Sexuality education can have a range of positive impacts when delivered by competent and trained teachers in ways that are responsive to the contextual factors shaping young people’s needs (Pound et. al., 2017). However, a common problem across European contexts and beyond is lack of adequate pre-service preparation and continuing professional development for teaching sexuality education in the classroom (O’Brien 2021). In their study of the WHO European region, Ketting et. al. (2021) found that it is only in Estonia, Finland and Sweden that most or all pre-service teachers receive sexuality teacher education. Studies based in the USA (Costello et. al., 2022), Canada (Almanssori, 2022) and Australia have examined in greater detail the consequences of lack of teacher preparation, including low knowledge and self-efficacy. In several European studies, including Austria (2018), Spain (Martinez, 2012) and Ireland (Lodge et. al, 2022), similar shortcomings in sexuality teacher education were found. However, international evidence also highlights the positive impact that high-quality teacher education and CPD can have on student’s experiences of sexuality education (Ezer et. al., 2022; Brodeur et. al, 2023).

Many patterns observable across the European teacher education landscape are present in the English context, such as the pressure to impose a more uniform, standardised and centralised control in the name of accountability, measurement and standards (Livingston & Flores, 2017). Echoing other European studies, the 2 most relevant English studies of sexuality teacher education (Dewhurst, Pickett & Speller et. al. 2014; Byrne, Shepherd & Dewhirst et. al. 2015) found that teacher educators ascribed high levels of importance to preparation for pre-service teachers, but also significant limitations in the range of topics covered, and that sex and relationships-related areas were deprioritised amidst other health and wellbeing topics. 

There are several factors that make England a distinctive case within the European context of sexuality teacher education. In 2019, ‘Relationships, Sex and Health Education’ (RSHE) became statutory in English primary and secondary schools, in theory creating a higher status and priority for sexuality education within teacher education. However, in 2021, a ‘Market Review’ of teacher education called for a transition from ‘initial teacher education’ to ‘initial teacher training’ (ITT) and established a standardised ‘Core Content Framework’ for ITT, leaving little room for subject areas that typically sit on the margins of the curriculum like sexuality education (Hordern & Brooks, 2023).

The ‘’Mapping RSHE ITT” study responds to these changes, capitalising on a period of transition to highlight current barriers and places where ITT-delivering institutions are adapting and innovating. The primary aim of the study is to map how ITT-providing institutions in England are preparing pre-service primary and secondary school teachers to deliver RSHE, using a national survey, follow-up interviews and observations of teaching on RSHE delivered to trainee teachers on the programmes (further methodological details below). The study also aims to utilise England as a national ‘case’ within the wider European context to identify convergences and divergences with wider patterns of change in teacher education/sexuality education policy and practice across Europe. The study explores and makes visible effective practice while illuminating the numerous barriers faced by teacher education leaders. The Research Questions for the project are:

1. What is the extent of pre-service teacher education for RSHE in England?
2. How is RSHE addressed in English pre-service teacher education?
3. What topics are covered in pre-service teacher education for RSHE in England, and to what extent?
4. What are teachers’ experiences of delivering pre-service teacher education in RSHE?

This paper will report on findings of the study, with data currently undergoing analysis at time of writing (for methodological details see below).

This study draws on and extends the mixed-methods approach taken by Byrne, Shepherd & Dewhirst et. al., including a national questionnaire, follow-up interviews and observations of teaching. The study utilizes an explanatory sequential design (Creswell & Plano Cark, 2011), in which quantitative data and results provide a general picture, which is then refined, extended or explained through qualitative data analysis (Subedi, 2016). A questionnaire was designed and refined in dialogue with a steering committee comprised of key local and national stakeholders and policy makers, including the Department for Education and the Sex Education Forum. A key named contact was acquired from the UK government’s published list of 188 accredited ITT providers (reduced to 170 providers after applying relevance criteria). These named contacts were emailed to establish who the most appropriate individual to complete the questionnaire within their organisation would be. This required some negotiation given the wide range of ways oversight of RSHE is structured within the ITT sector. 40 respondents in total completed the questionnaire (23% response rate). Findings were informally analysed in order to refine the semi-structured interview schedule. 11 45-minute semi-structured interviews were conducted with survey respondents. Interviews were recorded, transcribed and pseudonymised. All interview participants were given the option to have an element of their provision observed. 3 observation sessions of ITT teaching were recorded. Each type of data was analysed separately as part of the explanatory sequential design. Analysis was carried out step-by-step, following the sequence of the data collection procedure (surveys, interviews, observations). Each type of data was analysed independently and then synthesized. Survey data was analysed using standard descriptive statistics (i.e. counts and percentages). Interview transcripts were analysed using thematic analysis (Braun & Clarke, 2021) to identify themes using open coding and constant comparison. Fieldnotes from observations were analysed using principles from Phillip & Lauderdale’s (2017) ‘sketch note’ guides for using observational field notes in mixed methods studies. A synthesis of quantitative and qualitative data is currently being undertaken following Fetters, Curry & Creswell’s (2013) framework of ‘data integration’, mapping the ‘confirmation’, ‘expansion’ and ‘discordance’ of different sources of data. This involves separate analysis being carried out by the PI and a Research Assistant then refining analyses together.

At the time of writing, data analysis is still being completed. Expected conclusions to be drawn from the data analysis will include: • A map of the consistency, quality and extent of provision of RSHE ITT in England. • Comparisons with other European contexts. • A deeper understanding of the challenges facing the sector. • Fine-grained picture of initial teacher educator’s perceptions of their programmes. • Examples of best practice and innovation. • Strategies for adapting to changes in policy environment, including intensification of time constraints. • Accounting for where the greatest needs for support are for teacher educators. • Potentialities for change in policy and practice, both in England and beyond. • Identification of further research needs. Overall, the study aims to provide an evidence base that can support a range of possible changes to enrich and expand sexuality education teacher training where needed, with the potential for adaption and application in other national contexts and identify ways that this evidence base could be improved going forward.

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