15 Physical Educator - Journal of Physical Education New Zealand 2015 This month the Ministry of Education released new sexuality education guidelines for all schools. These guidelines are an update of a document last published in 2002 and so relect changes in New Zealand society, as well as the latest research. This opinion piece, from the lead writer of the guidelines, looks at why the new policy is needed and how schools might respond. Most New Zealanders would agree that young people should be informed, have access to information and learning and be able to ask questions about the things that matter to them. Most New Zealanders would agree that, culturally, we are not as open as we could be when it comes to talking about sensitive issues such as sex and sexuality. Nevertheless, the internet, popular culture and social media are flooded with a wide range of messages about sex, sexuality, gender and bodies. It is an understatement to say that not all of these are positive or helpful. We need only look at the roastbusters case to see that some youth have antisocial and even violent approaches to sexual intimacy, many of which are based on sexist assumptions, a lack of knowledge of consent, and a disregard for the rights of others. This happens when we ignore the powerful social contexts that youth inhabit, when we ignore the fact that young people need to first learn about themselves and how to get along with others. Both schools and families need to support one another in addressing these issues. We want our young people to be safe, to have positive experiences, to be able to stand up for themselves and to be informed about key political and social issues. This is why we need quality sexuality education in all our schools: to help young people to think critically about social messages and to have the knowledge they need to make informed decisions about their bodies and about relationships. While many parents and community members may assume sexuality education to be about sex, this is only a small aspect of a curriculum focused on relationships, personal identity, gender, communication, friendships, and personal safety. And it is high time that these issues were given more time in our schools. Young people need dedicated time and space to learn about human sexuality, question social norms and reflect on their values during health education classes. The new guidelines recommend that 12-15 hours per year are dedicated to sexuality education (as one aspect of health education which also includes topics such as mental health, alcohol and drug education, food and nutrition, and so forth). Most schools currently fall short of this and so will be looking to increase the time allocated to health education. In intermediate and secondary schools, health education should typically be timetabled 2 lessons per week. We need to remember that all our senior high school students (not only those who take NCEA health education) also need time to consider sexuality, alcohol and drug education and other issues concerning relationships and mental health. Schools might consider how to make this learning available to all students through dedicated programmes, peer mentoring and support or timetabled workshops. In addition to specific classes, the new guidelines encourage schools to also look at the whole school environment. New Zealand schools are (or should be) places where young people can question social norms, develop knowledge and engage with others in an inclusive environment. Schools may then ask themselves: do students have free access to health care and counselling? Are school policies protecting students and staff against harassment and valuing diverse families and values? Do students have reasonable uniform choices that reflect the 21st century (or are uniforms still requiring students to conform to 19th century gender roles?) Are gay and trans students, staff and families fully supported? Recent research from the adolescent health group suggests that young people who are same sex attracted are more likely to experience depression 1 . School environments play a key role in welcoming and affirming diversity and enabling students to express themselves, develop a wide range of knowledge and feel confident in who they are. Increasing numbers of schools are welcoming same sex partners to the school ball and other events, and many schools have a range of uniform choices. These changes are healthy and are reflective of a society which values gender equality, gay rights and freedom of expression. The new sexuality education guidelines are a welcome addition to the education landscape in New Zealand and reflect contemporary thinking and a proactive approach to current social issues. We all want young New Zealanders to be knowledgeable about these social issues, to be confident in who they are, and to feel positively engaged in schools Update The new sexuality education guidelines: What do these mean for schools? Associate Professor Katie Fitzpatrick - University of Auckland