英国中学义务关系与性教育的实施

英国中学义务关系与性教育的实施：

2022-23学年的定性研究

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

——《性教育》第25卷第5期，2025年——

Volume 25, Issue 5, 2025

【摘要】性教育的质量参差不齐。自2020年起，英格兰政府试图通过将课程规定为法定要求来改善性教育的实施。我们以May’s一般实施理论为框架，对2022-23学年25所中学的实施情况进行了评估。该理论确定了意义建构、认知参与、集体行动和反思性监测等过程，这些过程受干预措施的能力、利益相关者的潜力（个人和集体承诺）以及机构能力（规范、物质和认知资源）的影响。对领导人际关系和性教育（RSE）的教职员工的访谈数据按主题进行编码，并参考May’s概念。那些领导实施工作的人“理解”了法定指导，认为其相关且清晰。参与者的“认知参与”程度很高，这得益于对RSE的个人支持，但社会规范优先考虑学业成就、非专业教师的技能有限以及部分教职员工和学生缺乏“集体承诺”等因素削弱了这种参与度。“集体行动”因学校而异，受物质资源和专业人员可用性的影响。学校内部开展了“反思性监督”，并在学校领导的支持下开展了提高公众意识的工作，并由政府督察员进行评估。仅凭法定地位可能不足以在性教育（RSE）实施方面实现质的飞跃。可能需要其他形式的支持，包括培训和为更专业的教师提供支持。

【关键词】性教育、人际关系教育、实施、性健康、学校

[Abstract] The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

[Key words] Sex education, relationships education, implementation, sexual health, schools

论文原文：Ruth Ponsford, Rebecca Meiksin, G.J. Melendez-Torres, et al. (2025). The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year. Sex Education, Volume 25, Issue 5, Pages 696-712.

https://doi.org/10.1080/14681811.2024.2372355

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