weapons, conflict escalation through social media and  the role of technology and social media in bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns ·        impact of pornography ·        how data is collected and used ·       scams and sextortion ·        issues of AI bots
Being safe	Much more detailed with a move from a list of laws and a nod to consent to covering: ·       Consent ·       Strategies for identifying, resisting and understanding pressures, including sexual pressure in relationships. ·       Assessing information and relationships and seeking help or advice when needed ·       Personal safety in public spaces ·       What are sexual violence and harassment and the related laws? ·       Domestic abuse including coercive and controlling relationships. ·       Criminal and sexual exploitation ·       Forced marriage. ·       FGM and virginity testing ·       Strangulation and suffocation as criminal offences ·       Pornography
Intimate and sexual relationships, including sexual health.	Begins with a recognition that sex can be enjoyable but set within context of consent and that some behaviours can be harmful. Other changes ·       More information about the treatment of HIV, testing and removal of stigma. ·       Countering misinformation

Separate health and wellbeing curriculum

Primary

General wellbeing	addition of bereavement
Wellbeing online	Consider the balance of on and offline time, risks of games and apps (including scams, fraud and financial harms and that gaming can be addictive), finding and assessing information online
Healthy eating	Addition of importance of a healthy relationship with food
Drugs, alcohol, tobacco and vaping	Inclusion of vaping
New section on personal safety	·       Hazards including fire risks. ·       Risks and safety around roads, railways, including level crossings, and water, including the water safety code.
Developing bodies rather than Changing adolescent body	·       Body changes, particularly, but not exclusively during adolescence. ·       Correct body part names ·       Clear that facts about menstruation should be taught before girls’ period start and that this can be as young as eight.

Secondary

Mental wellbeing	Addition of ·       Importance of accurate medical information and not labelling normal feelings as medical conditions ·       Gambling ·       Impact of drugs, including smoking, and alcohol on mental health
Wellbeing online	Additions of ·       Limiting time online ·       Risks of gambling ·       Issues related to advertising. ·       Illegal behaviour online and issues of viewing harmful online content
Physical health and fitness	Additions ·       Benefits of fitness
Healthy eating	Additions ·       Risks of unhealthy weight gain and the impact of alcohol
Drugs, alcohol, tobacco and vaping	Addition ·       Information about vaping
Health protection and prevention and understanding the healthcare system was health and prevention.	Additions ·       Self-care for minor ailments and role of pharmacists ·       Responsibilities for own health and self-examination- not just for upper secondary ·       Healthy behaviours during pregnancy including miscarriage. ·       Concept of Gillick competence
Personal safety (new)	·       Personal safety in familiar and unfamiliar settings ·       Recognising and managing peer influence ·       Trusted adults and knife crime ·       Risks and signs of exploitation and grooming
Developing bodies	Additions ·       menstrual and gynaecological health, including what is an average period; period problems such as premenstrual syndrome; heavy menstrual bleeding; endometriosis; and polycystic ovary syndrome (PCOS). When to seek help from healthcare professionals. ·       The facts about reproductive health, including fertility and menopause, and the potential impact of lifestyle on fertility for men and women.

Possible actions for schools

• Begin work of reviewing policies and curriculum ready for September 2026. This should include cross-curriculum opportunities so that this teaching is embedded across the curriculum. Don’t panic and don’t rush you have time.

• Consider what staff training you will need to ensure that staff are confident to deliver the new curriculum content.

• Consider if you are going to include eating disorders, self-harm and suicide prevention in your curriculum. If so, what specialist services are available to support you in this.

• Consider how you will make the curriculum content and materials available to parents. This may involve discussions to confirm the copyright position with any current content providers.

• Consider any external providers you currently work with or might with in the future and how they can support you effectively with curriculum delivery. Think about the balance of external and internal delivery of sensitive information.

• For secondary schools, note when any child opted out of RSE turns 16 and when 3 terms before this is so that they can be given the option to opt back into RSE at this point if you have not already done this.